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Publication Date: 2014-01-01
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Ross, E. W., Mathison, S., & Vinson, K. D. . (2014). Educación en estudios sociales y reforma de la educación basada en estándares en Norte América: Estandarización del currículo, pruebas de alta exigencia y resistencia. Latinoamericana De Estudios Educativos, 10(1), 19–48. Retrieved from https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/4953
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Abstract
Social studies have a contentious history as a school subject and this article begins with an overview of the historically competing viewpoints on the nature and purposes of social studies education in the North American context. Next, we provide a critical examination of recent educational reforms in the USA (No Child Left Behind and Common Core State Standards), which use high-stakes testing as a tool for standardizing the social studies curriculum and teaching methods. The final section of the article examines both the significant levels of resistance to high-stakes testing and curriculum standardization by students, teachers, and the public and the question of whether social studies education will promote citizenship that is adaptive to the status quo or the reconstruction society in more equitable and socially just ways.
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References
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Bowles, S. and Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.
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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].
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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.
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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.
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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.
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Hout, M. and Elliott, S.W. (eds.). (2011). In Incentives and test-based accountability in education. Washington: National Research Council.
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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.
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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.
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Sacks, P. (1999). Standardized minds: The high price of America’s testing culture and what to do about it. New York: Perseus.
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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.
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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.
Singer, A. (2013). “Hacking away at the corporate octopus.” Cultural Logic. Retrieved from http://clogic.eserver.org/2013/Singer.pdf. [Visited 22 October 2013].
Sinha, V. (2000, March 21). “Give kids recess, parent urge: Beach board to discuss requiring breaks in elementary school.” The Virginian Pilot, p. B1.
Stanley, W.B. (1985). “Social reconstructionism for today’s social education.” Social Education, Vol. 49, pp. 384-389.
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