Record Details

Policy in the Way of Practice: How Assessment Legislation Is Affecting Social Studies Curriculum and Instruction in Ohio

International Journal of Education Policy and Leadership

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Field Value
 
Title Policy in the Way of Practice: How Assessment Legislation Is Affecting Social Studies Curriculum and Instruction in Ohio
 
Creator Misco, Thomas
Patterson, Nancy
Doppen, Frans
 
Subject standards; testing; social studies
 
Description In a national context of standards and high-stakes testing, concerns are emerging about challenges to the already tenuous position of the citizenship mission in the social studies curriculum. In this qualitative study, the authors administered a survey to social studies teachers in Ohio and conducted follow-up interviews focusing on the present purposes of social studies and the ways in which standards and testing are affecting instructional practice. The findings reveal a perception of standards as being of high quality, yet ultimately undermined through changes in scope and se-quence, narrowing of the curriculum, and a paucity of time to enact them. In addition, respondents indicated that high-stakes testing has become the primary curricular focus, which impacts instructional strategy decision making and frustrates citizenship education.
 
Publisher IJEPL is a joint publication of PDK International, SFU, GMU, and UDel
 
Contributor Ohio Board of Regents
 
Date 2011-10-21
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
research-article
Survey/Interview
 
Format application/pdf
 
Identifier http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/303
10.22230/ijepl.2011v6n7a303
 
Source International Journal of Education Policy and Leadership; Vol 6, No 7 (2011): Policy in the Way of Practice: How Assessment Legislation Is Affecting Social Studies Curriculum and Instruction in Ohio
1555-5062
 
Language eng
 
Relation http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/303/112
 
Rights Copyright (c) 2015 Thomas Misco, Nancy Patterson, Frans Doppen
http://creativecommons.org/licenses/by-sa/4.0