東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

A computer-assisted content analysis...

University of Arkansas.

FindBook

Google Book

Amazon

博客來

A computer-assisted content analysis of the treatment of religion during the colonial period of American history in college level United States history textbooks.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A computer-assisted content analysis of the treatment of religion during the colonial period of American history in college level United States history textbooks./
作者:	Wills, Margaret (Harrell) Fran.
面頁冊數:	224 p.
附註:	Adviser: James O. Hammons.
Contained By:	Dissertation Abstracts International53-08A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9237334

A computer-assisted content analysis of the treatment of religion during the colonial period of American history in college level United States history textbooks.
Wills, Margaret (Harrell) Fran.

A computer-assisted content analysis of the treatment of religion during the colonial period of American history in college level United States history textbooks. - 224 p.

Adviser: James O. Hammons.

Thesis (Ed.D.)--University of Arkansas, 1992.

The purpose of this study was to compare the treatment of religion during the colonial period of American history in five 1960's and five 1990's college level United States history textbooks, using a the method of content analysis. A computer was used to count the frequencies of 338 religious words which were divided into three categories: religious values, religious groups, and religious people. Approximately 1400 pages of the sample textbooks covering the colonial period were scanned into a IBM PC 486, 33Hz, and 200 MB harddrive computer using an optical character recognition (WordScan) program. Keyword searches from the list of religious words were executed using CompuLaw software.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A computer-assisted content analysis of the treatment of religion during the colonial period of American history in college level United States history textbooks.
LDR:03255nmm 2200313 a 45 001 874159
005 20100823
008 100823s1992 ||||||||||||||||| ||eng d
035 $a (UMI)AAI9237334
035 $a AAI9237334
040 $a UMI $c UMI
100 1 $a Wills, Margaret (Harrell) Fran. $3 1043421
245 1 2 $a A computer-assisted content analysis of the treatment of religion during the colonial period of American history in college level United States history textbooks.
300 $a 224 p.
500 $a Adviser: James O. Hammons.
500 $a Source: Dissertation Abstracts International, Volume: 53-08, Section: A, page: 2712.
502 $a Thesis (Ed.D.)--University of Arkansas, 1992.
520 $a The purpose of this study was to compare the treatment of religion during the colonial period of American history in five 1960's and five 1990's college level United States history textbooks, using a the method of content analysis. A computer was used to count the frequencies of 338 religious words which were divided into three categories: religious values, religious groups, and religious people. Approximately 1400 pages of the sample textbooks covering the colonial period were scanned into a IBM PC 486, 33Hz, and 200 MB harddrive computer using an optical character recognition (WordScan) program. Keyword searches from the list of religious words were executed using CompuLaw software.
520 $a The textbook treatment of the Great Awakening was analyzed both quantitatively and qualitatively. A quantitative measure of magnitude was determined by counting the words allotted to the Great Awakening. The tone, attitude, or feeling that the textbook communicated about the Great Awakening was measured by a directional analysis in which textbook treatment was coded as unfavorable ($- $1 ), balanced (0), or favorable (+).
520 $a Three of the major findings were: (1) There is an increased frequency of religious words in the colonial period in the 1990's college level United States history textbooks as compared to the 1960's history textbooks, however there is a statistically significant decrease in the proportion of religious words about religious values, religious groups, and religious people in the 1990's textbooks. (2) All ten of the sample textbooks included the event of the Great Awakening. The total amount of words allotted to the event of the Great Awakening from the 1960's and 1990's textbooks were approximately equal. Thus, the magnitude of treatment of the Great Awakening is similar for the 1960's and 1990's textbooks. (3) The qualitative treatment of the Great Awakening was coded unfavorable for both the 1960's and the 1990's textbooks, however the treatment was more unfavorable in the 1990's textbooks ($- $4 ) than in the 1960's textbooks ($- $2 ). Thus, the bias reflected in the tone, feeling, or attitude that the 1960's textbooks conveyed in their treatment of the Great Awakening has continued to the present, and increased.
590 $a School code: 0011.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Religious. $3 1017705
650 4 $a Education, Social Sciences. $3 1019148
690 $a 0527
690 $a 0534
690 $a 0727
690 $a 0745
710 2 $a University of Arkansas. $3 1017562
773 0 $t Dissertation Abstracts International $g 53-08A.
790 $a 0011
790 1 0 $a Hammons, James O., $e advisor
791 $a Ed.D.
792 $a 1992
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9237334