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What to Teach? An Examination of Content Decisions among Social Studies Teachers in California
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | What to Teach? An Examination of Content Decisions among Social Studies Teachers in California. |
| 개인저자 | Hartman, Curtis James. |
| 단체저자명 | University of California, Los Angeles. Education 0249. |
| 발행사항 | [S.l.]: University of California, Los Angeles., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 134 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-02A. Dissertation Abstract International |
| ISBN | 9781085607018 |
| 학위논문주기 | Thesis (Ed.D.)--University of California, Los Angeles, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Advisor: Anderson-Levitt, Kathryn M. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | When the standards reform movement was introduced, researchers postulated the dual methods of rigorous standards and assessment to measure performance on those standards. Through the early part of the 21st century, the standards corpus has grown, and so too have the accompanying testing regimes (Delandshere and Arens, 2001). However, in California, the social studies standards landscape has grown, but measurement via testing was abandoned in 2013. In 2016, the state launched the curriculum framework, a document intended to clarify and harmonize, but not replace, the 1998 content standards and the 2010 Common Core standards that govern social studies instruction in California. Given the lack of any assessment, how are teachers incorporating the new standards guidance, along with older standards guidance, and making content decisions about what to teach?For this qualitative comparative case study analysis, I interviewed fourteen teachers at two large, urban, comprehensive high schools in Southern California to determine how these teachers were using standards documents in planning, and how these teachers generally make content decisions. Interviews revealed that this sample of teachers have not adopted the 2016 Curriculum Framework into their practices, nor are they consulting the underlying standards in their planning and assessment. Instead, the teachers interviewed overwhelmingly relied on textbooks, professional content creators, and the College Board to make content decisions for their courses. |
| 일반주제명 | Educational leadership. Social studies education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
