Pedagogical Governance and the Teaching of World History: A Case Study of Policy to Practice in an Inclusive Classroom in a High-Stakes Testing Context

• In Event: Roundtable Session 11
  In Roundtable Session: Local and Global Forces That Shape History Curricula and Policy

Abstract

This paper explores how two secondary co-teachers (one history, one special education) plan for and implement a World History course within a high-stakes testing context. In addition to classroom observations and interviews, we closely analyzed state and local policy texts to gain an understanding of how these teachers negotiated collaborative curricular gate-keeping within the context of an institutional setting where a performativity discourse stressed teacher accountability and performance indicators (see Ball, 2003; Jeffrey, 2002; Webb, 2006, 2007).

Authors

• Stephanie D. Van Hover, University of Virginia

• David Hicks, Virginia Polytechnic Institute and State University

• Kevin Hessberg, University of Virginia