Abstract
Education in the United States has consistently utilized tests as well as a relatively standard curriculum to educate the youth. However, the introduction of the No Child Left Behind Act and the subsequent implementation of the Common Core State Standards Initiative, has created an educational environment focused largely on math and literacy skills. This mixed methods study discovered the primary factors experienced world history teachers in Minnesota utilize to balance historical thinking skills and the inclusion of current events against national and statewide curricular standards. Five experienced teachers were interviewed, and their responses coded using qualitative methods. These themes informed the creation of a survey administered to world history teachers across the state of Minnesota. The research determined that the factors included current events, colleagues, the Minnesota State World History Standards, students in the classroom, the Common Core, and textbooks.
Advisor
Candace Raskin
Committee Member
Natalie Rasmussen
Committee Member
Kyle Ward
Date of Degree
2021
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Department
Educational Leadership
College
Education
Recommended Citation
Ferrero, K. (2021). Understanding how experienced world history teachers in Minnesota choose course content: A mixed methods study [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1155/
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