[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-265542-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-265542-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","social-studies-education-and-standards-based-education-reform-in-north-america-curriculum-standardization-high-stakes-testing-and-resistance","SOCIAL STUDIES EDUCATION AND STANDARDS-BASED EDUCATION REFORM IN NORTH AMERICA - CURRICULUM STANDARDIZATION, HIGH-STAKES TESTING, AND RESISTANCE","","The article analyzes the contested history of social studies as a school subject and reviews competing views on its nature and purposes in the North American context. It critically examines recent U.S. educational reforms, including No Child Left Behind and Common Core State Standards, focusing on how high-stakes testing functions to standardize social studies curriculum and teaching methods. The final section evaluates resistance by students, teachers, and the public, and addresses whether social studies can foster adaptive citizenship or support more equitable, socially just societal reconstruction.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/social-studies-education-and-standards-based-education-reform-in-north-america-curriculum-standardization-high-stakes-testing-and-resistance/265542/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/social-studies-education-and-standards-based-education-reform-in-north-america-curriculum-standardization-high-stakes-testing-and-resistance/265542.png","ImageObject",300,407,{"name":42,"@type":43},"Maya Linwood","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-09-14",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What competing viewpoints does the article describe about social studies education?","Question",{"text":63,"@type":64},"It reviews historically competing perspectives on the nature and purposes of social studies education in North America.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do recent U.S. reforms use high-stakes testing in the social studies curriculum?",{"text":68,"@type":64},"They employ high-stakes testing to standardize the social studies curriculum and teaching methods.",{"name":70,"@type":61,"acceptedAnswer":71},"Who resists curriculum standardization and high-stakes testing according to the article?",{"text":72,"@type":64},"The article examines resistance levels from students, teachers, and the public.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},265542,1789397443,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":80,"read_time":145,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Revista Latinoamericana de Estudios Educativos (Colombia)  \nISSN: 1900-9895  \n[revistascientificas@ucaldas.edu.co](revistascientificas@ucaldas.edu.co)  \nUniversidad de Caldas Colombia  \nWayne Ross, E. ; Mathison, Sandra; D. Vinson, Kevin SOCIAL STUDIES EDUCATION AND STANDARDS-BASED EDUCATION REFORM IN NORTH AMERICA: CURRICULUM STANDARDIZATION, HIGH-STAKES TESTING,  \nAND RESISTANCE  \nRevista Latinoamericana de Estudios Educativos (Colombia), vol. 10, núm. 1, enero-junio,  \n2014 , pp. 19-48  \nUniversidad de Caldas  \nManizales, Colombia  \nAvailable in: [http://www.redalyc.org/articulo.oa?id=134139791002](http://www.redalyc.org/articulo.oa?id=134139791002)  \n How to cite  \n Complete issue  \n More information about this article  \n Journal's homepage in [redalyc.org](redalyc.org)  \nScientific Information System  \nNetwork of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative  \nSOCIAL STUDIES EDUCATION AND STANDARDS-BASED EDUCATION REFORM IN NORTH AMERICA: CURRICULUM STANDARDIZATION, HIGHSTAKES TESTING, AND RESISTANCE  \nE. Wayne Ross*  \nSandra Mathison**  \nKevin D. Vinson***  \n\n| E. Wayne Ross, Sandra Mathison, Kevin D. Vinson. (2013) .“Social studies education and standards-based education reform in north america: curriculum standardization, high-stakes testing, and resistance”. Revista Latinoamericana de\u003Cbr>Estudios Educativos. No. 1, Vol. 10, pp. 19-48. Manizales: Universidad de Caldas. |\n| --- |\n| ABSTRACT\u003Cbr>Social studies have a contentious history as a school subject and this article begins with an overview of the historically competing viewpoints on the nature and purposes of social studies education in the North American context. Next, we provide a critical examination of recent educational reforms in the USA (No Child Left Behind and Common Core State Standards), which use high-stakes testing as a tool for standardizing the social studies curriculum and teaching methods. The final section of the article examines both the significant levels of resistance to high-stakes testing and curriculum standardization by students, teachers, and the public and the question of whether social studies education will promote citizenship that is adaptive to the status quo or the reconstruction society in more equitable and socially just ways. |\n\n* Professor in the Department of Curriculum and Pedagogy and Co-Director of the Institute for Critical Education Studies at the University of British Columbia in Vancouver, Canada. His research focuses on the social and institutional contexts of teachers’ practice and the role of curriculum and teaching in building a democratic [society. E-mail:](society. E-mail: wayne.ross@ubc.ca)[ ](society. E-mail: wayne.ross@ubc.ca)[wayne.ross@ubc.ca](society. E-mail: wayne.ross@ubc.ca).  \n** Professor in the Faculty of Education and Co-Director of the Institute for Critical Education Studies at the University of British Columbia in Vancouver, Canada. Her scholarly interests include evaluation theory and practice and the sociology of assessment. E-mail: [sandra.mathison@ubc.ca](sandra.mathison@ubc.ca).  \n*** Ph.D. Curriculum and Instruction, with a specialization in Social Studies Education, from the University of Maryland. He has taught at the Loyola University Maryland and the University of Arizona in the USA, and most recently at The University of the West Indies (Barbados). [E-mail: DrKDV@hotmail.com](E-mail: DrKDV@hotmail.com).  \nRecibido 4 de febrero de 2014, aceptado 15 de abril del 2014.  \nlatinoam.estud.educ. Manizales (Colombia), 10 (1): 19-48, enero-junio de 2014  \nE. Wayne Ross, Sandra Mathison, Kevin D. Vinson  \n20  \nKEY WORDS: purposes of social studies education, citizenship education, curriculum standards, education reform, high-stakes testing, teacher resistance.  \nEDUCACIÓN EN ESTUDIOS SOCIALES Y REFORMA DE LA EDUCACIÓNBASADA EN ESTÁNDARES EN NORTEAMÉRICA: ESTANDARIZACIÓN DEL CURRÍCULO, PRUEBAS DEALTA E","cbCaijRJANjTjQcU","https://ap.wps.com/l/cbCaijRJANjTjQcU","pdf",454687,31,"English","# Abstract\n## Contested purposes of social studies\n## Standards-based reforms and high-stakes testing\n## Resistance and implications for citizenship","[{\"question\":\"What competing viewpoints does the article describe about social studies education?\",\"answer\":\"It reviews historically competing perspectives on the nature and purposes of social studies education in North America.\"},{\"question\":\"How do recent U.S. reforms use high-stakes testing in the social studies curriculum?\",\"answer\":\"They employ high-stakes testing to standardize the social studies curriculum and teaching methods.\"},{\"question\":\"Who resists curriculum standardization and high-stakes testing according to the article?\",\"answer\":\"The article examines resistance levels from students, teachers, and the public.\"}]","SOCIAL STUDIES EDUCATION AND STANDARDS-BASED EDUCATION REFORM IN NORTH AMERICA - CURRICULUM STANDARDIZATION, HIGH-STAKES TESTING, AND RESISTANCE | PDF",78]