A comparative study of the curricular perspectives and scores of dogmatism of social studies teachers in Cook County, Illinois

Abstract

The purpose of this study was to test for a correlation between the scores of secondary social studies teachers on dogmatism and their curricular preferences. The present study has identified two directions in curricular development for the purpose of classifying curricular preferences. These include social studies as social science and social studies as citizenship problems. The former direction emphasizes the structure of the separate social science disciplines while the latter emphasizes a more eclectic approach which cuts across and goes beyond the separate social science disciplines.