The associations of teacher professional characteristics, school environmental factors, and state testing policy on social studies educators' instructional authority

Journal of Social Studies Research

Volumn 39, Issue 4, 2015, Pages 225-241

  Hong, Hyeri ^a   Hamot, Gregory E ^a  

^a UNIVERSITY OF IOWA   (United States)

Author keywords

Low and high minority schools; Social studies education; Social studies teachers' instructional authority; Teacher professional characteristics; Testing policy

Indexed keywords

EID: 84943456716     PISSN: 0885985X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jssr.2015.06.009     Document Type: Article

References (102)

1. Allensworth E., Ponisciak S., Mazzeo C. The schools teachers leave: Teacher mobility in Chicago Public Schools 2009, Consortium on Chicago School Research, Chicago, IL, Available from.
2. Allison P.D. Multiple regression: A primer 1999, Pine Forge Press, Thousand Oaks, CA.
3. Au W. High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher 2007, 36(5):258-267.
4. Au W. Social studies, social justice: W(h)ither the social studies in high-stakes testing. Teacher Education Quarterly 2009, 36(1):43-58.
5. Berliner D.C. Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology & Society 2004, 24(3):200-212.
6. Boyd D., Lankford H., Loeb S., Rockoff J., Wyckoff J. The narrowing gap in New York City teacher qualifications and its implications for student achievement in high-poverty schools. Journal of Policy Analysis and Management 2008, 27(4):793-818.
7. Boyd D.J., Grossman P.L., Lankford H., Loeb S., Wyckoff J. Teacher preparation and student achievement. Educational Evaluation and Policy Analysis 2009, 31(4):416-440.
8. Brunetti G.J. Why do they teach? A study of job satisfaction among long-term high school teachers. Teacher Education Quarterly 2001, 28(3):49-74.
9. Burroughs S., Groce E., Webeck M.L. Social studies education in the age of testing and accountability. Educational Measurement: Issues and Practice 2005, 24(3):13-20.
10. Campbell E. Curricular and professional authority in schools. Curriculum Inquiry 2006, 36(2):111-118.
11. Carter K. Teachers' knowledge and learning to teach. Handbook of research on teacher education 1990, 291-310. Macmillan, New York, NY. W.R. Houston (Ed.).
12. Clarke, M., Shore, A., Rhoades, K., Abrams, L., Miao, J., & Li, J. (2003). Perceived effects of state-mandated testing programs on teaching and learning: Findings from interviews with educators in low-, medium-, and high-stakes states. Boston, MA: National Board on Educational Testing and Public Policy, Lynch School of Education, Boston College. Available from http://www.bc.edu/research/nbetpp/reports.html.
13. Clotfelter C.T., Ladd H.F., Vigdor J.L. Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of Education Review 2007, 26(6):673-682.
14. Conway J.A. The myth, mystery, and mastery of participative decision making in education. Educational Administration Quarterly 1984, 20(3):11-40.
15. Costigan A. Finding a name for what they want: A study of New York City[U+05F3]s Teaching Fellows. Teaching and Teacher Education 2004, 20(2):129-143.
16. Crocco M.S., Costigan A.T. The narrowing of curriculum and pedagogy in the age of accountability urban educators speak out. Urban Education 2007, 42(6):512-535.
17. Darling-Hammond L. Policy and professionalism. Building a professional culture in schools 1988, 55-77. Teachers College Press, New York, NY. A. Lieberman (Ed.).
18. Darling-Hammond L. Teacher education and the American future. Journal of Teacher Education 2010, 61(1-2):35-47.
19. Davis J., Wilson S.M. Principals[U+05F3] efforts to empower teachers: Effects on teacher motivation and job satisfaction and stress. The Clearing House 2000, 73(6):349-353.
20. Dee J.R., Henkin A.B., Duemer L. Structural antecedents and psychological correlates of teacher empowerment. Journal of Educational Administration 2003, 41(3):257-277.
21. Diamond J., Spillane J. High-stakes accountability in urban elementary schools: Challenging or reproducing inequality?. Teachers College Record 2004, 106(6):1145-1176.
22. Downie R.S. Professions and professionalism. Journal of Philosophy of Education 1990, 24(2):147-159.
23. Fickel L.H. Paradox of practice: Expanding and contracting curriculum in a high-stakes climate. Measuring history: Cases of state-level testing across the United States 2006, 75-103. Information Age Publishing, Greenwich, CT. S.G. Grant (Ed.).
24. Fitchett P.G. A profile of twenty-first century secondary social studies teachers. Journal of Social Studies Research 2010, 34(2):229-265.
25. Fitchett P.G., Heafner T.L. A national perspective on the effects of high-stakes testing and standardization on elementary social studies marginalization. Theory & Research in Social Education 2010, 38(1):114-130.
26. Fitchett P.G., Vanfossen P.J. Survey on the status of social studies: Development and analysis. Social Studies Research and Practice 2013, 8(1):1-23.
27. Goldhaber D.D., Brewer D.J. Does teacher certification matter? High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis 2000, 22(2):129-145.
28. Gradwell J.M. Teaching in spite of, rather than because of, the test. Measuring history: Cases of state-level testing across the United States 2006, 157-176. Information Age Publishing, Greenwich, CT. S.G. Grant (Ed.).
29. Grant S.G. Teachers and tests: Exploring teachers[U+05F3] perceptions of changes in the New York State Testing Program. Education Policy Analysis Archives 2000, 8(14):1-28.
30. Grant S.G. History lessons: Teaching, learning, and testing in U.S. high school classrooms 2003, Lawrence Erlbaum Associates, Mahwah, NJ.
31. Grant S.G. More journey than end: A case study of ambitious teaching. Wise social studies teaching in an age of high-stakes testing: Essays on classroom practices and possibilities 2005, 117-130. Information Age Publishing, Greenwich, CT. E.A. Yeager, O.L. Davis (Eds.).
32. Grant S.G. High-stakes testing: How are social studies teachers responding?. Social Education 2007, 71(5):250.
33. Grant S.G., Gradwell J.M. The sources are many: Exploring history teachers[U+05F3] selection of classroom texts. Theory & Research in Social Education 2005, 33(2):244-265.
34. Grant S.G., Gradwell J.M., Lauricella A.M., Derme-Insinna A., Pullano L., Tzetzo K. When increasing stakes need not mean increasing standards: The case of the New York State global history and geography exam. Theory & Research in Social Education 2002, 30(4):488-515.
35. Grant S.G., Salinas C. Assessment and accountability in the social studies. Handbook of research on social studies education 2008, 219-236. Routledge, New York, NY. L.S. Levstik, C.A. Tyson (Eds.).
36. Guarino C.M., Santibanez L., Daley G.A. Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research 2006, 76(2):173-208.
37. Guggino P.C., Brint S. Does the no child left behind act help or hinder K-12 education. Policy Matters 2010, 3(3):1-8.
38. Hays W.L. Statistics 1994, Holt, Rinehart and Winston, New York, NY.
39. Henke R., Chen X., Geis S. Progress through the teacher pipeline: 1992-93 college graduates and elementary/secondary school teaching as of 1997 2000, National Center for Education Statistics, U.S. Department of Education, Washington, DC.
40. Hess D. Wise Practice in an innovative public school. Wise social studies teaching in an age of high-stakes testing: Essays on classroom practices and possibilities 2005, 131-151. Information Age Publishing, Greenwich, CT. E.A. Yeager, O.L. Davis (Eds.).
41. Hlebowitsh P.S. Designing the school curriculum 2005, Allyn Bacon, Boston, MA.
42. Hlebowitsh P.S. Foundations of American education 2007, Kendall/Hunt Publishing Company, Dubuque, IA.
43. Hlebowitsh P.S., Hamot G.E., Hong H., Leitz K.R. Social studies educators and the factors of race and ethnicity in the differential exercise of classroom authority. Research on the status of social studies: Views from the field 2013, 129-140. Information Age Publishing, Charlotte, NC. J. Passe, P. Fitchett (Eds.).
44. Holding all states to high standards Education Week 2010, 29(17):39-41. Available from http://www.edweek.org/ew/toc/2010/01/14/index.html.
45. Hunt J., Carroll T. No dream denied: A pledge to America's children. Summary report 2003, National Commission on Teaching and America's Future, Washington, DC.
46. Ingersoll R.M. Out-of-field teaching and the limits of teacher policy 2003, 143. GSE Publications.
47. Ingersoll R.M. Who controls teachers[U+05F3] work: Power and accountability in America[U+05F3]s schools 2003, Harvard University Press, Cambridge, MA.
48. Ingersoll, R. M. (2004). Why do high poverty schools have difficulty staffing their classrooms with qualified teachers? Renewing our schools, securing our future. Available from http://www.americanprogress.org/kf/Ingersoll_final.pdf.
49. Ingersoll R.M., May H. The magnitude, destinations, and determinants of mathematics and science teacher turnover. Educational Evaluation and Policy Analysis 2012, 34(4):435-464.
50. Ingersoll R.M., Merrill E. The status of teaching as a profession. Schools and society: A sociological approach to education 2011, 185-198. Pine Forge Press/SAGE Publications, Belmont, CA. J. Ballantine, J. Spade (Eds.).
51. Jacob B.A. The challenges of staffing urban schools with effective teachers. The Future of Children 2007, 17(1):129-153.
52. Kane T.J., Rockoff J.E., Staiger D.O. What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review 2008, 27(6):615-631.
53. Kim, I., & Loadman, W. (1994). Predicting teacher job satisfaction. Available from ERIC database. (ED383707).
54. Klecker, B. J., & Loadman, W. (1996). Exploring the relationship between teacher empowerment and teacher job satisfaction. Available from ERIC database. (ED498566).
55. Kukla-Acevedo S. Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement. Economics of Education Review 2009, 28(1):49-57.
56. Lee V., Burkham D. Inequality at the starting gate: Social background differences in achievement as children begin school 2002, Economic Policy Institute, Washington, DC.
57. Marks H.M., Louis K.S. Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance. Educational Evaluation and Policy Analysis 1997, 19(3):245-275.
58. Melenyzer, B. J. (1990). Teacher empowerment: The discourse, meaning, and social actions of teachers. In Paper presented at the annual meeting of the National Council on States on inservice education. Orlando, Florida.
59. Meyer H. Novice and expert teachers' conceptions of learners' prior knowledge. Science Education 2004, 88(6):970-983.
60. Misco T., Patterson N., Doppen F. Policy in the way of practice: How assessment legislation is affecting social studies curriculum and instruction in Ohio. International Journal of Education Policy and Leadership 2011, 6(7):1-13.
61. National Center for Educational Statistics. (2011). Documentation for the 2011-2012 Schools and Staffing Survey (NCES 2011-456). Washington, DC: US Department of Education.
62. National Council for the Social Studies Expectations of excellence: Curriculum standards for social studies 1994, NCSS, Washington, DC.
63. National Council for the Social Studies. (2007). Academic freedom and the social studies teacher. Available from http://www.social studies.org/positions/academicfreedom.
64. Newmann F.M. Beyond common sense in educational restructuring: The issues of content and linkage. Educational Researcher 1993, 22(2):4-13.
65. No Child Left Behind Act New no child left behind flexibility: Highly qualified teachers 2004, US Government Printing Office, Washington, DC.
66. Ogawa R.T., Sandholtz J.H., Martinez-Flores M., Scribner S.P. The substantive and symbolic consequences of a district's standards-based curriculum. American Educational Research Journal 2003, 40(1):147-176.
67. Pace J.L. Inequalities in history-social science teaching under high stakes accountability: Interviews with fifth-grade teachers in California. Social Studies Research and Practice 2008, 3(1):24-40.
68. Pace J.L. The complex and unequal impact of high stakes accountability on untested social studies. Theory & Research in Social Education 2011, 39(1):32-60.
69. Pearson L.C., Hall B.W. Initial construct validation of the teaching autonomy scale. The Journal of Educational Research 1993, 86(3):172-178.
70. Pearson L.C., Moomaw W. The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly 2005, 29(1):38-54.
71. Pedulla J.J., Abrams L.M., Madaus G.F., Russell M.K., Ramos M.A., Miao J. Perceived effects of state-mandated testing programs on teaching and learning: Findings from a national survey of teachers 2003, Boston College, National Board on Testing and Public Policy, Boston, MA.
72. Petrocelli J.V. Hierarchical multiple regression in counseling research: Common problems and possible remedies. Measurement and Evaluation in Counseling and Development 2003, 36(1):9-22.
73. Popham W.J. The truth about testing: An educator's call to action 2001, Association for Supervision and Curriculum Development, Alexandria, VA.
74. Roscigno V.J., Tomaskovic-Devey D., Crowley M.L. Education and the inequalities of place. Social Forces 2006, 84(4):2121-2145.
75. Salinas C. Teaching in a high-stakes testing setting. Measuring history: Cases of state-level testing across the United States 2006, 177-193. Information Age Publishing, Greenwich, CT. S.G. Grant (Ed.).
76. Sandholtz J., Ogawa R., Scribner S. Standards gaps: Unintended consequences of local standards-based reform. The Teachers College Record 2004, 106(6):1177-1202.
77. Santoro D.A. Good teaching in difficult times: Demoralization in the pursuit of good work. American Journal of Education 2011, 118(1):1-23.
78. Savage T.V. Assessment and quality social studies. The Social Studies 2003, 94(5):201-206.
79. Scafidi B., Sjoquist D.L., Stinebrickner T.R. Race, poverty, and teacher mobility. Economics of Education Review 2007, 26(2):145-159.
80. Segall A. Teaching history in the age of accountability. Measuring history: Cases of state-level testing across the United States 2006, 105-132. Information Age Publishing, Greenwich, CT. S.G. Grant (Ed.).
81. Shaver, J. P., Davis Jr., O. L., & Helburn, S. W. (1978). An interpretive report on the status of pre-college social studies education on three NSF-funded studies. Available from ERIC (ED164363) from National Council for the Social Studies.
82. Shon C.K. Teacher professionalism. The Korean Journal of Visual Impairment 2006, 22(1):43-59.
83. Short P.M. Defining teacher empowerment. Education 1994, 114(4):488-492.
84. Shulman L. Knowledge and teaching: Foundations of the new reform. Harvard Educational Review 1987, 57(1):1-22.
85. Smith A.M. Negotiating control and protecting the private. Measuring history: Cases of state-level testing across the United States 2006, 221-247. Information Age Publishing, Greenwich, CT. S.G. Grant (Ed.).
86. Smylie M.A. Redesigning teachers[U+05F3] work: Connections to the classroom. Review of Research in Education 1994, 20:129-177.
87. Stockard J., Lehman M.B. Influences on the satisfaction and retention of 1st-year teachers: The importance of effective school management. Educational Administration Quarterly 2004, 40(5):742-771.
88. Sykes G. Fostering teacher professionalism in schools. Restructuring schools: The next generation of school reform 1990, 59-96. Jossey-Bass, San Francisco, CA. R.F. Elmore, Associates (Eds.).
89. Thornton S.J. Teacher as curricular-instructional gatekeeper in social studies. Handbook of research on social studies teaching and learning 1991, 237-248. Macmillan, New York, NY. J.P. Shaver (Ed.).
90. U.S.Department of Education Schools and staffing survey 2011-2012 2013, U.S. Department of Education, Washington, DC.
91. Ulriksen, J. J. (1996). Perceptions of secondary school teachers and principals concerning factors related to job satisfaction and job dissatisfaction. Available from ERIC database (ED424686).
92. van Hover S., Heinecke W. The impact of accountability reform on the "wise practice" of secondary history teachers: The Virginia experience. Wise social studies teaching in an age of high-stakes testing: Essays on classroom practices and possibilities 2005, 89-115. Information Age Publishing, Greenwich, CT. E.A. Davis, O.L. Davis (Eds.).
93. van Hover S.D. Teaching history in the old dominion. Measuring history: Cases of state-level testing across the United States 2006, 195-219. Information Age Publishing, Greenwich, CT. S.G. Grant (Ed.).
94. Webeck M.L., Salinas C.S., Field S.L. A good teacher in Texas: Conversations about wisdom in middle school social studies practice. Social studies teaching in an age of high-stakes testing: Essays on classroom practices and possibilities 2005, 69-88. Information Age Publishing, Greenwich, CT. E.A. Yeager, O.L. Davis (Eds.).
95. Weiss E. Perceived workplace conditions and first-year teachers' morale, career choice commitment, and planned retention: A secondary analysis. Teaching and Teacher Education 1999, 15(8):861-879.
96. Wills J.S. Putting the squeeze on social studies: Managing teaching dilemmas in subject areas excluded from state testing. Teachers College Record 2007, 109(8):1980-2046.
97. Wills J.S., Sandholtz J.H. Constrained professionalism: Dilemmas of teaching in the face of test-based accountability. Teachers College Record 2009, 11(4):1065-1114.
98. Wilson S., Shulman L., Richert A. '150 different ways' of knowing: Representations of knowledge in teaching. Exploring teachers' thinking 1987, 104-124. Cassell, London, England. J. Calderhead (Ed.).
99. Wilson S., Wineburg S. Peering at history through different lenses: The role of disciplinary perspectives in teaching history. Teachers College Record 1988, 89(4):525-539.
100. Winstead L. The impact of NCLB and accountability on social studies: Teacher experiences and perceptions about teaching social studies. The Social Studies 2011, 102(5):121-127.
101. Yeager E., Pinder M. Does anybody really understand this test? Florida high school social studies[U+05F3] teachers' efforts to make sense of the FCAT. Measuring history: Cases of high-stakes testing across the states 2006, 249-272. Information Age Publishing, Greenwich, CT. S.G. Grant (Ed.).
102. Yeager E.A. Introduction: The "wisdom of practice" in the challenging context of standards and high-stakes testing. Wise social studies teaching in an age of high-stakes testing: Essays on classroom practices and possibilities 2005, 1-9. Information Age Publishing, Greenwich, CT. E.A. Davis, O.L. Davis (Eds.).