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Investigating the impact of standard...

Pearson, Marijo Phillips.

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Investigating the impact of standards, high-stakes testing, and accountability on progressive social studies teaching.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating the impact of standards, high-stakes testing, and accountability on progressive social studies teaching./
作者:	Pearson, Marijo Phillips.
面頁冊數:	274 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4439.
Contained By:	Dissertation Abstracts International67-12A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3245856

Investigating the impact of standards, high-stakes testing, and accountability on progressive social studies teaching.
Pearson, Marijo Phillips.

Investigating the impact of standards, high-stakes testing, and accountability on progressive social studies teaching. - 274 p.

Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4439.

Thesis (Ph.D.)--University of Rochester, 2007.

This dissertation focuses on examining the impact of the standards movement, high-stakes testing, and accountability on progressive social studies teaching. Specifically, this dissertation will address the following research questions: How do standards and high-stakes testing influence the development of the social studies curriculum in an innovative high school? How does the tenth grade Global History and Geography Regents Examination influence one teacher's practice in this school? What are the effects of standards and high-stakes testing on students? Since 1990, the standards movement and high-stakes testing have dictated educational reform in the United States. Evidence of this reform can be seen in New York State, in 1996, when newly appointed New York State Education Commissioner, Richard Mills, and the Board of Regents voted to overhaul the Regents testing system. As a result of this overhaul, new high-stakes Regents graduation exams would be required for all public high school students. By 2003, all New York State public high school students would be required to pass 5 high-stakes Regents exams to graduate. This dissertation will examine how one urban innovation high school grappled with the new requirements, and how it impacted the curriculum, teaching and learning of Global History and Geography.Subjects--Topical Terms:

539262
Education, Secondary.

Investigating the impact of standards, high-stakes testing, and accountability on progressive social studies teaching.
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245 1 0 $a Investigating the impact of standards, high-stakes testing, and accountability on progressive social studies teaching.
300 $a 274 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4439.
500 $a Adviser: Joanne Larson.
502 $a Thesis (Ph.D.)--University of Rochester, 2007.
520 $a This dissertation focuses on examining the impact of the standards movement, high-stakes testing, and accountability on progressive social studies teaching. Specifically, this dissertation will address the following research questions: How do standards and high-stakes testing influence the development of the social studies curriculum in an innovative high school? How does the tenth grade Global History and Geography Regents Examination influence one teacher's practice in this school? What are the effects of standards and high-stakes testing on students? Since 1990, the standards movement and high-stakes testing have dictated educational reform in the United States. Evidence of this reform can be seen in New York State, in 1996, when newly appointed New York State Education Commissioner, Richard Mills, and the Board of Regents voted to overhaul the Regents testing system. As a result of this overhaul, new high-stakes Regents graduation exams would be required for all public high school students. By 2003, all New York State public high school students would be required to pass 5 high-stakes Regents exams to graduate. This dissertation will examine how one urban innovation high school grappled with the new requirements, and how it impacted the curriculum, teaching and learning of Global History and Geography.
520 $a The theoretical framework for this study is progressive education as influenced and defined by John Dewey. The data collected for this study were collected through a twenty-week (one semester) qualitative, interpretive study in one progressive social studies teacher's classroom. A coding scheme was developed based upon grounded theory methods which indicated how the high-stakes Global History and Geography Regents Examination influenced curriculum, teaching, and impacted students.
520 $a Analysis of the data revealed teachers, school administration, and students all shared a common view of progressive social studies, but found that the mandated Global History and Regents Examination compromised this practice and consequently compromised the mission of the school. From this study, it is clear that progressive social studies may not be able to co-exist comfortably with standardization, high-stakes testing, and accountability.
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