We Are Not Ready to Assess History Performance
Bibliographic Data
| ID | 10023140 |
|---|---|
| Authors | Richard Rothstein (0000-0002-4107-9654, Economic Policy Institute, corresponding author) |
| Year | 2004 |
| Volume | 90 |
| Issue | 4 |
| Pages | 1381-1381 |
| Publication date | 2004-03-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of American History (JOURNAL) |
| Journal identifiers | ISSN: 0021-8723 • E-ISSN: 1945-2314 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.2307/3660358 |
| OpenAlex | W2049524432 |
| Language | EN |
| Citations received | 5 |
Americans have never considered learning history to be an end in itself. Instruction about history and the development of political institutions (civics) has always been justified as an exercise that would produce better citizens, however blandly defined. Yet educators have never successfully explained how the content of history or civics curricula promotes the stated goal of good citizenship. Even when educators duck this problem of means and ends and treat history and civics instruction as an end in itself, they have no realistic expectations of what students should learn. Most definitions of student proficiency are corrupted by nostalgia for alleged past achievement levels that never existed
American history · Citizenship · Citizenship education · Civics · Curriculum · Mathematics education · Pedagogy · Political history · Political science · Politics · Social studies · Sociology · Educator Training and Historical Pedagogy · Law · Psychology
| Citations per year | 0.24 |
|---|---|
| Citation span | 2005 - 2017 (13) |
| Highly cited | No |