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The frequency and extent of textbook...

Barker, Rod Philip.

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The frequency and extent of textbook usage among Arizona high school social studies teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The frequency and extent of textbook usage among Arizona high school social studies teachers./
作者:	Barker, Rod Philip.
面頁冊數:	159 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-04, Section: A, page: 1030.
Contained By:	Dissertation Abstracts International53-04A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9223723

The frequency and extent of textbook usage among Arizona high school social studies teachers.
Barker, Rod Philip.

The frequency and extent of textbook usage among Arizona high school social studies teachers. - 159 p.

Source: Dissertation Abstracts International, Volume: 53-04, Section: A, page: 1030.

Thesis (Ed.D.)--Northern Arizona University, 1992.

This study sought to determine current practices of Arizona high school social studies teachers regarding the frequency and nature of their textbook usage and to determine what these teachers were doing to provide supplemental instruction not found in their textbooks. During the Spring of 1991, thirty high school social studies departments were randomly selected to be included in this study. Responses from 162 teachers were obtained through a survey instrument. Follow-up interviews were conducted with ten responding teachers.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The frequency and extent of textbook usage among Arizona high school social studies teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 53-04, Section: A, page: 1030.
500 $a Chair: Jim R. Davis.
502 $a Thesis (Ed.D.)--Northern Arizona University, 1992.
520 $a This study sought to determine current practices of Arizona high school social studies teachers regarding the frequency and nature of their textbook usage and to determine what these teachers were doing to provide supplemental instruction not found in their textbooks. During the Spring of 1991, thirty high school social studies departments were randomly selected to be included in this study. Responses from 162 teachers were obtained through a survey instrument. Follow-up interviews were conducted with ten responding teachers.
520 $a In addition to collecting demographic information, teachers were surveyed concerning their frequency and extent of textbook usage. Responses of high incidence included: using their texts to obtain necessary background information, as a frequent source for lecture and discussion materials, substantial question/answer type assignments accompanied textbook reading, and difficult textbook vocabulary were frequently discussed as were textual graphics.
520 $a Methods most frequently used to provide instruction not found in textbooks included lectures and discussions, workbook or study guides, map exercises, and limited outside reading and writing assignments. Teachers themselves were found to employ a plethora of methods in order to personally stay current on their subject matter. Follow-up interviews further determined teachers had received little instruction in college on how to effectively use their textbook. Using t-tests as tests for significance, it was also determined that more experienced teachers used their texts more frequently than did less experienced teachers, teachers in rural settings relied more on their texts than did their urban counterparts, and teachers with a graduate degree tended to use their text more than did teachers with a bachelors degree.
520 $a Major implications for application of the study included (1) teachers need to more effectively teach students how to comprehend and use the textbook, (2) teachers should stop allowing the poor reading abilities of students to dictate how textbooks are used and what outside reading is assigned, (3) wider usage of creative textbook assignments should be used, (4) increased emphasis should be placed on training potential teachers on how to effectively use the textbook, and (5) teachers should make greater effort to incorporate cooperative learning experiences with regards to the textbooks.
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