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A comparative analysis of two textbo...

Jackson, Roberta Michele.

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A comparative analysis of two textbook approaches in teaching civics, thinking, and decision-making; and, Relationships among self-evaluation of decision-making skills, decision-making style, verbal ability, and decision-making maturity.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparative analysis of two textbook approaches in teaching civics, thinking, and decision-making; and, Relationships among self-evaluation of decision-making skills, decision-making style, verbal ability, and decision-making maturity./
作者:	Jackson, Roberta Michele.
面頁冊數:	160 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 0457.
Contained By:	Dissertation Abstracts International55-03A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9420713

A comparative analysis of two textbook approaches in teaching civics, thinking, and decision-making; and, Relationships among self-evaluation of decision-making skills, decision-making style, verbal ability, and decision-making maturity.
Jackson, Roberta Michele.

A comparative analysis of two textbook approaches in teaching civics, thinking, and decision-making; and, Relationships among self-evaluation of decision-making skills, decision-making style, verbal ability, and decision-making maturity. - 160 p.

Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 0457.

Thesis (Ph.D.)--George Mason University, 1994.

This study's primary research problem was to determine whether the type of textbook used made a difference in eighth-grade civics students' performance on measures of thinking skills, decision making, and citizenship knowledge. The two textbooks used in this study differed in approach--one was a traditional, content-based textbook and the other was based on decision making. A secondary research problem was to determine the relationship between self-evaluation of decision-making skills, decision-making style, and verbal ability to decision-making maturity.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A comparative analysis of two textbook approaches in teaching civics, thinking, and decision-making; and, Relationships among self-evaluation of decision-making skills, decision-making style, verbal ability, and decision-making maturity.
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245 1 2 $a A comparative analysis of two textbook approaches in teaching civics, thinking, and decision-making; and, Relationships among self-evaluation of decision-making skills, decision-making style, verbal ability, and decision-making maturity.
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500 $a Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 0457.
500 $a Director: Jack Levy.
502 $a Thesis (Ph.D.)--George Mason University, 1994.
520 $a This study's primary research problem was to determine whether the type of textbook used made a difference in eighth-grade civics students' performance on measures of thinking skills, decision making, and citizenship knowledge. The two textbooks used in this study differed in approach--one was a traditional, content-based textbook and the other was based on decision making. A secondary research problem was to determine the relationship between self-evaluation of decision-making skills, decision-making style, and verbal ability to decision-making maturity.
520 $a Using a significance level of p $< $. 05, six hypotheses were tested with a Solomon four-group design on four classes in two middle schools.
520 $a No statistically significant differences were found between the experimental and control groups in terms of performance on all of the measures of civics achievement, thinking skills, or decision making. When comparing performance on measures of decision-making maturity, no statistically significant differences were found between cognitive ability levels, preferred decision-making styles, and self-evaluation levels of decision-making skills. Hence, differences in the textbook approach alone do not have a significant impact on student outcomes. Furthermore, there is no statistically significant correlation between the quality of decisions made by students and their performance on measures of decision-making style, self-evaluation of decision-making skills, and cognitive ability.
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