The perceived effects of high stakes testing and Alabama's Plan 2020 on instructional practices and curriculum: a social studies instrumental case study

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dc.contributor Sunal, Cynthia S.
dc.contributor Houser, Rick
dc.contributor Hubbard, Janie D.
dc.contributor Dorr, Lisa Lindquist
dc.contributor.advisor Wilson, Elizabeth K.
dc.contributor.author Hammack, Russell Glenn
dc.date.accessioned 2017-03-01T17:11:47Z
dc.date.available 2017-03-01T17:11:47Z
dc.date.issued 2014
dc.identifier.other u0015_0000001_0001721
dc.identifier.other Hammack_alatus_0004D_12190
dc.identifier.uri https://ir.ua.edu/handle/123456789/2170
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of this study was to investigate the potential impact of Alabama's high stakes testing policy and Alabama's Plan 2020, on the instructional practices and curriculum of 12th grade secondary social studies teachers. This phenomenological qualitative instrumental case study design of four participants utilized guided interviews, document analysis, and a focus group interview. This study was grounded in the theoretical framework of constructivism, using the methodological foundations of the power relations theory of Michael Foucault. From this process, the researcher was able to understand the impact of these educational policies on instructional practices and curriculum. The results of the study indicated that the participants shifted their instruction and intensity to focus on state mandated testing due to the local school administration and internal pressures experienced. The results also displayed a lack of understanding for the new educational policy, a newly found instructional autonomy, and a fear of the return of state testing.
dc.format.extent 166 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Social sciences education
dc.subject.other Secondary education
dc.title The perceived effects of high stakes testing and Alabama's Plan 2020 on instructional practices and curriculum: a social studies instrumental case study
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Curriculum and Instruction
etdms.degree.discipline Secondary Education
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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