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.contributorSunal, Cynthia S.
dc.contributorHouser, Rick
dc.contributorHubbard, Janie D.
dc.contributorDorr, Lisa Lindquist
dc.contributor.advisorWilson, Elizabeth K.
dc.contributor.authorHammack, Russell Glenn
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T17:11:47Z
dc.date.available2017-03-01T17:11:47Z
dc.date.issued2014
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThe 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.en_US
dc.format.extent166 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001721
dc.identifier.otherHammack_alatus_0004D_12190
dc.identifier.urihttps://ir.ua.edu/handle/123456789/2170
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectSocial sciences education
dc.subjectSecondary education
dc.titleThe perceived effects of high stakes testing and Alabama's Plan 2020 on instructional practices and curriculum: a social studies instrumental case studyen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Curriculum and Instruction
etdms.degree.disciplineSecondary Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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