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dc.contributor.authorCarroll, Jeffrey Damianen_US
dc.date.accessioned2014-03-14T20:14:59Z
dc.date.available2014-03-14T20:14:59Z
dc.date.issued2000-08-09en_US
dc.identifier.otheretd-08102000-13470027en_US
dc.identifier.urihttp://hdl.handle.net/10919/28592
dc.description.abstract A CASE STUDY OF UNITED STATES HISTORY TEACHERS IN VIRGINIA IN AN ERA OF THE STANDARDS OF LEARNING ASSESSMENT

A CASE STUDY OF UNITED STATES HISTORY TEACHERS IN VIRGINIA IN AN ERA OF THE STANDARDS OF LEARNING ASSESSMENT

by

Jeffrey D. Carroll

(ABSTRACT)

The purpose of this study was to investigate the quality of classroom instruction when a single criterion, the Virginia Standards of Learning (SOLs) United States history assessment scores, was used to assess academic outcomes for students. Policy implementation research frequently fails to include an analysis of teaching practice. The goal of this study, then, was to explore current instructional practices among a selected group of four United States History teachers and search for patterns of practice as these teachers enacted the SOLs within the United States history curriculum. A participant evaluation research approach was used for data collection in this study.

This study compared and contrasted the instructional improvement and accountability literatures and situated the implementation of the SOLs within the context of the accountability movement. It described controversies and concerns surrounding the United States History SOL Assessment. Using Duke's (1987) vision of teaching excellence as a theoretical frame for exploring instructional practice, the study portrayed how these four United States history teachers enacted the SOLs within their classrooms. Virginia's SOLs share common characteristics with other accountability efforts to influence public school curriculum and instructional practice. This study extended the literature on teachers' classroom instruction in the context of state policy reforms.

Individual portraits organized by Duke's (1987) vision of teaching excellence present the instructional practices of these four teachers. Using these portraits the study establishes three patterns of response by the participants in their curricular practice: (a) failure to ensure curriculum alignment; (b) teacher-centered and lecture-based instruction; and (c) a focus on content to the exclusion of skills. Based upon these instructional practices and curricular patterns nine implications for teaching practice related to Duke's (1987) teaching categories are identified.

en_US
dc.publisherVirginia Techen_US
dc.relation.haspartcarrolls.pdfen_US
dc.rightsI hereby grant to Virginia Tech or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University Libraries in all forms of media, now or hereafter known. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation.en_US
dc.subjectInstructionen_US
dc.subjectStandards of Learningen_US
dc.subjectUnited States Historyen_US
dc.subjectAccountabilityen_US
dc.titleA Case Study of United States History Teachers in Virginia in an Era of the Standards of Learning Assessmenten_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairCrockett, Jean B.en_US
dc.contributor.committeememberMagliaro, Susan G.en_US
dc.contributor.committeememberJanosik, Steven M.en_US
dc.contributor.committeememberHutchins, David E.en_US
dc.contributor.committeememberSpencer, Edward F. D.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-08102000-13470027/en_US
dc.date.sdate2000-08-10en_US
dc.date.rdate2001-08-29
dc.date.adate2000-08-29en_US


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