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dc.contributor.authorMiller, Brian Wadeen_US
dc.date.accessioned2018-12-04T09:00:49Z
dc.date.available2018-12-04T09:00:49Z
dc.date.issued2018-12-03
dc.identifier.othervt_gsexam:17471en_US
dc.identifier.urihttp://hdl.handle.net/10919/86211
dc.description.abstractOver the last several decades, the field of education has the seen the introduction and normalization of high-stakes standardized testing as part of the educational routine. With this introduction, questions concerning how these standardized tests have altered the educational landscape for teachers remain. 'Teaching to the test' has become a household phrase, one that can have both positive and negative undertones. To better understand how teachers negotiate the influences over their curricular and instructional decisions requires the studying of both their planning and implementation processes as well as how they interact with the official curriculum. Guiding this investigation are two comprehensive questions. How does a veteran teacher's understanding of historical significance impact how they ascribe value to the purpose, nature and utility of history as a school discipline over time and space? How tightly aligned are a veteran teacher's conceptions and perceptions of the purpose, nature and utility of history as a school subject with their observed pedagogical practices? This study sought to investigate the various influences over a teachers' curricular and instructional decision-making by building on previous research. Through interviews, surveys, classroom observations, and collecting documents, I was able to capture the planning and implementation routines of a veteran teacher. Through these methods, it was discovered that the multitude of influences were much more fluid and intertwined than first thought. This study sheds light on the web of influences teachers have to operate in on a daily basis.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis item is protected by copyright and/or related rights. Some uses of this item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjecthistorical significanceen_US
dc.subjectgatekeepingen_US
dc.subjecthigh-stakes testingen_US
dc.subjectfirst-order knowledgeen_US
dc.subjectsecond-order knowledgeen_US
dc.title"I no longer teach history, I teach S.O.Ls:" Navigating the curricular and instructional minefield of a high-stakes educational environmenten_US
dc.typeDissertationen_US
dc.contributor.departmentEducation, Vocational-Technicalen_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.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairHicks, Daviden_US
dc.contributor.committeememberGarrison, James W.en_US
dc.contributor.committeememberVan Hover, Stephanieen_US
dc.contributor.committeememberDoolittle, Peter E.en_US


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