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ERIC Number: ED150040
Record Type: RIE
Publication Date: 1977-Apr-7
Pages: 20
Abstractor: N/A
Reference Count: 0
The Effect of Education Law on the Public School Curriculum.
Henning, Joel; And Others
The symposium report focuses on effects of state curriculum mandates on the social studies curriculum. Part of a larger study designed to examine the effect of state law on the introduction and implementation of law-related education, the report is presented in two sections. Section I analyzes social studies mandates in the 50 states. Five questions used in the analysis are: (1) Which social studies subjects are mandated? (2) What values are fostered in the mandates? (3) What sanctions are available to enforce the mandates? (4) How specific are the mandates? (5) How does each state department of education transmit information about statutory mandates to teachers and administrators? General findings related to statutory requirements in all 50 states, reported in tabular form, indicate that 44 states require study of the United States or state constitutions, 42 require study of United States or state history, and 33 require study of civics or government. Section II presents a report of interviews to determine whether social studies teachers and administrators are aware of state mandates and are influenced by them. Interviews were conducted with more than 300 teachers and administrators in 78 schools in five states (California, Georgia, Illinois, Pennsylvania, and Texas). Findings, presented in tabular form, indicate that most teachers and administrators are unaware of many of the subjects and topics which are mandated, think the social studies mandates have limited influence, and that those who are aware of the changes learn about them through hierarchical communications. (Author/DB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: American Bar Association, Chicago, IL. Special Committee on Youth Education for Citizenship.
Note: Paper presented at Annual Meeting of the American Educational Research Association (New York, New York, April 3-8, 1977)