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ERIC Number: EJ779673
Record Type: Journal
Publication Date: 2007
Pages: 30
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0889-0293
Beginning Teachers Thinking Historically? Negotiating the Context of Virginia's High-Stakes Tests
Van Hover, Stephanie; Hicks, David; Irwin, William
International Journal of Social Education, v22 n1 p85-114 2007
In this article, the authors explore the effects of Virginia's high stakes history tests on beginning teachers' "notions of historical thinking," and briefly consider the literature on historical thinking, high-stakes testing, and beginning teachers. Data sources for this study included interviews, observations, and classroom documents of seven beginning high school history teachers who work in the high-stakes testing environment of Virginia. The interviews and observations revealed that when thinking about, talking about, and implementing instruction, the teachers appeared concerned with implementing a variety of instructional approaches in order to engage their students and to fill a block period. Explicit discussions of or references to historical thinking did not appear in their responses, but references to "critical thinking" did. When asked to describe resources used in the class, teachers did refer to historical sources, but most often as a means to interest or engage their students, to add another element of variety to instruction, or to teach "critical thinking" skills. Implications of these findings are discussed. (Contains 5 tables and 18 notes.)
International Journal of Social Education. Ball State University, Department of History, Muncie, IN 47306. Tel: 765-285-8700; Fax: 765-285-5612; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia