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The thud at the classroom door: Teac...

Kon, Jane Heckley.

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The thud at the classroom door: Teachers' curriculum decision-making in response to a new textbook.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The thud at the classroom door: Teachers' curriculum decision-making in response to a new textbook./
作者:	Kon, Jane Heckley.
面頁冊數:	200 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4345.
Contained By:	Dissertation Abstracts International54-12A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9414599

The thud at the classroom door: Teachers' curriculum decision-making in response to a new textbook.
Kon, Jane Heckley.

The thud at the classroom door: Teachers' curriculum decision-making in response to a new textbook. - 200 p.

Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4345.

Thesis (Ph.D.)--Stanford University, 1994.

This was a study of how seven fifth-grade teachers who had just been issued new state- and district-approved textbooks taught social studies. I analyzed variations in how they first interpreted and used these new text materials. I gathered data through weekly interviews with seven teachers which focused on how and when they taught social studies, and how and when they used the textbook. The teachers all kept daily logs of their social studies activities and the weekly interviews provided opportunities for the teachers to explain their curriculum decisions. These weekly interviews were supplemented with longer initial and closing interviews and classroom observations.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The thud at the classroom door: Teachers' curriculum decision-making in response to a new textbook.
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245 1 4 $a The thud at the classroom door: Teachers' curriculum decision-making in response to a new textbook.
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500 $a Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4345.
500 $a Adviser: Lee S. Shulman.
502 $a Thesis (Ph.D.)--Stanford University, 1994.
520 $a This was a study of how seven fifth-grade teachers who had just been issued new state- and district-approved textbooks taught social studies. I analyzed variations in how they first interpreted and used these new text materials. I gathered data through weekly interviews with seven teachers which focused on how and when they taught social studies, and how and when they used the textbook. The teachers all kept daily logs of their social studies activities and the weekly interviews provided opportunities for the teachers to explain their curriculum decisions. These weekly interviews were supplemented with longer initial and closing interviews and classroom observations.
520 $a Overall, the social studies teaching of these seven was much more variable than might be expected given that they were all teaching from the same textbook, based on the same framework, in the same grade level, in the same district. In comparing their use of the text in the fall of 1992 I discerned three different styles of textbook use: primary, active and limited. These styles reflect teachers' initial instructional agendas for social studies. Overall, their planning was less dependent on the textbook overall than previous studies of teacher planning for social studies suggest. No single explanatory factor, such as teacher experience, consistently stands out among the others. Comparisons of the teachers' curriculum decision making with an on-going study being conducted by researchers at Michigan State University on California's curriculum reform effort in mathematics suggest that there may be significant subject matter differences in the way teachers respond to textbooks as a lever for curriculum reform.
520 $a It appears that while changes in the textbook might be a useful aide to curriculum reform for some teachers, they are probably not sufficient in and of themselves.
590 $a School code: 0212.
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650 4 $a Education, Social Sciences. $3 1019148
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