Descriptor
| Accountability | 1 |
| Educational Policy | 1 |
| Grade 10 | 1 |
| Grade 9 | 1 |
| High Stakes Tests | 1 |
| History Instruction | 1 |
| Politics of Education | 1 |
| Relationship | 1 |
| Standards | 1 |
| Teacher Attitudes | 1 |
| Tests | 1 |
| More ▼ | |
Author
| Derme-Insinna, Alison | 1 |
| Gradwell, Jill M. | 1 |
| Grant, S. G. | 1 |
| Lauricella, Ann Marie | 1 |
| Pullano, Lynn | 1 |
| Tzezo, Kathryn | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Grade 10 | 1 |
| Grade 9 | 1 |
Audience
Location
| New York | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkGrant, S. G.; Derme-Insinna, Alison; Gradwell, Jill M.; Pullano, Lynn; Lauricella, Ann Marie; Tzezo, Kathryn – Theory and Research in Social Education, 2002
In New York, state-level policymakers have invested considerable political and economic capital in new tests as both a measure of accountability and as a vehicle for increased educational standards. In this study, we look at how 9th and 10th grade global history teachers are making sense of the first administration of a new 10th grade global…
Descriptors: Grade 9, Grade 10, World History, History Instruction
