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• W2116673022 abstract "This paper describes the findings of a qualitative study of six government teachers from three diverse high schools in the Southwest Chicago suburbs during the 2008 Presidential Election. All of the teachers expressed a desire to cover the election in their classes; however, several experienced difficulty incorporating current events into their curriculum due to a perceived need to prepare their students for an end-of-course assessment that held graduation implications. Overall, the author found that the teachers fell into one of three groups with respect to their inclusion of current events within the curriculum: curriculum-first, disciplined-inclusion, and opportunity-first. The teachers who were categorized as curriculum-first and disciplined-inclusion appeared wary of devoting significant instructional time to the election because they were concerned their students may not perform well on the end-of-course test, a fear that appeared linked to their school's prior academic performance on high-stakes assessments and their perception of their students' academic abilities." @default.
• W2116673022 created "2016-06-24" @default.
• W2116673022 creator A5063348925 @default.
• W2116673022 date "2010-01-01" @default.
• W2116673022 modified "2023-10-02" @default.
• W2116673022 title "The Influence of High-Stakes Testing on High School Teachers' Willingness to Incorporate Current Political Events into the Curriculum" @default.
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• W2116673022 doi "https://doi.org/10.1353/hsj.0.0048" @default.
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