The Relationship between STAAR 2.0 and the Implementation of Cross-Curricular Strategies
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| Title: | The Relationship between STAAR 2.0 and the Implementation of Cross-Curricular Strategies |
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| Language: | English |
| Authors: | Amber White, Daniella G. Varela, Natasha Mast, Don Jones, Cynthia Garcia |
| Source: | Journal of Instructional Pedagogies. 2025 31. |
| Availability: | Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Achievement Tests, High School Teachers, Test Content, Interdisciplinary Approach, Curriculum Implementation, Faculty Development, Teacher Attitudes, Time Management, Teacher Collaboration, Educational Strategies |
| Geographic Terms: | Texas |
| Assessment and Survey Identifiers: | State of Texas Assessments of Academic Readiness (STAAR) |
| ISSN: | 2327-5324 1941-3394 |
| Abstract: | Cross-curricular strategies in the classroom promote deeper learning opportunities, the ability to make relevant connections to the real-world, and increased student outcomes. Still, there is a problem with the lack of cross-curricular implementation in schools. Research attributes this to the demands of standardized testing, as teachers have limited teaching autonomy and time for an innovative curriculum. The Texas Education Agency recently redesigned the Standards of Texas Assessments of Academic Readiness (STAAR) to reflect closer alignment with what should be the classroom experience: cross-curricular instruction. This nonexperimental quantitative study sought to determine if statistically significant differences exist between the frequency of cross-curricular implementation in classrooms before and after the STAAR redesign among South Texas high school educators. Although a raw review of the data collected indicates a slight increase of cross-curricular implementation has occurred, data analysis did not find a statistically significant difference. Lack of collaboration time is a reported obstacle for cross-curricular implementation and is substantiated in the literature. Results of this study provide data to educational leaders about teaching practices, and the need for future professional development opportunities to increase cross-curriculum instructional practices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500856 |
| Database: | ERIC |
| Abstract: | Cross-curricular strategies in the classroom promote deeper learning opportunities, the ability to make relevant connections to the real-world, and increased student outcomes. Still, there is a problem with the lack of cross-curricular implementation in schools. Research attributes this to the demands of standardized testing, as teachers have limited teaching autonomy and time for an innovative curriculum. The Texas Education Agency recently redesigned the Standards of Texas Assessments of Academic Readiness (STAAR) to reflect closer alignment with what should be the classroom experience: cross-curricular instruction. This nonexperimental quantitative study sought to determine if statistically significant differences exist between the frequency of cross-curricular implementation in classrooms before and after the STAAR redesign among South Texas high school educators. Although a raw review of the data collected indicates a slight increase of cross-curricular implementation has occurred, data analysis did not find a statistically significant difference. Lack of collaboration time is a reported obstacle for cross-curricular implementation and is substantiated in the literature. Results of this study provide data to educational leaders about teaching practices, and the need for future professional development opportunities to increase cross-curriculum instructional practices. |
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| ISSN: | 2327-5324 1941-3394 |
