Teaching about patriotism: An assessment of teacher attitudes and classroom practices

The purpose of the study was to investigate and evaluate teacher attitudes and classroom practices of Knox County high school American history teachers for teaching about patriotism. The population identified for the study consisted of forty-four high school American history teachers who represented the thirteen high schools in the Knox County school system.;A survey was developed for the study that consisted of four parts: (1) demographic data, (2) teacher attitudes toward teaching about patriotism, (3) class-room practices regarding the teaching about patriotism, and (4) open-ended questions that required teachers to identify the positive effects, negative effects, and strategies used to teach about patriotism.;The survey was administered to all forty-four high school American history teachers in Knox County. Thirty-four surveys were returned for a 77.3 percent return rate.;Data from the survey were tabulated for frequency and percentage and reported in narrative and table form. The findings and conclusions of the study were derived from an analysis the data.;Summary of the findings of the study: (1) Participants believed teaching issues that pertained to patriotism was an important function of the American history classroom. (2) Most respondents did not believe they were provided adequate direction for teaching issues that pertained to patriotism and indicated they would be receptive to additional instruction concerning the concept. (3) Participants supported and/or used several approaches for teaching patriotism that reflected traditional thinking and practices. (4) Participants supported and/or used several approaches for teaching patriotism that reflected non-traditional thinking and practices. (5) Respondents were unsettled in thought and practice concerning the part indoctrination should play in studies involving patriotism.;Conclusions of the study: (1) American history teachers supported teaching issues involving patriotism. (2) American history teachers felt it important that historical truth be critically examined. (3) American history teachers employed a variety of teaching approaches for teaching their subject matter. (4) American history teachers employed a strong philosophical mix of approaches to teach about patriotism. (5) American history teachers showed an understanding of the negative and positive factors inherent with teaching about patriotism. (6) American history teachers were undecided regarding the role indoctrination should play in the study of patriotic issues.