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Native Americans in United States hi...

Clemson University.

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Native Americans in United States history textbooks: An analysis.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Native Americans in United States history textbooks: An analysis./
作者:	LaVere, David Bruce.
面頁冊數:	245 p.
附註:	Adviser: Robert P. Green, Jr.
Contained By:	Dissertation Abstracts International66-04A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3170162
ISBN:	9780542070488

Native Americans in United States history textbooks: An analysis.
LaVere, David Bruce.

Native Americans in United States history textbooks: An analysis. - 245 p.

Adviser: Robert P. Green, Jr.

Thesis (Ph.D.)--Clemson University, 2004.

This research is a content analysis of fifteen U.S. History textbooks currently under contract in the state of South Carolina in grades three, four, five, eight, and eleven. The purpose was to examine the treatment of Native Americans in regard to coverage, content, and pedagogical exercises based on the recommendations of the National Council for the Social Studies, the National History Standards, and multiculturalists. The major research question was: "In what ways does the treatment of Native Americans in current U.S. History textbooks offer, or fail to offer, opportunities for students to develop the types of knowledge and skills envisioned by recent reform movements?".

ISBN: 9780542070488Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Native Americans in United States history textbooks: An analysis.
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500 $a Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1263.
502 $a Thesis (Ph.D.)--Clemson University, 2004.
520 $a This research is a content analysis of fifteen U.S. History textbooks currently under contract in the state of South Carolina in grades three, four, five, eight, and eleven. The purpose was to examine the treatment of Native Americans in regard to coverage, content, and pedagogical exercises based on the recommendations of the National Council for the Social Studies, the National History Standards, and multiculturalists. The major research question was: "In what ways does the treatment of Native Americans in current U.S. History textbooks offer, or fail to offer, opportunities for students to develop the types of knowledge and skills envisioned by recent reform movements?".
520 $a Data collection involved the identification of all information concerning Native Americans in each textbook. Data were then organized into time periods and categories as a way to identify themes and patterns that cut across the texts. Several patterns were revealed. First, the heaviest concentration of material was found in the time periods 1492--1890, and lightest in the time periods 1890--present. Second, much of the material tended to be similar across grade levels, although there was more expansive coverage at the higher grade levels. Other patterns included balanced treatment in some textbooks, fewer controversial issues in the elementary textbooks, and generally, a lack of Native American perspectives.
520 $a Pedagogical exercises were also identified. Their analysis revealed several problems. A disproportionate number of pedagogical exercises were recall-type questions. Many pedagogical exercises were very similar regardless of grade level. Some pedagogical exercises were ahistorical, had no clear answer, or failed to reflect high quality content.
520 $a This study suggests that to address the expectations of the reform movements, textbook writers and publishers need to provide more balanced treatments, confront controversial issues, and include Native American perspectives across and within grade levels. Also, more thought and effort should be incorporated into pedagogical exercises to provide students with opportunities for critical reflection.
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