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Explicit instruction in United State...

Boone, Paul Thaddeus.

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Explicit instruction in United States history textbooks exercises: The role of exercises in navigating and critically evaluating textbooks.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Explicit instruction in United States history textbooks exercises: The role of exercises in navigating and critically evaluating textbooks./
Author:	Boone, Paul Thaddeus.
Description:	108 p.
Notes:	Source: Masters Abstracts International, Volume: 48-06, page: 3297.
Contained By:	Masters Abstracts International48-06.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1476779
ISBN:	9781124019444

Explicit instruction in United States history textbooks exercises: The role of exercises in navigating and critically evaluating textbooks.
Boone, Paul Thaddeus.

Explicit instruction in United States history textbooks exercises: The role of exercises in navigating and critically evaluating textbooks. - 108 p.

Source: Masters Abstracts International, Volume: 48-06, page: 3297.

Thesis (M.Ed.)--University of Nevada, Reno, 2010.

Textbooks dominate history classrooms. Research finds that textbooks contain debatable interpretations and omit significant historical accounts. Researchers recommend the explicit instruction in learning strategies to help students to navigate and critically evaluate textbooks. The limited amount of research into exercises suggests textbooks encourage a passive learning approach asking students to be recorders of textbook knowledge. This thesis investigated exercises for the inclusion of research-based explicit instruction practices using Bloom's Revised Taxonomy and Explicit Instruction Practice categories as analytical tools. Explicit instruction practices were found in 22.5% of the exercises. While the majority of these exercises were lower-order thinking items, higher-order thinking exercises were more prominent than they were in the results for all exercises. The inclusion of explicit instruction practices in exercises seems to point to a means to increase the availability of higher-order thinking tasks in textbooks.

ISBN: 9781124019444Subjects--Topical Terms:

539262
Education, Secondary.

Explicit instruction in United States history textbooks exercises: The role of exercises in navigating and critically evaluating textbooks.
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100 1 $a Boone, Paul Thaddeus. $3 1673483
245 1 0 $a Explicit instruction in United States history textbooks exercises: The role of exercises in navigating and critically evaluating textbooks.
300 $a 108 p.
500 $a Source: Masters Abstracts International, Volume: 48-06, page: 3297.
500 $a Advisers: Rod Case; Kathryn Obenchain.
502 $a Thesis (M.Ed.)--University of Nevada, Reno, 2010.
520 $a Textbooks dominate history classrooms. Research finds that textbooks contain debatable interpretations and omit significant historical accounts. Researchers recommend the explicit instruction in learning strategies to help students to navigate and critically evaluate textbooks. The limited amount of research into exercises suggests textbooks encourage a passive learning approach asking students to be recorders of textbook knowledge. This thesis investigated exercises for the inclusion of research-based explicit instruction practices using Bloom's Revised Taxonomy and Explicit Instruction Practice categories as analytical tools. Explicit instruction practices were found in 22.5% of the exercises. While the majority of these exercises were lower-order thinking items, higher-order thinking exercises were more prominent than they were in the results for all exercises. The inclusion of explicit instruction practices in exercises seems to point to a means to increase the availability of higher-order thinking tasks in textbooks.
590 $a School code: 0139.
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Curriculum and Instruction. $3 576301
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710 2 $a University of Nevada, Reno. $b Educational Specialties. $3 1044680
773 0 $t Masters Abstracts International $g 48-06.
790 1 0 $a Case, Rod, $e advisor
790 1 0 $a Obenchain, Kathryn, $e advisor
790 1 0 $a Walker, Barbara $e committee member
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791 $a M.Ed.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1476779