Getting off the Back Burner: Impact of Testing Elementary Social Studies as Part of a State-Mandated Accountability Program

Social studies and social studies education is in the midst of what aptly can be described as a crisis of relevancy. In today's post-"No Child Left Behind" curriculum defined by test scores and proficiency targets, social studies has, as some have said, "been placed on the backbu...

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Bibliographic Details
Published in:	Journal of social studies research Vol. 31; no. 2; pp. 20 - 34
Main Authors:	Vogler, Kenneth E, Lintner, Timothy, Lipscomb, George B, Knopf, Herman, Heafner, Tina L, Rock, Tracy C
Format:	Journal Article
Language:	English
Published:	University of Northern Iowa, Department of Geography 01-10-2007
Subjects:	Accountability Beliefs Educational Indicators Elementary Education Elementary School Teachers Federal Legislation Federal Programs No Child Left Behind Act 2001 North Carolina Preservice Teachers Program Effectiveness Scores Social Studies South Carolina Testing North Carolina South Carolina
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Summary:	Social studies and social studies education is in the midst of what aptly can be described as a crisis of relevancy. In today's post-"No Child Left Behind" curriculum defined by test scores and proficiency targets, social studies has, as some have said, "been placed on the backburner" to make room for seemingly more important (tested) subjects such as reading and mathematics. The purpose of this study is to provide a picture of the state of social studies in South Carolina, a state which tests social studies in elementary grades, while trying to understand the impact of state-mandated testing in greater depth. Its focus is on elementary teachers' beliefs about the role of social studies in the curriculum and their perception of time spent on social studies instruction. (Contains 5 tables and 2 footnotes.)
ISSN:	0885-985X