NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ893809
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0018-1498
The Influence of High-Stakes Testing on High School Teachers' Willingness to Incorporate Current Political Events into the Curriculum
Journell, Wayne
High School Journal, v93 n3 p111-125 Spr 2010
This paper describes the findings of a qualitative study of six government teachers from three diverse high schools in the Southwest Chicago suburbs during the 2008 Presidential Election. All of the teachers expressed a desire to cover the election in their classes; however, several experienced difficulty incorporating current events into their curriculum due to a perceived need to prepare their students for an end-of-course assessment that held graduation implications. Overall, the author found that the teachers fell into one of three groups with respect to their inclusion of current events within the curriculum: curriculum-first, disciplined-inclusion, and opportunity-first. The teachers who were categorized as curriculum-first and disciplined-inclusion appeared wary of devoting significant instructional time to the election because they were concerned their students may not perform well on the end-of-course test, a fear that appeared linked to their school's prior academic performance on high-stakes assessments and their perception of their students' academic abilities. (Contains 1 table.)
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois