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Selection policies of Christian scho...

Bowling, Donna Weathers.

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Selection policies of Christian school textbook publishers: Editorial criteria for reading and literature curriculum materials designed for use in Christian day schools and home schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Selection policies of Christian school textbook publishers: Editorial criteria for reading and literature curriculum materials designed for use in Christian day schools and home schools./
作者:	Bowling, Donna Weathers.
面頁冊數:	128 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-08, Section: A, page: 3445.
Contained By:	Dissertation Abstracts International57-08A.
標題:	Education, Religious. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9700380
ISBN:	0591064413

Selection policies of Christian school textbook publishers: Editorial criteria for reading and literature curriculum materials designed for use in Christian day schools and home schools.
Bowling, Donna Weathers.

Selection policies of Christian school textbook publishers: Editorial criteria for reading and literature curriculum materials designed for use in Christian day schools and home schools. - 128 p.

Source: Dissertation Abstracts International, Volume: 57-08, Section: A, page: 3445.

Thesis (Ph.D.)--University of Arkansas, 1996.

To meet a perceived need for an educational program based on a Christian world view, evangelical, including fundamentalist, Protestant Christian day schools and home schools have increased rapidly in number in recent years. To support this effort, publishers have risen to provide curriculum materials for use in Christian schools.

ISBN: 0591064413Subjects--Topical Terms:

1017705
Education, Religious.

Selection policies of Christian school textbook publishers: Editorial criteria for reading and literature curriculum materials designed for use in Christian day schools and home schools.
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100 1 $a Bowling, Donna Weathers. $3 1938224
245 1 0 $a Selection policies of Christian school textbook publishers: Editorial criteria for reading and literature curriculum materials designed for use in Christian day schools and home schools.
300 $a 128 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-08, Section: A, page: 3445.
500 $a Director: Michael J. Wavering.
502 $a Thesis (Ph.D.)--University of Arkansas, 1996.
520 $a To meet a perceived need for an educational program based on a Christian world view, evangelical, including fundamentalist, Protestant Christian day schools and home schools have increased rapidly in number in recent years. To support this effort, publishers have risen to provide curriculum materials for use in Christian schools.
520 $a Using a mail questionnaire combined with follow-up telephone interviews, all of the 42 known companies publishing reading and/or literature curriculum materials designed for use in Christian day schools and home schools were surveyed to determine their editorial criteria for such materials. Respondents confirmed the primacy of religious factors in the development of their products. Other major concerns were moral tone and academic and literary excellence in their materials.
520 $a For each publisher, an Index of Inclusiveness was calculated based on inclusion of materials of certain types that have raised censorship or selection issues. Respondents reported inclusion of materials from a non-Christian world view for 30 publishers; secular classics, 34; traditional myths, legends, and fairy tails, 23; modern (19th and 20th century) fantasy, 25; science fiction, 17; materials with evolutionary presuppositions, 15; materials depicting racial and cultural diversity, 42; materials with women in non-traditional roles, 30; materials depicting non-traditional family structures, 20; materials depicting homosexual contexts, 0; materials depicting anti-social or abusive behavior, 1; materials containing profane language, 7; materials containing scatological language, 1; materials referring to the sexual act, 5 within and 1 outside marriage.
520 $a Individual publishers' Indexes of Inclusiveness were examined in terms of their size, types of instructional environment or market intended, grade levels provided, types of curriculum organization, general or special focus of curriculum content, types or sources of reading and/or literature materials provided, supply of materials from other publishers, affiliation with other organizations, and age. Tables detail both the responses of individual publishers on the specific selection issues and their positions within the categories examined. Within each of these categories, the publishers' Indexes of Inclusiveness varied widely. Only outside source and special focus factors were seen to have statistical relationships to the degrees of inclusiveness of the publishers.
590 $a School code: 0011.
650 4 $a Education, Religious. $3 1017705
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Language and Literature. $3 1018115
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710 2 0 $a University of Arkansas. $3 1017562
773 0 $t Dissertation Abstracts International $g 57-08A.
790 1 0 $a Wavering, Michael J., $e advisor
790 $a 0011
791 $a Ph.D.
792 $a 1996
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9700380