Author ORCID Identifier
Brett L.M. Levy: https://doi.org/10.1177/23328584241234884
Jeremy D. Stoddard: https://doi.org/10.1177/23328584241234884
Document Type
Article
Publication Date
2024
DOI
org/10.1177/23328584241234884
Abstract
This study explores social studies teachers’ self-reported instruction about teaching the 2020 election in U.S. secondary schools. We analyzed survey responses from 1,723 secondary social studies teachers from 12 states (3 left-leaning, 3 rightleaning, 6 battleground) collected in the weeks after the election, examining self-reported pedagogies, topics taught, and overall frequency of teaching about the election. Respondents reported teaching about the election more frequently if they taught courses in civics or government and/or if they had greater control over their curricula. Analyses indicated that teachers’ demographic characteristics, teaching contexts, and ideologies about civic education were related to the election-related topics they taught and the instructional practices they employed. Our findings have important implications for educators, administrators, policymakers, and others interested in strengthening civic learning.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Fitchett, P. G., Levy, B. L. M., & Stoddard, J. D. (2024). How and Why Teachers Taught About the 2020 U.S. Election: An Analysis of Survey Responses From Twelve States. AERA Open, 10. https://doi.org/10.1177/23328584241234884
Terms of Use
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Comments
This is the Publisher's PDF, which can also be found here: Fitchett, P. G., Levy, B. L. M., & Stoddard, J. D. (2024). How and Why Teachers Taught About the 2020 U.S. Election: An Analysis of Survey Responses From Twelve States. AERA Open, 10. https://doi.org/10.1177/23328584241234884