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Assessment, Autonomy, and Elementary Social Studies Time


by Paul G. Fitchett, Tina L. Heafner & Richard Lambert - 2014


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Cite This Article as: Teachers College Record Volume 116 Number 10, 2014, p. 1-34
https://www.tcrecord.org ID Number: 17605, Date Accessed: 8/7/2020 7:23:05 PM
 
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About the Author
  • Paul Fitchett
    University of North Carolina at Charlotte
    E-mail Author
    PAUL G. FITCHETT is Associate Professor in the Department of Middle, Secondary, and K12 Education at the University of North Carolina at Charlotte where his research focuses on the intersections of educational policy, instructional practice, and schooling context in social studies teaching and learning. He is the cofounder of SQUARSS (Supporting Quantitative Understanding, Analysis, and Research in Social Studies), an associate editor for the newly formed Journal of Applied Educational Policy and Research, and co-editor of the forthcoming The Status of Social Studies: Views from the Field (Information Age Publishing). His research has been published in scholarly journals including Theory and Research in Social Education, Urban Education, Action in Teacher Education, and Educational Policy. Recent publications include: Fitchett, P. G., Starker, T. V., & Salyers, B. (2012). Examining culturally responsive teaching self-efficacy in a preservice social studies education course. Urban Education, 47(3), 585–611. Fitchett, P. G., & Heafner, T. L. (2010). A national perspective on the effects of high-stakes testing and standardization on elementary social studies marginalization. Theory and Research in Social Education, 38(1), 114–130.
  • Tina Heafner
    University of North Carolina at Charlotte
    E-mail Author
    TINA L. HEAFNER is Professor in the Department of Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte where she also serves as the Coordinator of the M.Ed. and Minor in Secondary Education programs. Her research interests include social studies marginalization and policy, teacher autonomy and praxis, online and technology mediated learning, and social studies literacy. Selected recent publications include: Heafner, T. L., & Fitchett, P. (2012). Tipping the scales: National trends of declining instructional time in elementary schools. Journal of Social Studies Research, 36(2), 190–215. Heafner, T. L., Petty, T., & Hartshorne, R. (2012). University supervisor perspectives of the remote observation of graduate interns. Journal of Computing in Higher Education, 24(3), 143–163.
  • Richard Lambert
    University of North Carolina at Charlotte
    E-mail Author
    RICHARD LAMBERT is Professor in the Department of Educational Leadership at the University of North Carolina at Charlotte where he also serves as the Director of the Center for Educational Measurement and Evaluation and as Editor of NHSA Dialog: The Research-to-Practice Journal for the Early Education Field. His research interests include assessment and evaluation of programs for young children, applied statistics, and teacher stress. Selected recent publications include: Mickelson, R., Bottia, M., & Lambert, R. G. (2013). Effects of school racial composition on K-12 mathematics outcomes: A metaregression analysis. Review of Educational Research, 83(1), 121–158. Ullrich, A., Lambert, R. G., & McCarthy, C. (2012). Relationship of German elementary teachers’ occupational experience, stress, and coping resources to burnout symptoms. International Journal of Stress Management, 19(4), 333–342.
 
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