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Ross, E. W., Mathison, S., & Vinson, K. D. . (2014). Social studies education and standards-based education reform in north america: Curriculum standardization, highstakes testing, and resistance. Latinoamericana De Estudios Educativos, 10(1), 19–48. Recuperado a partir de https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/4953
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Los estudios sociales tienen una historia contenciosa como asignatura escolar y este artículo comienza con una visión general de los puntos de vista que históricamente compiten sobre la naturaleza y fines de la educación de estudios sociales en el contexto de América del Norte. A continuación, se ofrece un examen crítico de las reformas educativas recientes en los EE.UU. (Ningún Niño se Queda Atrás y los Estándares Estatales Comunes), que utilizan las pruebas de alta exigencia como una herramienta para estandarizar el currículo de estudios sociales y los métodos de enseñanza. La sección final del artículo examimna tanto los niveles significativos de resistencia de los estudiantes, profesores y el público a las pruebas de alta exigencia y a la estandarización del currículo y la pregunta de si la educación en estudios sociales promoverá ciudadanía adaptable al status quo o a la reconstrucción de la sociedad en formas mas equitativas y socialmente más justas.
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Apple, M.W. (2006). Educating the “right” way: Markets, standards, god, and inequality. New York: Routledge.
Au, W. (2013). “Coring the social studies within corporate education reform: The Common Core State Standards, social justice, and the politics of knowledge in U.S. Schools.” Critical Education, Vol. 4, No. 3, pp. 1-16.
Barr, R.D., Barth, J.L. and Shermis, S.S. (1977). Defining the social studies. Arlington VA: National Council for the Social Studies.
Bowles, S. and Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.
Brameld, T. (1956). Toward a reconstructed philosophy of education. New York: Holt, Rinehart, and Winston.
Brooks, J.G. and Dieta, M.E. (2012/2013). “The dangers and opportunities of the Common Core.” Educational Leadership, Vol. 70, No. 4, pp. 64-67.
Bruner, J.S. (1969). “Man: A course of study”. In: Feldman, M. and Seifman, E. (eds.). The social studies: Structure, models, and strategies. New Jersey: Prentice-Hall.
Bruner, J.S. (1977). The process of education. Cambridge: Harvard University Press.
Burch, P. (2009). Hidden markets: The new education privatization. New York: Routledge.
Carr, P.R. and Porfilio, B.J. (2011). The phenomenon of Obama and the agenda for education. Charlotte, NC: Information Age Publishing.
Carr, W. and Kernmis, S. (1986). Becoming critical. Education, knowledge, and action research. London: Falmer.
Cherryholmes, C.H. (1980). “Social knowledge and citizenship education: Two views of truth and criticism.” Curriculum Inquiry, Vol. 10, pp. 115-141.
Cherryholmes, C.H. (1982). “Discourse and criticism in the social studies classroom.” Theory and Research in Social Education, Vol. 9, No. 4, pp. 57-73.
Connelly, F.M. and Clandinin, D.J. (1998). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press.
Counts, G.S. (1932). Dare the schools build a new social order? New York: John Day.
Craig, B. (2006). “History defined in Florida legislature.” Perspectives on history. Retrieved from http://www.historians.org/publications-and-directories/perspectives-on-history/september-2006/history-defined-in-florida-legislature. [Visited 22 October, 2013].
Dewey, J. (1916). Democracy and education. New York: Free Press.
Dewey, J. (1933). How we think. Lexington, MA: Heath.
Dewey, J. (1964). “The relation of theory to practice in education.” In: Archambault, R.D. (ed.). John Dewey on education: Selected writings. Chicago: University of Chicago Press.
Engle, S.H. (1987). “Decision making: The heart of social studies instruction.” In: Roselle, D. (ed.). Voices of social education, 1937-1987. New York: Macmillan.
Engle, S.H. and Ochoa, A.S. (1988). Education for democratic citizenship: Decision making in the social studies. New York: Teachers College Press.
Evans, R.W. and Saxe, D.W. (eds.). (1996). Handbook on teaching social issues. Washington: National Council for the Social Studies.
Evans, R.W. (2004). The social studies wars: What should we teach the children? New York: Teachers College Press.
Fenton, E. (1966). Teaching the new social studies in secondary schools: An inductive approach. New York: Holt, Rinehart & Winston.
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Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Gabbard, D.A. and Ross, E.W. (eds.). (2008). Education under the security state. New York: Teachers College Press.
Gilles, C., Wang, Y., Smith, J. and Johnson, D. (2013). “I’m no longer just teaching history’: Professional development for teaching Common Core State Standards for literacy in social studies.” Middle School Journal, Vol. 44, No. 3, pp. 34-43.
Gorlewski, J. and Porfilio, B.J. (eds.). (2013). Left behind in the race to the top: Realities of school reform. Charlotte: Information Age Publishing.
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Guthrie, J. (2000, March 19). Schools go into high gear to prepare kids for state exams. San Francisco Examiner. Retrieved from http://www.sfgate.com/cgibin/article.cgi?file=examiner/hotnews/stories/19/test_sun.dlt. [Visited 26 April 2005].
Healy, J.M. (1990). Endangered minds. New York: Touchstone.
Heubert, J.P. and Hauser, R.M. (eds.). (1998). High stakes: Testing for tracking, promotion and graduation. Washington: National Academy Press.
Hout, M. and Elliott, S.W. (eds.). (2011). In Incentives and test-based accountability in education. Washington: National Research Council.
Hunt, M.P. and Metcalf, L.E. (1968). Teaching high school social studies: Problems in reflective thinking and social understanding. New York: Harper & Row.
Hursh, D. and Ross, E.W. (eds.). (2000). Democratic social education: Social studies for social change. New York: Routledge Falmer.
Jorgensen, G. (2012). John Dewey and the dawn of social studies. Charlotte: Information Age Press.
Kohn, A. (1996). Beyond discipline: From compliance to community. Reston, VA: Association of Supervision and Curriculum Development.
Laird, C. (2004). Through these eyes. Canada: National Film Board.
Leahey, C. (2013). “Catch-22 and the paradox of teaching in the age of accountability.” Critical Education, Vol. 4., No. 5.
Linn, R.E. (2000). “Assessments and accountability.” Educational Researcher, Vol. 29, No. 2, pp. 4-16.
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Matusewicz, R. and Reynolds, W. (eds.). (1995). Inside/out: Contemporary perspectives in education. New York: St. Martin’s.
Mathison, S. (2003). “The accumulation of disadvantage: The role of educational testing in the school career of minority students.” Workplace: A Journal for Academic Labor, No. 10, pp. 32-43.
Mathison, S. and Fragnoli, K. (2006). “Struggling for good assessment in social studies education.” In: Ross, E.W. (ed.). The social studies curriculum: Purposes, problems, and possibilities. Albany: State University of New York Press.
Mathison, S. and Freeman, M. (2003, September 24). “Constraining elementary teachers’ work: Dilemmas and paradoxes created by state mandated testing.” Education Policy Analysis Archives, Vol. 11, No. 34.
Mathison, S. and Ross, E.W. (eds.). (2008). The nature and limits of standards-based educational reforms. New York: Teachers College Press.
Marker, G. and Mehlinger, H. (1992). “Social studies.” In: Jackson, P. (ed.). Handbook of research on curriculum. New York: Macmillan.
Martorella, P.H. (1996). Teaching social studies in middle and secondary schools. New Jersey: Merrill/Prentice Hall.
Massialas, B.G. (1992). “The ‘new social studies’―Retrospect and prospect.” The Social Studies, Vol. 83, pp. 120-124.
Mehrens, W. (1998). “Consequences of assessment: What is the evidence?” Educational Policy Analysis Archives, Vol. 16, No. 13.
Murphy, P., Regenstein, E. and McNamara, K. (2012). Putting a price tag on the Common Core: How much will smart implementation cost? Washington: Thomas B. Fordham Institute.
National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards grades 6-12 literacy in history/social studies, science, & technical subjects. Washington: National Governors Association Center for Best Practices and Council of Chief State School Officers.
Hout, M. and Elliott, S.W. (eds.). (2011). Incentives and test-based accountability in education. Washington: National Academies Press.
Nelson, J.L. (1985). “New criticism and social education.” Social Education, Vol. 49, pp. 368-371.
Noddings, N. (1992). “Social studies and feminism.” Theory and Research in Social Education, Vol. 20, No. 3, pp. 230-241.
Ohanian, S. (1999). One size fits few: The folly of educational standards. Portsmouth: Heinemann.
Oliner, P. (1983). “Putting ‘community’ into citizenship education: The need for prosociality.” Theory and Research in Social Education, Vol. 11, pp. 65-81.
Oliver, D.W. and Shaver, J.P. (1966). Teaching public issues in the high school. Boston: Houghton Mifflin.
Popham, W.J. (2008). “Standards based education: Two wrongs don’t make a right.” In: Mathison, S. and Ross, E.W. (eds.). The nature and limits of standards-based reform and assessment. New York: Teachers College Press.
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Ross, E.W. (1992). “Educational reform, school restructuring and teachers’ work.” International Journal of Social Education, Vol. 7, No. 2, pp. 83-92.
Ross, E.W. (ed.). (1994). Reflective practice in social studies. Washington: National Council for the Social Studies.
Ross, E.W. (2000). “Redrawing the lines: The case against traditional social studies instruction.” In: Hursh, D.W. and Ross, E.W. (eds.). Democratic social education: Social studies for social change. New York: Falmer.
Ross, E.W. (2001). “The spectacle of standards and summits.” In: Kincheloe, J.L. and Weil, D. (eds.). Schooling and standards in the United States: An encyclopedia. New York: ABC/Clio.
Ross, E.W., Cornett, J.W. and McCutcheon, G. (eds.). (1992a). Teacher personal theorizing: Connecting curriculum practice, theory and research. Albany: State University of New York Press.
Ross, E.W., Cornett, J.W. and McCutcheon, G. (1992b). “Teacher personal theorizing and research on teaching.” In: Ross, E.W., Cornett, J.W. and McCutcheon, G. (eds.). Teacher personal theorizing: Connecting curriculum practice, theory and research. Albany: State University of New York Press.
Ryan, R.M. and La Guardia, J.G. (1999). “Achievement motivation within a pressured society: Intrinsic and extrinsic motivation to learn and the politics of school reform.” In: Urdan, T.C. (ed.). The role of context (Advances in motivation and achievement). Bingley: Emerald Publishing.
Sacks, P. (1999). Standardized minds: The high price of America’s testing culture and what to do about it. New York: Perseus.
Saltman, K.J. (2012). The failure of corporate school reform. Boulder: Paradigm.
Saltman, K.J. and Gabbard, D.A. (2010). Education as enforcement: The militarization and corporatization of schools. New York: Routledge.
Sanders, D. and McCutcheon, G. (1986). “The development of practical theories of teaching.” Journal of Curriculum and Supervision, Vol. 2, No. 1, pp. 50-67.
Schwab, J.J. (1969). “The concept of the structure of a discipline.” In: Feldman, M. and Seifman, E. (eds.). The social studies: Structure, model, and strategies. New Jersey: Prentice-Hall.
Sexias, P. (ed.). (2004). Theorizing historical consciousness. Toronto: University of Toronto Press.
Shor, I. and Freire, P. (1987). A pedagogy for liberation. New York: Bergin & Garvey.
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Barr, R.D., Barth, J.L. and Shermis, S.S. (1977). Defining the social studies. Arlington VA: National Council for the Social Studies.
Bowles, S. and Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.
Brameld, T. (1956). Toward a reconstructed philosophy of education. New York: Holt, Rinehart, and Winston.
Brooks, J.G. and Dieta, M.E. (2012/2013). “The dangers and opportunities of the Common Core.” Educational Leadership, Vol. 70, No. 4, pp. 64-67.
Bruner, J.S. (1969). “Man: A course of study”. In: Feldman, M. and Seifman, E. (eds.). The social studies: Structure, models, and strategies. New Jersey: Prentice-Hall.
Bruner, J.S. (1977). The process of education. Cambridge: Harvard University Press.
Burch, P. (2009). Hidden markets: The new education privatization. New York: Routledge.
Carr, P.R. and Porfilio, B.J. (2011). The phenomenon of Obama and the agenda for education. Charlotte, NC: Information Age Publishing.
Carr, W. and Kernmis, S. (1986). Becoming critical. Education, knowledge, and action research. London: Falmer.
Cherryholmes, C.H. (1980). “Social knowledge and citizenship education: Two views of truth and criticism.” Curriculum Inquiry, Vol. 10, pp. 115-141.
Cherryholmes, C.H. (1982). “Discourse and criticism in the social studies classroom.” Theory and Research in Social Education, Vol. 9, No. 4, pp. 57-73.
Connelly, F.M. and Clandinin, D.J. (1998). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press.
Counts, G.S. (1932). Dare the schools build a new social order? New York: John Day.
Craig, B. (2006). “History defined in Florida legislature.” Perspectives on history. Retrieved from http://www.historians.org/publications-and-directories/perspectives-on-history/september-2006/history-defined-in-florida-legislature. [Visited 22 October, 2013].
Dewey, J. (1916). Democracy and education. New York: Free Press.
Dewey, J. (1933). How we think. Lexington, MA: Heath.
Dewey, J. (1964). “The relation of theory to practice in education.” In: Archambault, R.D. (ed.). John Dewey on education: Selected writings. Chicago: University of Chicago Press.
Engle, S.H. (1987). “Decision making: The heart of social studies instruction.” In: Roselle, D. (ed.). Voices of social education, 1937-1987. New York: Macmillan.
Engle, S.H. and Ochoa, A.S. (1988). Education for democratic citizenship: Decision making in the social studies. New York: Teachers College Press.
Evans, R.W. and Saxe, D.W. (eds.). (1996). Handbook on teaching social issues. Washington: National Council for the Social Studies.
Evans, R.W. (2004). The social studies wars: What should we teach the children? New York: Teachers College Press.
Fenton, E. (1966). Teaching the new social studies in secondary schools: An inductive approach. New York: Holt, Rinehart & Winston.
Foner, E. (2010, April 5). “Twisting history in Texas.” The Nation. Retrieved from http://www.thenation.com/article/twisting-history-texas. [Visited 22 October 2013].
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Gabbard, D.A. and Ross, E.W. (eds.). (2008). Education under the security state. New York: Teachers College Press.
Gilles, C., Wang, Y., Smith, J. and Johnson, D. (2013). “I’m no longer just teaching history’: Professional development for teaching Common Core State Standards for literacy in social studies.” Middle School Journal, Vol. 44, No. 3, pp. 34-43.
Gorlewski, J. and Porfilio, B.J. (eds.). (2013). Left behind in the race to the top: Realities of school reform. Charlotte: Information Age Publishing.
Gude, S. (2013, April). “The industrial classroom.” Jacobin. Retrieved from https://www.jacobinmag.com/2013/04/the-industrial-classroom/. [Visited 22 October 22, 2013].
Guisbond, L., Neill, M. and Schaeffer, B. (2012). NCLB’s lost decade for educational progress: What can we learn from this policy failure? Jamaica Plain, MA: National Center for Fair & Open Testing. Retrieved from http://fairtest.org/NCLB-lost-decade-report-home. [Visited 22 October 2013].
Guthrie, J. (2000, March 19). Schools go into high gear to prepare kids for state exams. San Francisco Examiner. Retrieved from http://www.sfgate.com/cgibin/article.cgi?file=examiner/hotnews/stories/19/test_sun.dlt. [Visited 26 April 2005].
Healy, J.M. (1990). Endangered minds. New York: Touchstone.
Heubert, J.P. and Hauser, R.M. (eds.). (1998). High stakes: Testing for tracking, promotion and graduation. Washington: National Academy Press.
Hout, M. and Elliott, S.W. (eds.). (2011). In Incentives and test-based accountability in education. Washington: National Research Council.
Hunt, M.P. and Metcalf, L.E. (1968). Teaching high school social studies: Problems in reflective thinking and social understanding. New York: Harper & Row.
Hursh, D. and Ross, E.W. (eds.). (2000). Democratic social education: Social studies for social change. New York: Routledge Falmer.
Jorgensen, G. (2012). John Dewey and the dawn of social studies. Charlotte: Information Age Press.
Kohn, A. (1996). Beyond discipline: From compliance to community. Reston, VA: Association of Supervision and Curriculum Development.
Laird, C. (2004). Through these eyes. Canada: National Film Board.
Leahey, C. (2013). “Catch-22 and the paradox of teaching in the age of accountability.” Critical Education, Vol. 4., No. 5.
Linn, R.E. (2000). “Assessments and accountability.” Educational Researcher, Vol. 29, No. 2, pp. 4-16.
Lord, M. (2000, April 3). “High-stakes testing: It’s backlash time: Students, parents, schools just say no to tests.” USNews & World Report. Retrieved from http://www.usnews.com/education. [Visited 22 October 2013].
Matusewicz, R. and Reynolds, W. (eds.). (1995). Inside/out: Contemporary perspectives in education. New York: St. Martin’s.
Mathison, S. (2003). “The accumulation of disadvantage: The role of educational testing in the school career of minority students.” Workplace: A Journal for Academic Labor, No. 10, pp. 32-43.
Mathison, S. and Fragnoli, K. (2006). “Struggling for good assessment in social studies education.” In: Ross, E.W. (ed.). The social studies curriculum: Purposes, problems, and possibilities. Albany: State University of New York Press.
Mathison, S. and Freeman, M. (2003, September 24). “Constraining elementary teachers’ work: Dilemmas and paradoxes created by state mandated testing.” Education Policy Analysis Archives, Vol. 11, No. 34.
Mathison, S. and Ross, E.W. (eds.). (2008). The nature and limits of standards-based educational reforms. New York: Teachers College Press.
Marker, G. and Mehlinger, H. (1992). “Social studies.” In: Jackson, P. (ed.). Handbook of research on curriculum. New York: Macmillan.
Martorella, P.H. (1996). Teaching social studies in middle and secondary schools. New Jersey: Merrill/Prentice Hall.
Massialas, B.G. (1992). “The ‘new social studies’―Retrospect and prospect.” The Social Studies, Vol. 83, pp. 120-124.
Mehrens, W. (1998). “Consequences of assessment: What is the evidence?” Educational Policy Analysis Archives, Vol. 16, No. 13.
Murphy, P., Regenstein, E. and McNamara, K. (2012). Putting a price tag on the Common Core: How much will smart implementation cost? Washington: Thomas B. Fordham Institute.
National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards grades 6-12 literacy in history/social studies, science, & technical subjects. Washington: National Governors Association Center for Best Practices and Council of Chief State School Officers.
Hout, M. and Elliott, S.W. (eds.). (2011). Incentives and test-based accountability in education. Washington: National Academies Press.
Nelson, J.L. (1985). “New criticism and social education.” Social Education, Vol. 49, pp. 368-371.
Noddings, N. (1992). “Social studies and feminism.” Theory and Research in Social Education, Vol. 20, No. 3, pp. 230-241.
Ohanian, S. (1999). One size fits few: The folly of educational standards. Portsmouth: Heinemann.
Oliner, P. (1983). “Putting ‘community’ into citizenship education: The need for prosociality.” Theory and Research in Social Education, Vol. 11, pp. 65-81.
Oliver, D.W. and Shaver, J.P. (1966). Teaching public issues in the high school. Boston: Houghton Mifflin.
Popham, W.J. (2008). “Standards based education: Two wrongs don’t make a right.” In: Mathison, S. and Ross, E.W. (eds.). The nature and limits of standards-based reform and assessment. New York: Teachers College Press.
Rich, M. (2013, April 30). “NewSchools fund attracts more capital.” The New York Times. Retrieved from http://www.nytimes.com/2013/05/01/education/newschools-venture-fund-links-with-rethinkeducation.html?ref=education&_r=2&. [Visited 22 October 2013].
Ross, E.W. (1992). “Educational reform, school restructuring and teachers’ work.” International Journal of Social Education, Vol. 7, No. 2, pp. 83-92.
Ross, E.W. (ed.). (1994). Reflective practice in social studies. Washington: National Council for the Social Studies.
Ross, E.W. (2000). “Redrawing the lines: The case against traditional social studies instruction.” In: Hursh, D.W. and Ross, E.W. (eds.). Democratic social education: Social studies for social change. New York: Falmer.
Ross, E.W. (2001). “The spectacle of standards and summits.” In: Kincheloe, J.L. and Weil, D. (eds.). Schooling and standards in the United States: An encyclopedia. New York: ABC/Clio.
Ross, E.W., Cornett, J.W. and McCutcheon, G. (eds.). (1992a). Teacher personal theorizing: Connecting curriculum practice, theory and research. Albany: State University of New York Press.
Ross, E.W., Cornett, J.W. and McCutcheon, G. (1992b). “Teacher personal theorizing and research on teaching.” In: Ross, E.W., Cornett, J.W. and McCutcheon, G. (eds.). Teacher personal theorizing: Connecting curriculum practice, theory and research. Albany: State University of New York Press.
Ryan, R.M. and La Guardia, J.G. (1999). “Achievement motivation within a pressured society: Intrinsic and extrinsic motivation to learn and the politics of school reform.” In: Urdan, T.C. (ed.). The role of context (Advances in motivation and achievement). Bingley: Emerald Publishing.
Sacks, P. (1999). Standardized minds: The high price of America’s testing culture and what to do about it. New York: Perseus.
Saltman, K.J. (2012). The failure of corporate school reform. Boulder: Paradigm.
Saltman, K.J. and Gabbard, D.A. (2010). Education as enforcement: The militarization and corporatization of schools. New York: Routledge.
Sanders, D. and McCutcheon, G. (1986). “The development of practical theories of teaching.” Journal of Curriculum and Supervision, Vol. 2, No. 1, pp. 50-67.
Schwab, J.J. (1969). “The concept of the structure of a discipline.” In: Feldman, M. and Seifman, E. (eds.). The social studies: Structure, model, and strategies. New Jersey: Prentice-Hall.
Sexias, P. (ed.). (2004). Theorizing historical consciousness. Toronto: University of Toronto Press.
Shor, I. and Freire, P. (1987). A pedagogy for liberation. New York: Bergin & Garvey.
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