Date Approved

10-17-2019

Embargo Period

11-6-2019

Document Type

Dissertation

Degree Name

EdD Doctor of Education

Department

Educational Services and Leadership

College

College of Education

First Advisor

Rios, Hector

Second Advisor

Viator, Martha

Third Advisor

Foley, Raymond

Subject(s)

Civics--Study and teaching

Disciplines

Elementary Education

Abstract

This study examined how elementary schools prepared students to become lifelong learners as it relates to meeting citizenship readiness initiatives. Traditionally, schools use standardized assessments aligned with college- and career-readiness standards to measure student achievement in the reading, writing, and mathematics curricula. This study sought to examine alternative assessments aligned with citizenship-readiness standards to measure student achievement in the elementary social studies curriculum. A qualitative case study using five elementary school principals to obtain their perceptions of the elementary social studies curriculum was highlighted. An extensive analysis of common themes emerged concluding the need for educators to provide students with real-world, authentic learning opportunities that are measured by performance-based, and portfolio-based assessments as alternatives to standardized assessments. Implications and recommendations for preparing elementary students for citizenship readiness within a social studies context were discussed in depth.

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