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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
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
FullText Text:
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  Data: 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
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  Data: 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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      – Text: English
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Time Management
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      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Texas
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      – SubjectFull: State of Texas Assessments of Academic Readiness (STAAR)
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