Search results for: Neumann Jacob W.

The author presents an extended and fine-grained analysis of the influence of state-mandated accountability testing on one social studies teacher’s classroom practice and thinking about curriculum. Two main findings are presented in this article. First, this study sheds light on the problems and frustrations that one teacher faces when confronted with a testing apparatus that limits her instructional time with students. Second, the data add support to the viewpoint that while state-mandated accountability testing does influence classroom teaching, teachers’ beliefs about subject matter and their goals for students play an equal role in shaping their classroom practice.