Teacher Integration and Policy Reforms Quiz

The expansion of the school day and newly mandated testing in core subject areas had a significant impact on the implementation of integration and social studies at the urban elementary school. These policy reforms affected how social studies was delivered and influenced the decisions made by teachers in navigating integration.

The study found that scheduled or mandated ELA/social studies integration does not always materialize, and there are reasons for this gap. The policies such as time and testing impacted how social studies is delivered, and the enacted curriculum was also a product of teachers' understanding.

Teachers were identified as ambitious or maverick teachers who sought solutions rather than succumbing to administrative, time, and accountability pressures. They exercised autonomy in their pedagogical and content decision-making, navigating the challenges posed by policy reforms.

The gap in implementation was attributed to the impact of policies such as time and testing on the delivery of social studies, as well as the autonomy exercised by teachers in their decision-making.

The study revealed that teachers played a crucial role in navigating and implementing integration as a response to policy reforms. They exercised autonomy in their decision-making and sought solutions, demonstrating their agency in the face of administrative, time, and accountability pressures.