Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

The Influence of High-Stakes Testing on High School Teachers' Willingness to Incorporate Current Political Events into the Curriculum

The Influence of High-Stakes Testing on High School Teachers' Willingness to Incorporate... This paper describes the findings of a qualitative study of six government teachers from three diverse high schools in the Southwest Chicago suburbs during the 2008 Presidential Election. All of the teachers expressed a desire to cover the election in their classes; however, several experienced difficulty incorporating current events into their curriculum due to a perceived need to prepare their students for an end-of-course assessment that held graduation implications. Overall, the author found that the teachers fell into one of three groups with respect to their inclusion of current events within the curriculum: curriculum-first, disciplined-inclusion, and opportunity-first. The teachers who were categorized as curriculum-first and disciplined-inclusion appeared wary of devoting significant instructional time to the election because they were concerned their students may not perform well on the end-of-course test, a fear that appeared linked to their school's prior academic performance on high-stakes assessments and their perception of their students' academic abilities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

The Influence of High-Stakes Testing on High School Teachers' Willingness to Incorporate Current Political Events into the Curriculum

The High School Journal , Volume 93 (3) – Jul 8, 2010

Loading next page...
 
/lp/university-of-north-carolina-press/the-influence-of-high-stakes-testing-on-high-school-teachers-apos-woESlYay0X

References

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
University of North Carolina Press
Copyright
Copyright © 2010 The University of North Carolina Press.
ISSN
1534-5157

Abstract

This paper describes the findings of a qualitative study of six government teachers from three diverse high schools in the Southwest Chicago suburbs during the 2008 Presidential Election. All of the teachers expressed a desire to cover the election in their classes; however, several experienced difficulty incorporating current events into their curriculum due to a perceived need to prepare their students for an end-of-course assessment that held graduation implications. Overall, the author found that the teachers fell into one of three groups with respect to their inclusion of current events within the curriculum: curriculum-first, disciplined-inclusion, and opportunity-first. The teachers who were categorized as curriculum-first and disciplined-inclusion appeared wary of devoting significant instructional time to the election because they were concerned their students may not perform well on the end-of-course test, a fear that appeared linked to their school's prior academic performance on high-stakes assessments and their perception of their students' academic abilities.

Journal

The High School JournalUniversity of North Carolina Press

Published: Jul 8, 2010

There are no references for this article.