| Description |
1 online resource (ix, 338 pages) : illustrations. |
| Physical Medium |
polychrome |
| Description |
text file |
| Series |
Research in curriculum and instruction
|
|
Research in curriculum and instruction.
|
| Bibliography |
Includes bibliographical references. |
| Contents |
The state of state-level history tests / S.G. Grant and Catherine Horn -- Research on history tests / S.G. Grant -- The technical realities of measuring history / Catherine Horn -- Paradox of practice / Letitia Fickel -- Teaching history in the age of accountability / Davner Segal -- Using primary documents with fourth-grade students / Jane Bolgatz -- Teaching in spite of, rather than because of, the test / Jill Gradwell -- Teaching in a high-stakes testing setting / Cinthia Salinas -- Teaching history in the Old Dominon / Stephanie van Hover -- Negotiating control and protecting the private / Ann Marie Smith -- "Does anybody really understand this test?" / Elizabeth Anne Yeager and Matthew Pinder -- The impact of a high school graduation examination on Mississippi social studies teachers' instructional practices / Kenneth Vogler -- Measuring history through state-level tests / S.G. Grant -- The future of high-stakes history assessment / William Gaudelli. |
| Summary |
Measuring History complements the cases presented in Wise Social Studies Practices (Yeager & Davis, 2005). Yeager and Davis highlight the rich and ambitious teaching that can occur in the broad context of state-level testing. In this book, the chapter authors and I bring the particular state history tests more to the fore and examine how teachers are responding to them. At the heart of Measuring History are cases of classroom teachers in seven states (Florida, Kentucky, Michigan, New York, Texas, Mississippi, and Virginia) where new social studies standards and new, and generally high-stakes, state-level history tests are prominent. In these chapters, the authors describe and analyze the state's testing efforts and how those efforts are being interpreted in the context of classroom practice. The results both support and challenge prevailing views on the efficacy of testing as a vehicle for educational reform. Catherine Horn (University of Houston) and I lay the groundwork for the case studies through a set of introductory chapters that examine the current environment, the research literature, and the technical qualities of history tests. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
History -- Study and teaching.
|
|
History -- Study and teaching. |
|
Achievement tests -- United States -- States.
|
|
Achievement tests. |
|
United States. |
| Genre/Form |
Electronic books.
|
|
Electronic books.
|
| Added Author |
Grant, S. G. (Professor)
|
| Other Form: |
Print version: Measuring history. Greenwich, Conn. : Information Age Pub., ©2006 (DLC) 2006002399 (OCoLC)63187451 |
| ISBN |
9781607525400 (electronic book) |
|
1607525402 (electronic book) |
|
1281386561 |
|
9781281386564 |
|
