Differential effects of state testing policies and school characteristics on social studies educators’ gate-keeping autonomy
A multilevel model
Bibliographic Data
| ID | 11070547 |
|---|---|
| Authors | Hyeri Hong (0000-0002-7576-2574, University of Iowa, corresponding author), Gregory E Hamot (University of Iowa) |
| Year | 2020 |
| Volume | 48 |
| Issue | 1 |
| Pages | 74-100 |
| Publication date | 2020-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2019.1655508 |
| OpenAlex | W2971601292 |
| Language | EN |
| Citations received | 2 |
| References cited | 70 |
Using data on secondary school social studies teachers (n = 6,702) from the Survey of the Status of Social Studies (S4), a multilevel model, and an Item Response Theory (IRT) analysis, this study examined the associations of state testing policy and school characteristics on secondary social studies teachers’ instructional autonomy as it relates to various state testing policies. Through multi-level analysis, this study suggests several key conclusions that have implications for policy and practice related to social studies teaching and learning. First, teachers who work in low-income, high minority schools report lower levels of autonomy than those in high-income, low minority schools. Second, the existence of state-mandated social studies tests and sanctions against low-performing schools are related to lower levels of teachers’ instructional autonomy. Finally, teachers who work in high minority schools perceive lower levels of autonomy when they teach in states that punish underperforming schools based on test results relative to those in states that do not. We suggest that policy-makers should reconsider the way state-mandated tests evaluate teachers, schools, and students in order to allow teachers to hold ample instructional autonomy and implement quality ambitious social studies education, especially in low-income, high-minority schools
Autonomy · Mathematics education · Multilevel model · Pedagogy · Political science · Sanctions · Social studies · Standardized test · Test (biology · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Law · Psychology
Introduction to Factor Analysis
Race, poverty, and teacher mobility
An Overview of the Logic and Rationale of Hierarchical Linear Models
Hierarchical linear models
New Directions in Assessing Historical Thinking
Handbook of Research in Social Studies Education
“Reading and math take so much of the time…”
Teacher Self-Efficacy and Perceived Autonomy
Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention
Finding a name for what they want
Curricular and Professional Authority in Schools
Elementary ELA/Social Studies Integration
The Impact of NCLB and Accountability on Social Studies
Get Smart
The Sources Are Many
Readin', Writin', Ready for Testin'? Adaptive Assessment in Elective and Standardized-Tested Social Studies Course Contexts
Happy Professional Development at an Unhappy Time”
A National Perspective on the Effects of High-Stakes Testing and Standardization on Elementary Social Studies Marginalization
The Complex and Unequal Impact of High Stakes Accountability On Untested Social Studies
A Case Study of Co-Teaching in an Inclusive Secondary High-Stakes World History I Classroom
Testing Historical Knowledge
One State Closer to a National Crisis
The Freedom to Teach
Navigating the Reform–Accountability Culture in Oklahoma Social Studies
The Lower-Order Expectations of High-Stakes Tests
The Effects of High-Stakes Accountability Measures on Students With Limited English Proficiency
The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out
Put to the Test
High-Stakes Testing and Curricular Control
Pressures of the Season
Good Teaching in Difficult Times
American Secondary Education
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 2021 - 2024 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |