Student Learning in a Standards-Based Setting: A Case of the Byzantine Empire

• In Event: 32.082 - Roundtable Session 11
  In Roundtable Session: 32.082-8 - Considering Multiple Accounts in and About History

Abstract

This study explores show students’ secondary history classroom experiences related to their learning new knowledge and skills. Findings indicate that all students improved on pre-test and post-test scores. In think-alouds of the test students could often reference class activities that helped them learn. However, their ability to correctly answer test questions often depended on whether they had completed the review packet and on their test taking skills. Also, despite Mr. Smith’s use of varied instructional approaches, all of the students frequently used the phrase “we talked about” to describe when and how they addressed or learned a content topic in class.

Authors

• Stephanie D. Van Hover, University of Virginia

• Colleen Fitzpatrick, Wake Forest University

• David Hicks, Virginia Polytechnic Institute and State University