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The impact of New Jersey's three sta...

Calissi, Judith Margaret.

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The impact of New Jersey's three standards documents on middle level social studies curriculum and instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The impact of New Jersey's three standards documents on middle level social studies curriculum and instruction./
Author:	Calissi, Judith Margaret.
Description:	143 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4334.
Contained By:	Dissertation Abstracts International64-12A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3118072

The impact of New Jersey's three standards documents on middle level social studies curriculum and instruction.
Calissi, Judith Margaret.

The impact of New Jersey's three standards documents on middle level social studies curriculum and instruction. - 143 p.

Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4334.

Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2004.

In the past decade political and pedagogical discourse has centered on the setting of curriculum standards with assessments as a means of improving American education. There is widespread debate, however, concerning how these reforms affect teaching and learning. This study's purpose was to provide insight into the impact these reforms had on social studies curriculum development and classroom instruction. New Jersey Department of Education developed three documents to guide social studies educators in standards-based reform and the singular testing event in 2001. These are the <italic>Core Curriculum Content Standards in Social Studies</italic>, the <italic>Social Studies Curriculum Framework</italic>, and the <italic>Test Specifications and Sample Items for the Grade Eight Proficiency Assessment in Social Studies</italic>. The focus of the study was two-fold. First, to evaluate the usefulness of the three standards documents this researcher adapted a rubric from a model developed by Achieve, Inc. Second, to ascertain how educators used these documents to guide curriculum and instruction, 19 middle level curriculum supervisors and 8<super>th</super> grade social studies teachers from large and small, wealthy (J) District Factor Groups and poor (A) District factor groups were interviewed to secure qualitative data. Analysis of the three standards documents suggested that only the test specifications provide a clear and concise outline of the knowledge and skills required of 8<super>th</super> grade students, while the standards are broad and vague and the framework is confusingly organized and onerous in size. In-person interviews revealed the following: educators attributed modest curricular changes to the standards, but agreed that this standards document offered little specific guidance. All were supportive of the standards, but educators in wealthy districts were more confident that their standards met or exceeded state standards than those from poor districts. Instructional changes included more higher-order, critical thinking and hands-on activities and use of primary resources, but no organized test prepping occurred. As a whole, this study offers a “snapshot” of standards-based reform suggesting moderate, positive effects.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The impact of New Jersey's three standards documents on middle level social studies curriculum and instruction.
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520 $a In the past decade political and pedagogical discourse has centered on the setting of curriculum standards with assessments as a means of improving American education. There is widespread debate, however, concerning how these reforms affect teaching and learning. This study's purpose was to provide insight into the impact these reforms had on social studies curriculum development and classroom instruction. New Jersey Department of Education developed three documents to guide social studies educators in standards-based reform and the singular testing event in 2001. These are the <italic>Core Curriculum Content Standards in Social Studies</italic>, the <italic>Social Studies Curriculum Framework</italic>, and the <italic>Test Specifications and Sample Items for the Grade Eight Proficiency Assessment in Social Studies</italic>. The focus of the study was two-fold. First, to evaluate the usefulness of the three standards documents this researcher adapted a rubric from a model developed by Achieve, Inc. Second, to ascertain how educators used these documents to guide curriculum and instruction, 19 middle level curriculum supervisors and 8<super>th</super> grade social studies teachers from large and small, wealthy (J) District Factor Groups and poor (A) District factor groups were interviewed to secure qualitative data. Analysis of the three standards documents suggested that only the test specifications provide a clear and concise outline of the knowledge and skills required of 8<super>th</super> grade students, while the standards are broad and vague and the framework is confusingly organized and onerous in size. In-person interviews revealed the following: educators attributed modest curricular changes to the standards, but agreed that this standards document offered little specific guidance. All were supportive of the standards, but educators in wealthy districts were more confident that their standards met or exceeded state standards than those from poor districts. Instructional changes included more higher-order, critical thinking and hands-on activities and use of primary resources, but no organized test prepping occurred. As a whole, this study offers a “snapshot” of standards-based reform suggesting moderate, positive effects.
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