The Discourse of (Mis)Construction and National History Exams

Autor/inn/en	Shuttleworth, Jay M.; Patterson, Timothy
Titel	The Discourse of (Mis)Construction and National History Exams
Quelle	In: Theory and Research in Social Education, 48 (2020) 1, S.120-145 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shuttleworth, Jay M.) ORCID (Patterson, Timothy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2019.1699216
Schlagwörter	Criticism; News Reporting; Tests; United States History; Political Attitudes; Guidelines; Public Agencies; Statistics; Reputation; Credibility; National Competency Tests; Deception; Test Results; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Kritik; News report; Reportage; Examination; Prüfung; Examen; Political attitude; Politische Einstellung; Richtlinien; Öffentliche Einrichtung; Statistik; Glaubwürdigkeit; Täuschung
Abstract	The American media has historically favored conservative critiques when reporting about national history exam results. Utilizing the frameworks of critical media studies and collective memory, this mixed methods study analyzes the media responses to the 2014 National Assessment of Educational Progress (NAEP) United States history exam. Findings indicate something we call the "Discourse of (Mis)Construction": a "cross-partisan" media misconstruction about the results and a construction of knowledge by the National Center for Education Statistics (NCES) by using misleading achievement level terms. Opportunities exist for social studies educators to become better stewards of the field's reputation and credibility by reworking how civic action can address these problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01