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 right-leaning, 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.

中文翻译：

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教师如何以及为何教授 2020 年美国大选：对 12 个州的调查回复的分析

本研究探讨了美国中学社会研究教师关于 2020 年大选教学的自我报告教学。我们分析了选举后几周内收集的来自 12 个州（3 个左倾、3 个右倾、6 个战场）的 1,723 名中学社会研究教师的调查回复，检查了自我报告的教学法、教授的主题以及总体教学频率。选举。受访者表示，如果他们教授公民或政府课程和/或如果他们对课程有更大的控制权，他们会更频繁地教授有关选举的课程。分析显示，教师的人口特征、教学背景和公民教育意识形态与他们所教授的选举相关主题和他们所采用的教学实践有关。我们的研究结果对教育工作者、管理者、政策制定者和其他有兴趣加强公民学习的人具有重要意义。