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United States global studies textboo...

Dorliae, Alexander Turnanpea.

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United States global studies textbooks' treatment of foreign countries: A comparative study of world regions and countries marked by socio-economic differences.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	United States global studies textbooks' treatment of foreign countries: A comparative study of world regions and countries marked by socio-economic differences./
作者:	Dorliae, Alexander Turnanpea.
面頁冊數:	227 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-09, Section: A, page: 3333.
Contained By:	Dissertation Abstracts International59-09A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9905258
ISBN:	0599031565

United States global studies textbooks' treatment of foreign countries: A comparative study of world regions and countries marked by socio-economic differences.
Dorliae, Alexander Turnanpea.

United States global studies textbooks' treatment of foreign countries: A comparative study of world regions and countries marked by socio-economic differences. - 227 p.

Source: Dissertation Abstracts International, Volume: 59-09, Section: A, page: 3333.

Thesis (Ph.D.)--State University of New York at Buffalo, 1998.

This study explores the manner in which curricular content (secondary school global studies texts) in the United States of America, treats Western Europe, the Middle East, and Sub-Sahara Africa, countries of European descent and countries of African descent, and developed versus developing countries.

ISBN: 0599031565Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

United States global studies textbooks' treatment of foreign countries: A comparative study of world regions and countries marked by socio-economic differences.
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245 1 0 $a United States global studies textbooks' treatment of foreign countries: A comparative study of world regions and countries marked by socio-economic differences.
300 $a 227 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-09, Section: A, page: 3333.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 1998.
520 $a This study explores the manner in which curricular content (secondary school global studies texts) in the United States of America, treats Western Europe, the Middle East, and Sub-Sahara Africa, countries of European descent and countries of African descent, and developed versus developing countries.
520 $a The basis of this study is the World System Analysis in Comparative Education (i.e., dependency theory, center periphery theory) which explores the nature of the changing world system and its effects on national educational systems. It is also based on the Conflict Theory in education, which postulates that education is a cultural product of powerful social groups within a given society, and thus tends to promote the interest of such groups.
520 $a Textbook data has been collected and comparatively analyzed by means of Quantitative and Qualitative research procedures. The quantitative procedure involves determining the amount of space allocated to each world region and each category of countries, and to topical categories in the content on each of the regions and categories of countries. It also entails the determination and investigation of favorable and unfavorable terms in a text's content. Qualitative procedure involves determining the appearances of ethnocentric orientations--stereotype, choice and layout of illustrations, and reference to ethnic and racial differences--in the texts' content.
520 $a Presumably, this study will add to the small but growing area of scholarship known as the World-System Analysis, in Comparative Education, and to the textbooks' improvement efforts in general, and those of global education in particular.
590 $a School code: 0656.
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