Measuring History

Cases of State-Level Testing Across the United States

Bibliographic Data

ID23526609
EditorsS G Grant (0009-0008-3648-0567, University at Buffalo, State University of New York)
Year2006
Publication date2006-03-27
Open AccessNo
TypeBOOK
VenueMeasuring History (SOURCE_BOOK)
PublisherEmerald Publishing Limited (PUBLISHER • GB)
DOI10.1108/978-1-60752-540-0
OpenAlexW4416640639
ISBN9781607525400
Open LibraryOL35894523M
LanguageEN
Citations received2

Measuring History complements the cases presented in Wise Social Studies Practices (Yeager & Davis, 2005). Yeager and Davis highlight the rich and ambitious teaching that can occur in the broad context of state-level testing. In this book, the chapter authors and I bring the particular state history tests more to the fore and examine how teachers are responding to them. At the heart of Measuring History are cases of classroom teachers in seven states (Florida, Kentucky, Michigan, New York, Texas, Mississippi, and Virginia) where new social studies standards and new, and generally high-stakes, state-level history tests are prominent. In these chapters, the authors describe and analyze the state’s testing efforts and how those efforts are being interpreted in the context of classroom practice. The results both support and challenge prevailing views on the efficacy of testing as a vehicle for educational reform. Catherine Horn (University of Houston) and I lay the groundwork for the case studies through a set of introductory chapters that examine the current environment, the research literature, and the technical qualities of history tests.

Context (archaeology) · French horn · Set (abstract data type) · Social history (medicine) · Social studies · State (computer science) · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Achievement tests · History · Study and teaching

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Open DOI