432
Views
4
CrossRef citations to date
0
Altmetric
Original Articles

Using Hybrid Assessments to Develop Civic Competency in History

&

References

  • Avery, P. G., Bird, K., Johnstone, S., Sullivan, J. L., & Thalhammer, K. (1992). Exploring political tolerance with adolescents. Theory and Research in Social Education, 20(4), 386–420.
  • Barton, K. C. (2012). Agency, choice and historical action: How history teaching can help students think about democratic decision making. Citizenship Teaching & Learning, 7(2), 131–142.
  • Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
  • Breakstone, J. (2014). Try, try, try again: The process of designing new history assessments. Theory and Research in Social Education, 42(4), 453–485. https://doi.org/10.1080/00933104.2014.965860
  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.
  • De La Paz, S. (2005). Effects of historical reasoning instruction and writing strategy mastery in culturally and academically diverse middle school classrooms. Journal of Educational Psychology, 97(2), 139–156.
  • DeWitt, S. W., Patterson, N., Blankenship, W., Blevins, B., DiCamillo, L., Gerwin, D., … Sullivan, C. C. (2013). The lower-order expectations of high-stakes tests: A four-state analysis of social studies standards and test alignment. Theory & Research in Social Education, 41(3), 382–427. https://doi.org/10.1080/00933104.2013.787031
  • Grant, S. G., Gradwell, J. M., & Cimbricz, S. (2004). A question of authenticity: Examining the document based question on the New York state global history and geography Regents exam. Journal of Curriculum and Supervision, 19(4), 309–337.
  • Hess, D.E. (2009). Controversy in the classroom: The democratic power of discussion. New York, NY: Routledge.
  • Hess, D., & McAvoy, P. (2014). The political classroom: Evidence and ethics in democratic education. New York, NY: Routledge.
  • Hess, D., & Posselt, J. (2002). How high school students experience and learn from the discussion of controversial issues. Journal of Curriculum and Supervision, 17(4), 283–314.
  • Hunt, M. P., & Metcalf, L. E. (1968). Teaching high school social studies: Problems in reflective thinking and understanding. New York: Harper & Row.
  • King, M. B., Schroeder, J., & Chawszczewski, D. (2001). Authentic assessment and student performance in inclusive schools, Brief #5. Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities Brief. Retrieved from (Available through http://www.wcer.wisc.edu/riser/briefs.htm).
  • Massialas, B. G. (1963). The Indiana experiments in inquiry: Social studies. Bulletin of the School of Education, Indiana University, 39(3).
  • Monte-Sano, C. (2012). What makes a good history essay? Assessing historical aspects of argumentative writing. Social Education, 76(6), 294–298.
  • Monte-Sano, C., De La Paz, S., & Felton, M. (2014). Implementing a disciplinary-literacy curriculum for US history: Learning from expert middle school teachers in diverse classrooms. Journal of Curriculum Studies, 46(4), 540–575. https://doi.org/10.1080/00220272.2014.904444
  • Newmann, F. M. (1990). A test of higher order thinking in social studies: Persuasive writing on constitutional issues using the NAEP approach. Social Education, 54, 369–373.
  • Newmann, F. M. (1991). Promoting higher order thinking in social studies: Overview of a study of 16 high school departments. Theory and Research in Social Education, 19(4), 324–340.
  • Newmann, F. M., & Associates. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco, CA: Jossey-Bass.
  • Newmann, F. M., Carmichael, D. L., & King, M. B. (2016). Authentic intellectual work: Improving teaching for rigorous learning. Thousand Oaks, CA: Corwin Press.
  • Newmann, F. M., Marks, H. M., & Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104(4), 280–312.
  • Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student Engagement and Achievement in American Secondary Schools (pp. 11–39). New York, NY: Teachers College Press.
  • Oliver, D., & Shaver, J. P. (1966). Teaching public issues in the high school. Boston, MA: Houghton Mifflin.
  • Parker, W. C., & Lo, J. C. (2016). Content selection in advanced courses. Curriculum Inquiry, 46(2), 196–219. https://doi.org/10.1080/03626784.2016.1144466
  • Parker, W. C., Lo, J., Yeo, A. J., Valencia, S. W., Nguyen, D., Abbott, R. D., … Vye, N. J. (2013). Beyond breadth-speed-test: Toward deeper knowing and engagement in an advanced placement course. American Educational Research Journal, 50(6), 1424–1459. https://doi.org/10.3102/0002831213504237
  • Parker, W. C., Mueller, M., & Wendling, L. (1989). Critical reasoning on civic issues. Theory and Research in Social Education, 17(1), 7–32.
  • Reisman, A. (2012). Reading like a historian: A document-based history curriculum intervention in urban high schools. Cognition and Instruction, 30, 86–112.
  • Saye, J., & SSIRC (2013). Authentic pedagogy: Its presence in social studies classrooms and relationship to student performance on state-mandated tests. Theory & Research in Social Education, 41(1), 89–132. https://doi.org/10.1080/00933104.2013.756785
  • Saye, J. W., & Brush, T. (1999). Student engagement with social issues in a multimedia-supported learning environment. Theory and Research in Social Education, 27(4), 472–504.
  • Saye, J. W., & Brush, T. (2007). Using technology-enhanced learning environments to support problem-based historical inquiry in secondary school classrooms. Theory and Research in Social Education, 35(2), 196–230.
  • Saye, J. W., & Brush, T. (2004). Promoting civic competence through problem-based history learning environments. In G. E. Hamot, J. J. Patrick, & R. S. Leming (Eds.), Civic Learning in Teacher Education: International Perspectives on Education for Democracy in the Preparation of Teachers (Vol. 3, pp. 123–145). Bloomington, Indiana: ERIC Clearinghouse for Social Studies/ Social Science Education.
  • Saye, J. W. (2017). Disciplined inquiry in social studies classrooms. In Manfra, M.M. & Bolick, C.M. (Eds.), The Handbook of Social Studies Research (pp. 336–359). Boston, MA: Wiley-Blackwell. Manuscript in preparation.
  • Thornton, S. J. (2005). Teaching social studies that matters: Curriculum for active learning. New York, NY: Teachers College Press.
  • Wineburg, S., & Martin, D. (2009). Tampering with history: Adapting primary sources for struggling readers. Social Education, 73(5), 212–216.
  • Wineburg, S., Smith, M., & Breakstone, J. (2012). New directions in assessment: Using library of congress sources to assess historical understanding. Social Education, 76(6), 290–293.
  • Young, K. M., & Leinhardt, G. (1998). Writing from primary documents: A way of knowing history. Written Communication, 15, 25–68.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.