Social studies education and standards-based education reform in north america: Curriculum standardization, highstakes testing, and resistance.

Social studies education and standards-based education reform in north america: Curriculum standardization, highstakes testing, and resistance.

Los estudios sociales tienen una historia contenciosa como asignatura escolar y este artículo comienza con una visión general de los puntos de vista que históricamente compiten sobre la naturaleza y fines de la educación de estudios sociales en el contexto de América del Norte. A continuación, se ofrece un examen crítico de las reformas educativas recientes en los EE.UU. (Ningún Niño se Queda Atrás y los Estándares Estatales Comunes), que utilizan las pruebas de alta exigencia como una herramienta para estandarizar el currículo de estudios sociales y los métodos de enseñanza. La sección final del artículo examimna tanto los niveles significativos de resistencia de los estudiantes, profesores y el público a las pruebas de alta exigencia y a... Ver más

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Latinoamericana de Estudios Educativos

1900-9895

2500-5324

Ross, E. Wayne

Mathison, Sandra

Vinson, Kevin D.

UNIVERSIDAD DE CALDAS

10

2014-01-01

19

48

Colombia

reforma educativa

rersistencia de los profesores

pruebas de alta exigencia

estándares curriculares

educación ciudadana

propósitos de la educación en studios socials

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spelling Social studies education and standards-based education reform in north america: Curriculum standardization, highstakes testing, and resistance.
reforma educativa
Latinoamericana de Estudios Educativos
Universidad de Caldas
Núm. 1 , Año 2014 : Enero - Junio
1
10
rersistencia de los profesores
pruebas de alta exigencia
Artículo de revista
estándares curriculares
Los estudios sociales tienen una historia contenciosa como asignatura escolar y este artículo comienza con una visión general de los puntos de vista que históricamente compiten sobre la naturaleza y fines de la educación de estudios sociales en el contexto de América del Norte. A continuación, se ofrece un examen crítico de las reformas educativas recientes en los EE.UU. (Ningún Niño se Queda Atrás y los Estándares Estatales Comunes), que utilizan las pruebas de alta exigencia como una herramienta para estandarizar el currículo de estudios sociales y los métodos de enseñanza. La sección final del artículo examimna tanto los niveles significativos de resistencia de los estudiantes, profesores y el público a las pruebas de alta exigencia y a la estandarización del currículo y la pregunta de si la educación en estudios sociales promoverá ciudadanía adaptable al status quo o a la reconstrucción de la sociedad en formas mas equitativas y socialmente más justas.
educación ciudadana
Ross, E. Wayne
Mathison, Sandra
Vinson, Kevin D.
propósitos de la educación en studios socials
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Ross, E.W. (ed.). (1994). Reflective practice in social studies. Washington: National Council for the Social Studies.
Ross, E.W. (1992). “Educational reform, school restructuring and teachers’ work.” International Journal of Social Education, Vol. 7, No. 2, pp. 83-92.
Rich, M. (2013, April 30). “NewSchools fund attracts more capital.” The New York Times. Retrieved from http://www.nytimes.com/2013/05/01/education/newschools-venture-fund-links-with-rethinkeducation.html?ref=education&_r=2&. [Visited 22 October 2013].
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Ross, E.W., Cornett, J.W. and McCutcheon, G. (1992b). “Teacher personal theorizing and research on teaching.” In: Ross, E.W., Cornett, J.W. and McCutcheon, G. (eds.). Teacher personal theorizing: Connecting curriculum practice, theory and research. Albany: State University of New York Press.
Popham, W.J. (2008). “Standards based education: Two wrongs don’t make a right.” In: Mathison, S. and Ross, E.W. (eds.). The nature and limits of standards-based reform and assessment. New York: Teachers College Press.
Oliver, D.W. and Shaver, J.P. (1966). Teaching public issues in the high school. Boston: Houghton Mifflin.
Oliner, P. (1983). “Putting ‘community’ into citizenship education: The need for prosociality.” Theory and Research in Social Education, Vol. 11, pp. 65-81.
Ohanian, S. (1999). One size fits few: The folly of educational standards. Portsmouth: Heinemann.
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Mehrens, W. (1998). “Consequences of assessment: What is the evidence?” Educational Policy Analysis Archives, Vol. 16, No. 13.
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https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/4953
application/pdf
Journal article
-
teacher resistance
high-stakes testing
education reform
curriculum standards
citizenship education
purposes of social studies education
Social studies have a contentious history as a school subject and this article begins with an overview of the historically competing viewpoints on the nature and purposes of social studies education in the North American context. Next, we provide a critical examination of recent educational reforms in the USA (No Child Left Behind and Common Core State Standards), which use high-stakes testing as a tool for standardizing the social studies curriculum and teaching methods. The final section of the article examines both the significant levels of resistance to high-stakes testing and curriculum standardization by students, teachers, and the public and the question of whether social studies education will promote citizenship that is adaptive to the status quo or the reconstruction society in more equitable and socially just ways.
Carr, P.R. and Porfilio, B.J. (2011). The phenomenon of Obama and the agenda for education. Charlotte, NC: Information Age Publishing.
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Engle, S.H. (1987). “Decision making: The heart of social studies instruction.” In: Roselle, D. (ed.). Voices of social education, 1937-1987. New York: Macmillan.
Evans, R.W. and Saxe, D.W. (eds.). (1996). Handbook on teaching social issues. Washington: National Council for the Social Studies.
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collection Latinoamericana de Estudios Educativos
title Social studies education and standards-based education reform in north america: Curriculum standardization, highstakes testing, and resistance.
spellingShingle Social studies education and standards-based education reform in north america: Curriculum standardization, highstakes testing, and resistance.
Ross, E. Wayne
Mathison, Sandra
Vinson, Kevin D.
reforma educativa
rersistencia de los profesores
pruebas de alta exigencia
estándares curriculares
educación ciudadana
propósitos de la educación en studios socials
teacher resistance
high-stakes testing
education reform
curriculum standards
citizenship education
purposes of social studies education
title_short Social studies education and standards-based education reform in north america: Curriculum standardization, highstakes testing, and resistance.
title_full Social studies education and standards-based education reform in north america: Curriculum standardization, highstakes testing, and resistance.
title_fullStr Social studies education and standards-based education reform in north america: Curriculum standardization, highstakes testing, and resistance.
title_full_unstemmed Social studies education and standards-based education reform in north america: Curriculum standardization, highstakes testing, and resistance.
title_sort social studies education and standards-based education reform in north america: curriculum standardization, highstakes testing, and resistance.
title_eng Educación en estudios sociales y reforma de la educación basada en estándares en Norte América: Estandarización del currículo, pruebas de alta exigencia y resistencia.
description Los estudios sociales tienen una historia contenciosa como asignatura escolar y este artículo comienza con una visión general de los puntos de vista que históricamente compiten sobre la naturaleza y fines de la educación de estudios sociales en el contexto de América del Norte. A continuación, se ofrece un examen crítico de las reformas educativas recientes en los EE.UU. (Ningún Niño se Queda Atrás y los Estándares Estatales Comunes), que utilizan las pruebas de alta exigencia como una herramienta para estandarizar el currículo de estudios sociales y los métodos de enseñanza. La sección final del artículo examimna tanto los niveles significativos de resistencia de los estudiantes, profesores y el público a las pruebas de alta exigencia y a la estandarización del currículo y la pregunta de si la educación en estudios sociales promoverá ciudadanía adaptable al status quo o a la reconstrucción de la sociedad en formas mas equitativas y socialmente más justas.
description_eng Social studies have a contentious history as a school subject and this article begins with an overview of the historically competing viewpoints on the nature and purposes of social studies education in the North American context. Next, we provide a critical examination of recent educational reforms in the USA (No Child Left Behind and Common Core State Standards), which use high-stakes testing as a tool for standardizing the social studies curriculum and teaching methods. The final section of the article examines both the significant levels of resistance to high-stakes testing and curriculum standardization by students, teachers, and the public and the question of whether social studies education will promote citizenship that is adaptive to the status quo or the reconstruction society in more equitable and socially just ways.
author Ross, E. Wayne
Mathison, Sandra
Vinson, Kevin D.
author_facet Ross, E. Wayne
Mathison, Sandra
Vinson, Kevin D.
topicspa_str_mv reforma educativa
rersistencia de los profesores
pruebas de alta exigencia
estándares curriculares
educación ciudadana
propósitos de la educación en studios socials
topic reforma educativa
rersistencia de los profesores
pruebas de alta exigencia
estándares curriculares
educación ciudadana
propósitos de la educación en studios socials
teacher resistance
high-stakes testing
education reform
curriculum standards
citizenship education
purposes of social studies education
topic_facet reforma educativa
rersistencia de los profesores
pruebas de alta exigencia
estándares curriculares
educación ciudadana
propósitos de la educación en studios socials
teacher resistance
high-stakes testing
education reform
curriculum standards
citizenship education
purposes of social studies education
citationvolume 10
citationissue 1
citationedition Núm. 1 , Año 2014 : Enero - Junio
publisher Universidad de Caldas
ispartofjournal Latinoamericana de Estudios Educativos
source https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/4953
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rights http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/4.0/
references_eng Ross, E.W. (2000). “Redrawing the lines: The case against traditional social studies instruction.” In: Hursh, D.W. and Ross, E.W. (eds.). Democratic social education: Social studies for social change. New York: Falmer.
Ross, E.W. (ed.). (1994). Reflective practice in social studies. Washington: National Council for the Social Studies.
Ross, E.W. (1992). “Educational reform, school restructuring and teachers’ work.” International Journal of Social Education, Vol. 7, No. 2, pp. 83-92.
Rich, M. (2013, April 30). “NewSchools fund attracts more capital.” The New York Times. Retrieved from http://www.nytimes.com/2013/05/01/education/newschools-venture-fund-links-with-rethinkeducation.html?ref=education&_r=2&. [Visited 22 October 2013].
Ross, E.W. (2001). “The spectacle of standards and summits.” In: Kincheloe, J.L. and Weil, D. (eds.). Schooling and standards in the United States: An encyclopedia. New York: ABC/Clio.
Ross, E.W., Cornett, J.W. and McCutcheon, G. (eds.). (1992a). Teacher personal theorizing: Connecting curriculum practice, theory and research. Albany: State University of New York Press.
Ross, E.W., Cornett, J.W. and McCutcheon, G. (1992b). “Teacher personal theorizing and research on teaching.” In: Ross, E.W., Cornett, J.W. and McCutcheon, G. (eds.). Teacher personal theorizing: Connecting curriculum practice, theory and research. Albany: State University of New York Press.
Popham, W.J. (2008). “Standards based education: Two wrongs don’t make a right.” In: Mathison, S. and Ross, E.W. (eds.). The nature and limits of standards-based reform and assessment. New York: Teachers College Press.
Oliver, D.W. and Shaver, J.P. (1966). Teaching public issues in the high school. Boston: Houghton Mifflin.
Oliner, P. (1983). “Putting ‘community’ into citizenship education: The need for prosociality.” Theory and Research in Social Education, Vol. 11, pp. 65-81.
Ohanian, S. (1999). One size fits few: The folly of educational standards. Portsmouth: Heinemann.
Noddings, N. (1992). “Social studies and feminism.” Theory and Research in Social Education, Vol. 20, No. 3, pp. 230-241.
Nelson, J.L. (1985). “New criticism and social education.” Social Education, Vol. 49, pp. 368-371.
National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards grades 6-12 literacy in history/social studies, science, & technical subjects. Washington: National Governors Association Center for Best Practices and Council of Chief State School Officers.
Hout, M. and Elliott, S.W. (eds.). (2011). Incentives and test-based accountability in education. Washington: National Academies Press.
Linn, R.E. (2000). “Assessments and accountability.” Educational Researcher, Vol. 29, No. 2, pp. 4-16.
Murphy, P., Regenstein, E. and McNamara, K. (2012). Putting a price tag on the Common Core: How much will smart implementation cost? Washington: Thomas B. Fordham Institute.
Mehrens, W. (1998). “Consequences of assessment: What is the evidence?” Educational Policy Analysis Archives, Vol. 16, No. 13.
Massialas, B.G. (1992). “The ‘new social studies’―Retrospect and prospect.” The Social Studies, Vol. 83, pp. 120-124.
Martorella, P.H. (1996). Teaching social studies in middle and secondary schools. New Jersey: Merrill/Prentice Hall.
Sacks, P. (1999). Standardized minds: The high price of America’s testing culture and what to do about it. New York: Perseus.
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