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Peer reviewedAvery, Patricia G.; Johnson, Theresa – Social Education, 1999
Explores the way in which the U.S. history standards debate was conveyed to the public in selected newspapers particularly focusing on who was given a place in the public dialogue. Finds that the most represented group were the academicians/educators while students and K-12 teachers had little voice in the debate. (CMK)
Descriptors: Content Analysis, Elementary Secondary Education, Evaluation Methods, Government Role
