Examining Spiraled Elementary Curricula on Columbus: A Case Study
This research was originally published in the open access peer-reviewed The Middle Ground Journal, Fall 2012, number 5.
Educators’ content background and use of accurate, age-appropriate teaching materials generates quality teaching. Content in every grade level should supplement content from previous grades in a spiraled format. State test results on students’ math and reading indicate, but do not prove, the presence of these two presumptions. Because history is not tested, the authors examined the basis of these two presumptions for history in two school districts that require every elementary educator to teach about Christopher Columbus. Findings reveal significant interconnections between these two presumptions and have consequential implications as states consider standardized testing in other curricular areas, such as history.
Maegan Wilton and John H. Bickford III. "Examining Spiraled Elementary Curricula on Columbus: A Case Study" The Middle Ground Journal 5 (2012).
Available at: http://works.bepress.com/john_bickford/10