U.S. history state assessment items: Exploring the income–achievement gap and levels of academic language, historical thinking, and historical literacy demand-Reference-Cited by-同舟云学术

U.S. history state assessment items: Exploring the income–achievement gap and levels of academic language, historical thinking, and historical literacy demand

Published:2022-05-11 Issue:4 Volume:50 Page:607-636
ISSN:0093-3104
Container-title:Theory & Research in Social Education
language:en
Short-container-title:Theory & Research in Social Education

Author:

Miller Jason M.¹^ORCID

Affiliation:

1. Eastern Kentucky University

Publisher

Informa UK Limited

Subject

Sociology and Political Science,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00933104.2022.2065942

Reference53 articles.

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3. Bailey, A. (2005). Language analysis of standardized achievement tests: Considerations in the assessment of English language learners. In (CSE Report 663) The validity of administering large- scale content assessments to English language learners: An investigation from three perspectives (pp. 79–100). National Center for Research on Evaluation, Standards, and Student Testing.

4. Understanding historical thinking at historic sites.

5. Integrating historic site-based laboratories into pre-service teacher education

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