ERIC Number: EJ726953
Record Type: Journal
Publication Date: 2005
Reference Count: N/A
Impact of a High School Graduation Examination on Social Studies Teachers' Instructional Practices
Vogler, Kenneth E.
Journal of Social Studies Research, v29 n2 p19-33 Fall 2005
The purpose of this study was to explore the impact of high-stakes tests on teachers' instructional practices. Data were obtained from a survey instrument given to a stratified random sample of Mississippi social studies teachers who teach the same content that is tested on their state's high school graduation examination. An analysis found teachers spending the most time preparing students for the examination were more likely to use traditional, teacher-centered practices such as textbooks, multiple-choice questions, lecturing, and textbook-based assignments. Also, teachers' use of instructional practices was most influenced by factors relating to sanctions attached to the examination rather than items such as personal desire or belief about using "best" practices.
Descriptors: Program Effectiveness, Textbooks, Teaching Methods, High Stakes Tests, Graduation Requirements, Teacher Attitudes, Social Studies, Exit Examinations, Teacher Attitudes, Beliefs, Sanctions
Department of Geography, University of Northern Iowa, College of Social and Behavioral Sciences, Sabin Hall 1, Cedar Falls, IA 50614-0406. Tel: 319-273-2772; Fax: 319-273-7103; Web site: http://fp.uni.edu/geography/.
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi