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How secondary preservice mathematics...

Draper, Roni Jo.

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How secondary preservice mathematics, science, and social studies methods textbooks support content-area literacy instruction: A qualitative content analysis.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How secondary preservice mathematics, science, and social studies methods textbooks support content-area literacy instruction: A qualitative content analysis./
作者:	Draper, Roni Jo.
面頁冊數:	234 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4718.
Contained By:	Dissertation Abstracts International61-12A.
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9997138
ISBN:	0493045767

How secondary preservice mathematics, science, and social studies methods textbooks support content-area literacy instruction: A qualitative content analysis.
Draper, Roni Jo.

How secondary preservice mathematics, science, and social studies methods textbooks support content-area literacy instruction: A qualitative content analysis. - 234 p.

Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4718.

Thesis (Ph.D.)--University of Nevada, Reno, 2000.

The purpose of this study was to determine the degree to which the authors of preservice secondary mathematics, science, and social studies methods textbooks provided purposes, strategies, and rationales for literacy instruction in the respective areas of mathematics, science, and social studies. The textbooks chosen for this study were the three top-selling methods textbooks in each of the areas of mathematics, science, and social studies as determined by the sales rank reported by Amazon.com (www.amazon.com, August, 1999). The data were coded and sorted into five broad categories that consisted of Reading to Learn, Text Selection Issues, Writing to Learn, Writing to Assess, and General Methods. The analysis indicated that the authors of the nine preservice methods textbooks that made up this study did not provide the kind of support, strategies, and rationales that could enable content-area teachers to provide literacy instruction in the content areas of mathematics, science, and social studies. Missing from these preservice methods textbooks were explanations and examples of how content-area teachers could infuse literacy instruction with regular content instruction and how content-area teachers could help even the poorest readers and writers negotiate text. Recommendations for teacher educators, methods instructors, and methods textbooks authors, based on this research includes: broadening the preservice content-area instruction to include discussions of literacy instruction in courses and course material for secondary preservice teachers; broadening the focus of content-area learning and teaching research to include issues pertaining to literacy; and broadening research in teacher education to include investigations of the messages delivered to preservice teachers through preservice courses and course materials.

ISBN: 0493045767Subjects--Topical Terms:

1017790
Education, Reading.

How secondary preservice mathematics, science, and social studies methods textbooks support content-area literacy instruction: A qualitative content analysis.
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