{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/20993"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/20993","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Social studies reform in Illinois: Teachers' perceptions of the Illinois educational reform package of 1985","abstract":"\"A study was conducted utilizing a purposeful sample of social studies teachers in two non-contiguous Educational Service Center Regions in Illinois to answer the research question, \"\"How does a sample of informed social studies teachers in Illinois view the 1985 state school reform package as it relates to social studies in Illinois?\"\" Findings were generated through the use of interviews and surveys and analyzed through the use of Pattern-Matching. Included in the report are the following findings: (1) Through 1990 the direct impact of the social science component of the reform on classrooms has been slight. (2) The testing element of the reform is the dominant teacher concern in regard to the reform program. (3) Teachers are confused as to the mission of the reform program as well as its requirements. (4) Teachers report that the state test of social science achievement in Illinois will ultimately drive local curriculum. (5) Structuring curriculum to teach to the test, an eventuality predicted by most of the sample, is viewed as counter-productive by teachers. (6) Teachers view the state reform program as having failed to address the real needs of Illinois schools and social studies. (7) Teachers feel they are being unfairly held accountable for problems in society and schools that are beyond their control. (8) Teachers feel they were left out of the reform process in Illinois. (9) Teachers predict the ultimate failure of the social studies reform program in Illinois.\"","abstract_html":""A study was conducted utilizing a purposeful sample of social studies teachers in two non-contiguous Educational Service Center Regions in Illinois to answer the research question, ""How does a sample of informed social studies teachers in Illinois view the 1985 state school reform package as it relates to social studies in Illinois?"" Findings were generated through the use of interviews and surveys and analyzed through the use of Pattern-Matching. Included in the report are the following findings: (1) Through 1990 the direct impact of the social science component of the reform on classrooms has been slight. (2) The testing element of the reform is the dominant teacher concern in regard to the reform program. (3) Teachers are confused as to the mission of the reform program as well as its requirements. (4) Teachers report that the state test of social science achievement in Illinois will ultimately drive local curriculum. (5) Structuring curriculum to teach to the test, an eventuality predicted by most of the sample, is viewed as counter-productive by teachers. (6) Teachers view the state reform program as having failed to address the real needs of Illinois schools and social studies. (7) Teachers feel they are being unfairly held accountable for problems in society and schools that are beyond their control. (8) Teachers feel they were left out of the reform process in Illinois. (9) Teachers predict the ultimate failure of the social studies reform program in Illinois."","abstract_has_math":false,"creators":["Parker, William Rush, IV"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Cox, C. Benjamin"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:55:12Z","date_published":"2011-05-07T12:55:12Z","updated_at":"2026-07-22T22:25:17Z","subjects":["Education, Social Sciences","Education, Curriculum and Instruction"],"languages":["eng"],"rights":["Copyright 1991 Parker, William Rush, IV"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9136696","(UMI)AAI9136696"],"render_values":[{"text":"AAI9136696","href":null,"code":true},{"text":"(UMI)AAI9136696","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/20993","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cox, C. 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Included in the report are the following findings: (1) Through 1990 the direct impact of the social science component of the reform on classrooms has been slight. (2) The testing element of the reform is the dominant teacher concern in regard to the reform program. (3) Teachers are confused as to the mission of the reform program as well as its requirements. (4) Teachers report that the state test of social science achievement in Illinois will ultimately drive local curriculum. (5) Structuring curriculum to teach to the test, an eventuality predicted by most of the sample, is viewed as counter-productive by teachers. (6) Teachers view the state reform program as having failed to address the real needs of Illinois schools and social studies. (7) Teachers feel they are being unfairly held accountable for problems in society and schools that are beyond their control. (8) Teachers feel they were left out of the reform process in Illinois. (9) Teachers predict the ultimate failure of the social studies reform program in Illinois.\"","Among the several conclusions drawn regarding the reform include: (1) The use of the standardized test will be successful in stimulating change in social studies instruction in the state. (2) The state social studies test will ultimately drive local social studies curriculum. (3) The state test will ultimately have negative effects on the teaching of thinking and reasoning skills in social studies classrooms. (4) The total state assessment program takes too much time away from classroom instruction. (5) Teachers demonstrate considerable hostility towards state authorities as a result of the reform program.","Made available in DSpace on 2011-05-07T12:55:12Z (GMT). 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Benjamin"],"dc:creator":["Parker, William Rush, IV"],"dc:date":["2011-05-07T12:55:12Z","10000-01-01","1991"],"dc:description":["\"A study was conducted utilizing a purposeful sample of social studies teachers in two non-contiguous Educational Service Center Regions in Illinois to answer the research question, \"\"How does a sample of informed social studies teachers in Illinois view the 1985 state school reform package as it relates to social studies in Illinois?\"\" Findings were generated through the use of interviews and surveys and analyzed through the use of Pattern-Matching. Included in the report are the following findings: (1) Through 1990 the direct impact of the social science component of the reform on classrooms has been slight. (2) The testing element of the reform is the dominant teacher concern in regard to the reform program. (3) Teachers are confused as to the mission of the reform program as well as its requirements. (4) Teachers report that the state test of social science achievement in Illinois will ultimately drive local curriculum. (5) Structuring curriculum to teach to the test, an eventuality predicted by most of the sample, is viewed as counter-productive by teachers. (6) Teachers view the state reform program as having failed to address the real needs of Illinois schools and social studies. (7) Teachers feel they are being unfairly held accountable for problems in society and schools that are beyond their control. (8) Teachers feel they were left out of the reform process in Illinois. (9) Teachers predict the ultimate failure of the social studies reform program in Illinois.\"","Among the several conclusions drawn regarding the reform include: (1) The use of the standardized test will be successful in stimulating change in social studies instruction in the state. (2) The state social studies test will ultimately drive local social studies curriculum. (3) The state test will ultimately have negative effects on the teaching of thinking and reasoning skills in social studies classrooms. (4) The total state assessment program takes too much time away from classroom instruction. (5) Teachers demonstrate considerable hostility towards state authorities as a result of the reform program.","Made available in DSpace on 2011-05-07T12:55:12Z (GMT). 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