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The relationship between secondary s...

Hervey, Marinka Bliss.

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The relationship between secondary students' ability to comprehend their United States history textbook and their opinions of United States history.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between secondary students' ability to comprehend their United States history textbook and their opinions of United States history./
作者:	Hervey, Marinka Bliss.
面頁冊數:	91 p.
附註:	Source: Dissertation Abstracts International, Volume: 50-10, Section: A, page: 3201.
Contained By:	Dissertation Abstracts International50-10A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9008004

The relationship between secondary students' ability to comprehend their United States history textbook and their opinions of United States history.
Hervey, Marinka Bliss.

The relationship between secondary students' ability to comprehend their United States history textbook and their opinions of United States history. - 91 p.

Source: Dissertation Abstracts International, Volume: 50-10, Section: A, page: 3201.

Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 1989.

This study tested the relationships among students' opinions of United States History as a subject, the way United States history is taught, and their United States history textbook; students' reading levels as related to their United States history textbook (as measured by the Degrees of Reading Power test) and their opinions of United States history; and student background independent variables of gender, age and racial/ethnic background, as related to the students' opinions of United States history.Subjects--Topical Terms:

1019148
Education, Social Sciences.

The relationship between secondary students' ability to comprehend their United States history textbook and their opinions of United States history.
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245 1 4 $a The relationship between secondary students' ability to comprehend their United States history textbook and their opinions of United States history.
300 $a 91 p.
500 $a Source: Dissertation Abstracts International, Volume: 50-10, Section: A, page: 3201.
500 $a Chairperson: Kenneth Carlson.
502 $a Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 1989.
520 $a This study tested the relationships among students' opinions of United States History as a subject, the way United States history is taught, and their United States history textbook; students' reading levels as related to their United States history textbook (as measured by the Degrees of Reading Power test) and their opinions of United States history; and student background independent variables of gender, age and racial/ethnic background, as related to the students' opinions of United States history.
520 $a Subjects were 492 high school students in grades 10, 11 and 12 from a large, urban, low socio-economic school district in northern New Jersey. The students responded to a Likert-type scale testing their opinions on the dependent variable set of history as a subject, history instruction, and the history textbook Rise of the American Nation, by Todd and Curti. The students also took the Degrees of Reading Power test PA-2 form. They were given a raw score on this test and their reading level was determined, based on the DRP Manual.
520 $a Analyses showed that only thirty percent of the students could read their textbook easily, as indicated by the DRP scores.
520 $a Student opinions on United States history, United States history teaching and their United States history textbook were more positive than negative.
520 $a Analyses also showed that the three opinion scales were moderately intercorrelated, suggesting that opinion of United States history, United States history teaching and opinions of the history text are related but distinct domains.
520 $a The results of the study indicate significant but weak relationships between reading ability as measured by the DRP and both opinions of United States history and opinions of the history text.
520 $a Significant relationships were found between opinions of history teaching and both age and race. The youngest students (15 and under) tended to have more favorable opinions toward history teaching. Black students also had more favorable opinions toward history teaching than did the other races. This study did not find any difference in opinion of history based on gender.
590 $a School code: 0190.
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791 $a Ed.D.
792 $a 1989
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