The elephant in the classroom: a comparative study of civics end-of-course assessment

2018 ◽  
Vol 13 (2) ◽  
pp. 168-184
Author(s):  
Brian Furgione ◽  
Kelsey Evans ◽  
Irenea Walker ◽  
William B. Russell III

Purpose Over the last 40 years, K-12 education has seen a continuous and significant increase in the amount of mandated standardized testing. This rise in standardized testing has led many in the field to question the extent to which these tests are affecting students, teachers and schools. The purpose of this paper is to explore the results of a social studies standardized test, specifically, the Florida Civics End-of-Course assessment. Design/methodology/approach Researchers used population data for seventh grade students and aggregated countywide proficiency rates from 2013–2016 for comparative statistical measures. Descriptive statistics and regression analyses were utilized to identify emerging trends using mean proficiency percentages when accounting for race, gender and socioeconomic status. Findings Initial findings indicated disparity within each subgroup (R2=0.511 (2013–2014), 0.500 (2014–2015) and 0.456 (2015–2016)). Following an analysis of the results, the conclusion and implications discuss the influence of standardized testing in social studies education. Originality/value This is a large-scale project that has never been done.

2019 ◽  
Vol 14 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Erika Davis

Purpose The purpose of this paper is to examine how frequently Latinxs and Latin Americans and/or topics related to these groups are represented in the Florida K-12 social studies standards and in what contexts. Drawing from critical race theory (CRT), this study further questions to what extent these contexts account for intersectionality among Latinxs and Latin Americans, challenge dominant narratives and stereotypes through counter-perspectives or reinforce whiteness as property. Design/methodology/approach All Florida social studies benchmarks relevant to Latinxs and/or Latin Americans were extracted and the frequency of representation and percentage of coverage were calculated. As a mixed-methods study, the context of representation was accounted for through a textual analysis of all extracted benchmarks which were grouped into emerging themes based on CRT tenets and principles. Findings Three contextual themes developed: political conflict/war, immigration and suppression or absence. Findings from this critical analysis of Florida social studies standards illuminate the continued racial and ethnic disparities in educational standards, curriculum and materials that leave some students and their histories out of the discourse. Practical implications Florida social studies standards require large-scale reform with input from Latinx communities and scholars to create an accurate and inclusive narrative and basis for social studies education. Originality/value This paper underscores the importance of culturally relevant and nuanced representations of Latinxs and Latin Americans in educational discourses.


2019 ◽  
Vol 13 (1) ◽  
pp. 94-105 ◽  
Author(s):  
Meir Muller ◽  
Gloria S. Boutte

Purpose Providing insights into the need to go beyond superficial equity efforts in classrooms, the authors present a standardized test analogy to make the concept of oppression accessible and relevant for educators. Three levels of oppression (individual, institutional and cultural/societal) are described along with a brief overview of Paulo Freire’s four dimensions of oppression. Drawing parallels from a children’s book, Testing Miss Malarkey (Finchler, 2014), strategies for recognizing and interrupting oppression are offered. The authors recommend resources that teachers can use to help children and themselves take reflective actions (praxis) to interrupt systemic types of oppressions in their classrooms and personal spaces. Design/methodology/approach This paper is grounded in the belief that to teach in socially just and equitable ways, educators benefit from a fundamental understanding of how systems of oppression work in classrooms and in society. The paper provides both a theoretical and practical approach to help guide educators’ efforts in such a way as to address systemic issues of racism, classism, sexism, heterosexism and other “isms” (systems of oppression). Findings This paper does not present findings such as those found in an empirical study. However, it does provide an overview of Freire’s levels of oppression along with instructional guidelines to assist teachers in helping provide children with tools to understand oppression and to take reflective actions (praxis) to make a dent in systemic types of oppressions in their classrooms and worldwide. Research limitations/implications There are many other decolonizing frameworks that are available. This translational study focuses on one of them (Freire’) and what it means for teachers. Practical implications Believing that the school years are foundational for providing children with the tools that they need to be able to identify and address the ongoing acts of oppression, this paper seeks to make the topic accessible to educators with the hope that they can make a lasting and positive difference in children’s lives (and in society in general). Recommended resources are provided. Social implications To interrupt and counter oppression, educators must be informed. The benefits of doing so readily extend to society in general; so, it is important for both educators and students to understand oppression and have tools for disrupting it. Originality/value This paper takes the original approach of using standardized tests as analogy to make the concept of oppression accessible and relevant for educators. The authors use this example because they recognize that many teachers can identify with feeling disempowered by the standardized testing mandates and frenzy. They believe that educators will be able to extrapolate the process by which the loss of their power occurs with standardized testing to understand how institutional oppression works. Neither author has seen an article that uses an analogy from the professional lives of teachers to illustrate oppression.


2019 ◽  
Vol 14 (1) ◽  
pp. 14-27
Author(s):  
Tracey S. Hodges ◽  
Katherine Landau Wright ◽  
Julianne M. Coleman ◽  
Holly Hilboldt Swain ◽  
Claire Schweiker ◽  
...  

Purpose Standards and policy changes in K-12 education have created the unintended consequence of reducing instructional time spent on social studies content. This limited time devoted to social studies presumably has led to more integrated social studies and literacy instruction. The purpose of this paper is to document the types of high-quality social studies children’s books found in classroom libraries across five states. Design/methodology/approach In the present mixed methods study, the researchers utilized a database of 60 classroom libraries across five states to identify which high-quality trade books, defined by the National Council for the Social Studies, were present. The researchers document trends in both frequencies of books and social studies content across decades, classrooms, grade levels and states from 1972 to 2015. Findings The findings indicate that National Council for the Social Studies (NCSS) Notable Trade Books for Young People texts are largely missing from the elementary classroom libraries the researchers sampled. Of the 5,544 unique titles included on the NCSS lists from 1972 to 2015, 453 were located in the US classroom libraries database, representing 8.17 percent of books found on the notable lists. Originality/value Before teachers can take steps toward integrating social studies and literacy, they need easy access to high-quality social studies texts. Many high-quality trade books are recommended each year for exposing students to social studies content; however, the researchers found limited numbers of these books in classroom libraries. The researchers recommend the lists be circulated to a wider audience to inform more teachers about these texts.


Author(s):  
James Austin

Classical testing theory, including its origins within psychological measurement, the fundamental principles of true scores and measurement error, psychometrics, and statistical assumptions are the focus of this chapter. Random and systematic forms of measurement error are addressed, and the standard error of measurement is defined. Major approaches to defining and estimating test reliability and validity are reviewed, and practical applications of classical test theory to K-12 music education assessment are considered, including large-scale standardized testing as well as measurement levels, item analysis, and techniques for enhancing the reliability and validity of classroom-level assessments. Finally, the transition from classical test theory to modern test theory is explored.


2019 ◽  
Vol 14 (2) ◽  
pp. 266-279
Author(s):  
Margaret Wilson Gillikin ◽  
Koti L. Hubbard ◽  
Joy N. Stapleton

Purpose The purpose of this paper is to present a method to incorporate teaching about religion into K–12 social studies classes. A central tenet of social studies education is preparing students to be engaged citizens, and religious literacy is essential to this. Yet, teachers often feel uncomfortable teaching about religion. One way to approach this is by centering discussion about religion around understanding who our neighbors are. Design/methodology/approach This paper employs the Inquiry Design Model to outline lessons for early, middle and upper grades, each centered around the compelling question, “Who are my Muslim neighbors?” Beginning with a picturebook depicting a Muslim American child, the lessons explore supporting questions with academically appropriate sources, culminate with an evidence-based response to the compelling question and suggest an opportunity for students to take informed action. Findings While religion does not appear in many social studies standards, teaching about religion has strong connections to civics standards. In an increasingly diverse USA, students need to understand the beliefs and religious behaviors of their neighbors and how those traditions provide a sense of belonging within the faith community. This paper provides the necessary tools for teachers to teach this content. In addition to teaching these as outlined here, teachers can also select resources from across the three units in order to customize an inquiry for a particular group of students. Originality/value Teachers are often hesitant to teach about religion. This paper offers a concrete method for doing so. Incorporating religion into social studies classes is necessary for preparing students for civic engagement.


2019 ◽  
Vol 14 (3) ◽  
pp. 306-320
Author(s):  
Mark Pearcy ◽  
Eric Guise ◽  
Dana Heller

Purpose Problem-based learning (PBL) has long been a regular feature in professions outside K-12 education and is growing in social studies education in recent years. PBL is built around student inquiry into an “ill-structured” or “messy” problem (Wieseman and Cadwell, 2005, p. 11). These inquiries are open ended, largely autonomous and student driven (Savin-Baden, 2014). The collaborative nature of PBL scenarios allows students to work with real-world concepts and skills to solve problems (Ferreira and Trudel, 2012). This paper aims to discuss these issues. Design/methodology/approach This paper describes an innovative strategy for PBL learning, an Escape the Room (ETR) activity centered on historical content knowledge – in this case, the First World War. The activity incorporates a series of ill-structured problems with the First World War as its historical context. Findings The paper concludes with a discussion of the utility of PBL activities like “ETR” and possible applications in the classroom for teachers. Originality/value There has been significant research in PBL activities but little in the specific application of “ETR” scenarios, a rising trend in commercially available activities. The potential for student inquiry and engagement is a rich field for social studies educators.


2020 ◽  
Vol 47 (3) ◽  
pp. 547-560 ◽  
Author(s):  
Darush Yazdanfar ◽  
Peter Öhman

PurposeThe purpose of this study is to empirically investigate determinants of financial distress among small and medium-sized enterprises (SMEs) during the global financial crisis and post-crisis periods.Design/methodology/approachSeveral statistical methods, including multiple binary logistic regression, were used to analyse a longitudinal cross-sectional panel data set of 3,865 Swedish SMEs operating in five industries over the 2008–2015 period.FindingsThe results suggest that financial distress is influenced by macroeconomic conditions (i.e. the global financial crisis) and, in particular, by various firm-specific characteristics (i.e. performance, financial leverage and financial distress in previous year). However, firm size and industry affiliation have no significant relationship with financial distress.Research limitationsDue to data availability, this study is limited to a sample of Swedish SMEs in five industries covering eight years. Further research could examine the generalizability of these findings by investigating other firms operating in other industries and other countries.Originality/valueThis study is the first to examine determinants of financial distress among SMEs operating in Sweden using data from a large-scale longitudinal cross-sectional database.


mBio ◽  
2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Rajdeep Banerjee ◽  
Erin Weisenhorn ◽  
Kevin J. Schwartz ◽  
Kevin S. Myers ◽  
Jeremy D. Glasner ◽  
...  

ABSTRACT Pathogenicity islands and plasmids bear genes for pathogenesis of various Escherichia coli pathotypes. Although there is a basic understanding of the contribution of these virulence factors to disease, less is known about variation in regulatory networks in determining disease phenotypes. Here, we dissected a regulatory network directed by the conserved iron homeostasis regulator, ferric uptake regulator (Fur), in uropathogenic E. coli (UPEC) strain CFT073. Comparing anaerobic genome-scale Fur DNA binding with Fur-dependent transcript expression and protein levels of the uropathogen to that of commensal E. coli K-12 strain MG1655 showed that the Fur regulon of the core genome is conserved but also includes genes within the pathogenicity/genetic islands. Unexpectedly, regulons indicative of amino acid limitation and the general stress response were also indirectly activated in the uropathogen fur mutant, suggesting that induction of the Fur regulon increases amino acid demand. Using RpoS levels as a proxy, addition of amino acids mitigated the stress. In addition, iron chelation increased RpoS to the same levels as in the fur mutant. The increased amino acid demand of the fur mutant or iron chelated cells was exacerbated by aerobic conditions, which could be partly explained by the O2-dependent synthesis of the siderophore aerobactin, encoded by an operon within a pathogenicity island. Taken together, these data suggest that in the iron-poor environment of the urinary tract, amino acid availability could play a role in the proliferation of this uropathogen, particularly if there is sufficient O2 to produce aerobactin. IMPORTANCE Host iron restriction is a common mechanism for limiting the growth of pathogens. We compared the regulatory network controlled by Fur in uropathogenic E. coli (UPEC) to that of nonpathogenic E. coli K-12 to uncover strategies that pathogenic bacteria use to overcome iron limitation. Although iron homeostasis functions were regulated by Fur in the uropathogen as expected, a surprising finding was the activation of the stringent and general stress responses in the uropathogen fur mutant, which was rescued by amino acid addition. This coordinated global response could be important in controlling growth and survival under nutrient-limiting conditions and during transitions from the nutrient-rich environment of the lower gastrointestinal (GI) tract to the more restrictive environment of the urinary tract. The coupling of the response of iron limitation to increased demand for amino acids could be a critical attribute that sets UPEC apart from other E. coli pathotypes.


Author(s):  
Andy H. Wong ◽  
Tae J. Kwon

Winter driving conditions pose a real hazard to road users with increased chance of collisions during inclement weather events. As such, road authorities strive to service the hazardous roads or collision hot spots by increasing road safety, mobility, and accessibility. One measure of a hot spot would be winter collision statistics. Using the ratio of winter collisions (WC) to all collisions, roads that show a high ratio of WC should be given a high priority for further diagnosis and countermeasure selection. This study presents a unique methodological framework that is built on one of the least explored yet most powerful geostatistical techniques, namely, regression kriging (RK). Unlike other variants of kriging, RK uses auxiliary variables to gain a deeper understanding of contributing factors while also utilizing the spatial autocorrelation structure for predicting WC ratios. The applicability and validity of RK for a large-scale hot spot analysis is evaluated using the northeast quarter of the State of Iowa, spanning five winter seasons from 2013/14 to 2017/18. The findings of the case study assessed via three different statistical measures (mean squared error, root mean square error, and root mean squared standardized error) suggest that RK is very effective for modeling WC ratios, thereby further supporting its robustness and feasibility for a statewide implementation.


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