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ERIC Number: EJ791153
Record Type: Journal
Publication Date: 2008-Jan
Pages: 32
Abstractor: Author
Reference Count: 72
ISBN: N/A
ISSN: ISSN-1062-7197
Comparing the Impact of Accountability Examinations on Mississippi and Tennessee Social Studies Teachers' Instructional Practices
Vogler, Kenneth E.
Educational Assessment, v13 n1 p1-32 Jan 2008
This study compared the impact of state accountability examinations on social studies teachers' instructional practices. Data were obtained from a survey instrument given to a representative sample of Mississippi teachers who teach the same content tested on their state's high-stakes high school graduation examination and a representative sample of Tennessee teachers who teach the same content tested on their state's relatively lower stakes End-Of-Course examination. An analysis found teachers in both states using a combination of teacher-centered and student-centered instructional practices. But Mississippi teachers' use of instructional practices was most influenced by examination-related factors, whereas Tennessee teachers' use of instructional practices was most influenced by personal-related factors. (Contains 8 tables and 3 footnotes.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi; Tennessee