The influences of the Ohio Proficiency Test in Citizenship: A perceptual study of fourth -grade teachers of social studies in culturally diverse urban school settings.

摘要

Throughout the years, accountability has been a basic concept in public education. In the quest for this accountability there has been a tendency to look to testing as a major mode of measurement and a tool for educational reform. Due to the current trend toward testing as the primary measure of students' proficiency, teachers have become sensitive to the pressures of state and district testing programs that have emphasized teaching the skills that can be counted and reported on the tests, rather than providing classroom experiences that develop students' critical thinking, analytical skills, and creativity. This study was an exploration of the perceived influences of the Ohio Proficiency Test in Citizenship on the autonomy, self-efficacy, and professional practice of fourth grade teachers of social studies in culturally diverse urban school settings.;Data collection methods included a screening survey, two focus group sessions, and a follow-up individual interview. The survey was completed by 18 fourth grade teachers of social studies in culturally diverse urban school settings. A representative sample of 10 teachers was invited to participate in two focus group sessions and follow-up individual interviews.;Evidence from the screening surveys, focus group sessions and follow-up individual interviews revealed that the participants' perceptions of autonomy and self-efficacy were influenced by the implementation of the Ohio Proficiency Test, resulting in, for most participants, a lack of autonomy and low self-efficacy. Furthermore, their perceived autonomy and self-efficacy has had an influence on their professional practice. Their teaching strategies have turned more toward lecturing, drilling, and teaching the test rather than problem-solving, questioning facts and assumptions, examining values and judgments, and making effective choices.;Finally, the participants indicated that the social studies curriculum has been narrowed down to the areas of citizenship that are on the test. Also, because of the emphasis the school district is putting on the teaching of reading and math, the teachers believe that they do not have the time to provide all children the choice to become involved and inspired to learn.