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A description of a content analysis ...

The University of Akron.

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A description of a content analysis of elementary geography textbooks from 1789 to 1897.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A description of a content analysis of elementary geography textbooks from 1789 to 1897./
作者:	Arnold, Penny Sue.
面頁冊數:	194 p.
附註:	Adviser: Jacqueline Anglin.
Contained By:	Dissertation Abstracts International52-10A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9207612

A description of a content analysis of elementary geography textbooks from 1789 to 1897.
Arnold, Penny Sue.

A description of a content analysis of elementary geography textbooks from 1789 to 1897. - 194 p.

Adviser: Jacqueline Anglin.

Thesis (Ph.D.)--The University of Akron, 1991.

The purpose of this study was to describe the changes which occurred in geography textbooks written for the youth of America between 1789 and 1897. Four distinct questions evolved from a review of the literature. These included: (1) Did the authors' writings indicate a desire to adhere to the established tradition of the time period? (2) What changes occurred in the definition of geography? (3) Did patterns of instructional methodology, as recorded by the author, emerge? (4) How did the physical qualities of the textbooks in terms of size, artistic renderings, and types of maps change during the time period?Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A description of a content analysis of elementary geography textbooks from 1789 to 1897.
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245 1 2 $a A description of a content analysis of elementary geography textbooks from 1789 to 1897.
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500 $a Adviser: Jacqueline Anglin.
500 $a Source: Dissertation Abstracts International, Volume: 52-10, Section: A, page: 3542.
502 $a Thesis (Ph.D.)--The University of Akron, 1991.
520 $a The purpose of this study was to describe the changes which occurred in geography textbooks written for the youth of America between 1789 and 1897. Four distinct questions evolved from a review of the literature. These included: (1) Did the authors' writings indicate a desire to adhere to the established tradition of the time period? (2) What changes occurred in the definition of geography? (3) Did patterns of instructional methodology, as recorded by the author, emerge? (4) How did the physical qualities of the textbooks in terms of size, artistic renderings, and types of maps change during the time period?
520 $a Forty-three elementary geography textbooks comprised the sample. The research technique of content analysis (Sax, 1968) was used to analyze the textbooks. Each textbook was analyzed to address the four research questions, and supporting information was recorded on the content analysis form.
520 $a The research findings suggested that: (1) Authors adhered to the established tradition of the time period which intertwined religion and geography until 1850 when those writings were gradually replaced by the new writing tradition emphasizing the scientific method. (2) The 4 traditional definitions of geography were utilized by all 43 authors throughout 95 per cent of the time period. (3) The catechism method appeared to be most popular through the 1850s when it was replaced by the recitation method, and twenty years later, by the discussion method. (4) The encyclopedic pocket-sized textbooks of the 1790s were gradually replaced by lap-sized works embellished with pictures, maps, charts, glossaries, and a table of contents.
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