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ERIC Number: ED044332
Record Type: Non-Journal
Publication Date: 1969-Jun
Pages: 60
Abstractor: N/A
Reference Count: N/A
Social Studies in New England Secondary Schools.
New England Educational Assessment Project.
The Social Studies Committee of the New England Educational Assessment Project conducted this assessment over a period of two years. The general objectives of this study were: 1) to identify the teaching intentions and cultural orientations of 3,631 secondary social studies teachers and the value orientations of their pupils; 2) to obtain teachers perceptions of the factors in the learning environment thought most likely to affect student outcome; 3) to identify the classroom interaction patterns of selected teachers and determine whether particular patterns of interactions are characteristic of particular teacher intentions or cultural orientations; 4) to measure actual student achievement within the categories or teaching intention identified by inventories developed or selected for the study; and, 5) to attempt to discover what relationships exist between teaching intentions, classroom interaction patterns, and student achievement. The most significant findings were: the dominant educational intentions and cultural orientations of large numbers of teachers may be identified and analyzed; and, that these categories proved to be more strongly related to classroom practices and student achievement than any other factor. These findings have important implications for curriculum development, teacher education, and in-service programs. (SBE)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: New England Educational Assessment Project.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title V