Rethinking advanced high school coursework: tackling the depth/breadth tension in the AP US Government and Politics course

By W. Parker, Susan Mosborg, John D. Bransford, Nancy Vye, John D. Wilkerson, Robert D. Abbott. 2011

134 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/689d8a8a62bb21383a39438f7dc9ff62ec6be881

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Citations in the corpus

Authentic Pedagogy: Its Presence in Social Studies Classrooms and Relationship to Student Performance on State-Mandated Tests (2013, methodology): “Consistent evidence across a wide range of studies supports disciplined inquiry as the best means for developing complex understanding, problem solving, and decision making in social studies (e.g., Koh & Luke, 2009, Newmann & Associates, 1996; Parker et al., 2011), science (e.”
Examining an experiential learning approach to prepare students for the volatile, uncertain, complex and ambiguous (VUCA) work environment (2019, result): “Studies comparing PBL to conventional instruction (Mergendoller et al., 2006; Parker et al., 2011) showed that the former yielded significant positive effects on problemsolving skills, conceptual understanding, attitudes to learning, and “comparable or better student performance on tests of content ”
Resisting Overzealous Transfer: Coordinating Previously Successful Routines With Needs for New Learning (2012, background): “For example, in American Government courses, students can engage in simulations of political decision making where students play the role of different constituents (Parker et al., 2011).”
Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings (2020, methodology): “For example, Parker et al. (2011) found, in their mixed-methods design experiment with 314 students across 12 classrooms in three high schools (eight classrooms used an alternative approach to Advanced Placement (AP) U.S. Government and Politics and four classes used a traditionally taught AP…”
Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates (2018, background): “practice-based teacher education, social studies teacher education, preservice teacher education, social studies education, history education rather than history (e.g., Hess, 2009; Hess & Posselt, 2002; Parker et al., 2011).”
Advanced Placement: The Dual Challenge of Equal Access and Effectiveness (2018, background): “Recent analyses of AP suggest that the program’s “Achilles’ heel” continues to be its expansive coverage of subject-area content (Parker et al., 2011).”
Beyond Breadth-Speed-Test (2013, methodology): “(Parker et al., 2011, p. 554–555) This student evaluated the course not on how or what he was learning but on how efficiently it taught to the test.”
Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach (2012, background): “Pre- to post-test gains in social studies and content area literacy achievement, and a statistically non-significant difference between lowand high-SES classrooms at year’s end, adds to the literature suggesting the promise of project-based approaches on student learning across various subjects and ”