Decision-Making Instruction: Rural Teachers’ Challenges and Perceptions of Robert Stahl’s Decision-Making Materials in the Social Studies Classroom

Abstract

This qualitative case study investigated rural high school social studies teachers’ perceptions of Robert Stahl’s decision-making materials within their content area and the relevance of curricular implementation. The primary questions addressed in this study focused on high school social studies teachers’ perception of current instructional practices, inquiry-based learning, state standards, and national frameworks regarding content and classroom instruction. Findings indicated that: a) decision-making materials, developed by Robert Stahl, are valued as a pedagogical approach towards learning; b) standards-based curriculum and accountability hinder student inquiry; c) rural participants perceived social studies education to be placed on a back burner; and d) The National Council for the Social Studies College, Career, and Civic Life (C3) Framework’s influence is largely unknown and unrealistic among rural social studies teachers.