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A *policy study of social studies p...

Brown, Debora J.

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A *policy study of social studies programs in the United States as related to standards and No Child Left Behind.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A *policy study of social studies programs in the United States as related to standards and No Child Left Behind./
Author:	Brown, Debora J.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2006,
Description:	112 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4393.
Contained By:	Dissertation Abstracts International67-12A.
Subject:	Educational administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3245224
ISBN:	9781109838565

A *policy study of social studies programs in the United States as related to standards and No Child Left Behind.
Brown, Debora J.

A *policy study of social studies programs in the United States as related to standards and No Child Left Behind. - Ann Arbor : ProQuest Dissertations & Theses, 2006 - 112 p.

Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4393.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2006.

The purpose of this policy study was to assess the status of social studies programs and policy at the state level in each of the 50 states of the United States of America. Research questions focused on social studies at the state level in the areas of elementary and secondary content requirements, competency testing, textbook adoption, curriculum standards, and the No Child Left Behind Act of 2001 (Public Law 10-110) (NCLB). The design of the study was the descriptive research design. The survey method was used to collect data. A questionnaire with both structured and unstructured items was developed by the researcher based on the instrument used by Dr. Roger Dorson for his dissertation in 1982. The 50 respondents for the study were the persons responsible for social studies curriculum at the state level (i.e., directors of social studies with the departments of education) in each of the 50 states of the United States of America. Data were also collected by examining public documents on state departments of education web sites and state legislative web sites that were available to the public using the World Wide Web. Once collected, data from structured items were analyzed using frequency and percentage of response. Unstructured item responses were transcribed and analyzed for patterns and trends.

ISBN: 9781109838565Subjects--Topical Terms:

2122799
Educational administration.

A *policy study of social studies programs in the United States as related to standards and No Child Left Behind.
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500 $a Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4393.
500 $a Adviser: James Vornberg.
502 $a Thesis (Ed.D.)--Texas A&M University - Commerce, 2006.
520 $a The purpose of this policy study was to assess the status of social studies programs and policy at the state level in each of the 50 states of the United States of America. Research questions focused on social studies at the state level in the areas of elementary and secondary content requirements, competency testing, textbook adoption, curriculum standards, and the No Child Left Behind Act of 2001 (Public Law 10-110) (NCLB). The design of the study was the descriptive research design. The survey method was used to collect data. A questionnaire with both structured and unstructured items was developed by the researcher based on the instrument used by Dr. Roger Dorson for his dissertation in 1982. The 50 respondents for the study were the persons responsible for social studies curriculum at the state level (i.e., directors of social studies with the departments of education) in each of the 50 states of the United States of America. Data were also collected by examining public documents on state departments of education web sites and state legislative web sites that were available to the public using the World Wide Web. Once collected, data from structured items were analyzed using frequency and percentage of response. Unstructured item responses were transcribed and analyzed for patterns and trends.
520 $a The foundation exists in law and curriculum standards for a strong social studies curriculum at both the elementary and secondary levels. Strong support for social studies at the secondary level comes from mandates in law, graduation requirements, and competency testing supported by state curriculum standards. Support for social studies at the elementary level is weak. Although there are mandates in law and state curriculum standards, there are very few states with competency tests in social studies at the elementary level. In this study, nine states reported that the decline of social studies instruction was due, in part, to accountability requirements in NCLB. These data support the conclusion drawn by Manzo (2005) and Pascopella (2004) that students in high school will be less prepared for the courses they will need to take in order to meet graduation requirements in social studies.
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