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THE URBAN REINTERPRETATION OF AMERIC...

PUSEY, STEPHEN MARK.

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THE URBAN REINTERPRETATION OF AMERICAN HISTORY: A CONTENT ANALYSIS OF SENIOR HIGH SCHOOL AMERICAN HISTORY TEXTBOOKS.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	THE URBAN REINTERPRETATION OF AMERICAN HISTORY: A CONTENT ANALYSIS OF SENIOR HIGH SCHOOL AMERICAN HISTORY TEXTBOOKS./
作者:	PUSEY, STEPHEN MARK.
面頁冊數:	293 p.
附註:	Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4391.
Contained By:	Dissertation Abstracts International42-10A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8207246

THE URBAN REINTERPRETATION OF AMERICAN HISTORY: A CONTENT ANALYSIS OF SENIOR HIGH SCHOOL AMERICAN HISTORY TEXTBOOKS.
PUSEY, STEPHEN MARK.

THE URBAN REINTERPRETATION OF AMERICAN HISTORY: A CONTENT ANALYSIS OF SENIOR HIGH SCHOOL AMERICAN HISTORY TEXTBOOKS. - 293 p.

Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4391.

Thesis (Ph.D.)--The Ohio State University, 1981.

The purpose of the study was to determine the extent to which interpretations of American urban historians have been included in ten recently published and widely-adopted senior high school American history textbooks. Criteria for evaluation were established by reviewing eight urban history surveys published since 1963. Four categories of analysis were developed: organizational presentation, the urbanization process, urban leadership, and urban problems.Subjects--Topical Terms:

1019148
Education, Social Sciences.

THE URBAN REINTERPRETATION OF AMERICAN HISTORY: A CONTENT ANALYSIS OF SENIOR HIGH SCHOOL AMERICAN HISTORY TEXTBOOKS.
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245 1 4 $a THE URBAN REINTERPRETATION OF AMERICAN HISTORY: A CONTENT ANALYSIS OF SENIOR HIGH SCHOOL AMERICAN HISTORY TEXTBOOKS.
300 $a 293 p.
500 $a Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4391.
502 $a Thesis (Ph.D.)--The Ohio State University, 1981.
520 $a The purpose of the study was to determine the extent to which interpretations of American urban historians have been included in ten recently published and widely-adopted senior high school American history textbooks. Criteria for evaluation were established by reviewing eight urban history surveys published since 1963. Four categories of analysis were developed: organizational presentation, the urbanization process, urban leadership, and urban problems.
520 $a The researcher discovered that while the textbook writers and urban historians similarly organized their treatments of the city and included many of the same topics--suburbanization, urban planning, population mobility, urban-led reform, cultural transformation, and industrialization--the textbook authors failed to provide much continuity to their discussions of the city as the center of national developments and urbanization as a process. Only in their examination of the role of the city in cultural transformation did the textbook writers capture the essence of urbanization. Reform activities associated with civil rights, labor, and the Colonial struggle for independence were presented as urban-centered protests. However, the leadership of urbanites in hinterland development, internal improvements, and Progressive reform was not emphasized. Generally, the city was characterized in the schoolbooks as being confronted by a series of nearly-unsolvable problems.
520 $a The writer noted that the failure of textbook authors to examine urban themes in all time periods and as thoroughly as did urban historians may say a great deal about the problems of textbook development, their audience and objectives, and their shortage of space. The failure may not necessarily reveal that textbook writers were unfamiliar with and not influenced by the writings of urban historians.
520 $a In accepting the fact, based on research, that it is the classroom teacher and not the textbook which brings the greatest results in student achievement, the writer suggested several instructional activities which would allow teachers to use textbooks to actively involve students in examining basic themes presented by urban historians. These suggestions were framed with the belief that even a deficient textbook can be used by a caring and imaginative teacher to help pupils acquire a current and scholarly view of the role of the city in American history.
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