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Middle school social studies: An exa...

Hookstra, Glenn Maitland.

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Middle school social studies: An examination of textbook structure, classroom interaction, and student achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Middle school social studies: An examination of textbook structure, classroom interaction, and student achievement./
Author:	Hookstra, Glenn Maitland.
Description:	117 p.
Notes:	Source: Dissertation Abstracts International, Volume: 51-05, Section: A, page: 1561.
Contained By:	Dissertation Abstracts International51-05A.
Subject:	Education, Reading. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9019174

Middle school social studies: An examination of textbook structure, classroom interaction, and student achievement.
Hookstra, Glenn Maitland.

Middle school social studies: An examination of textbook structure, classroom interaction, and student achievement. - 117 p.

Source: Dissertation Abstracts International, Volume: 51-05, Section: A, page: 1561.

Thesis (Ph.D.)--Oregon State University, 1989.

Middle School represents a period of transition for the students. This transition is present not only in physical change, intellectual change, and emotional change, but also in terms of the type of reading instruction these students receive. One approach to reading instruction moves from a direct approach focusing on specific skills, to a functional approach of how to apply those skills in the content area classroom. The latter approach is process oriented, and focuses on learning the content by reading and participating in relevant learning activities.Subjects--Topical Terms:

1017790
Education, Reading.

Middle school social studies: An examination of textbook structure, classroom interaction, and student achievement.
LDR:03274nmm 2200325 4500 001 1850224
005 20051206151505.5
008 130614s1989 eng d
035 $a (UnM)AAI9019174
035 $a AAI9019174
040 $a UnM $c UnM
100 1 $a Hookstra, Glenn Maitland. $3 1938157
245 1 0 $a Middle school social studies: An examination of textbook structure, classroom interaction, and student achievement.
300 $a 117 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-05, Section: A, page: 1561.
502 $a Thesis (Ph.D.)--Oregon State University, 1989.
520 $a Middle School represents a period of transition for the students. This transition is present not only in physical change, intellectual change, and emotional change, but also in terms of the type of reading instruction these students receive. One approach to reading instruction moves from a direct approach focusing on specific skills, to a functional approach of how to apply those skills in the content area classroom. The latter approach is process oriented, and focuses on learning the content by reading and participating in relevant learning activities.
520 $a The focus of this study was to examine the interaction which takes place among textbooks, instructors, and students in the area of Social Studies within selected middle schools. Three phases were involved in this study.
520 $a Phase one. Grade six Social Studies textbooks were evaluated using the Singer Reading Inventory, which evaluates the areas of organization, explication, conceptual density, metadiscourse, and instructional devices within a given textbook.
520 $a Phase two. Visitations to five middle school Social Studies classrooms were conducted over an eight week period in an effort to determine the types of instructional strategies employed by teachers.
520 $a Phase three. Academic achievement was measured by publisher provided examinations, teacher prepared examinations, or an aggregate of daily scores.
520 $a Hypothesis one. Social Studies textbooks which are more considerate will result in greater student achievement. This hypothesis was rejected. The achievement of students was inversely related to the results of the evaluation of the textbooks as determined by the Singer Reading Inventory. The rejection of this hypothesis must be qualified in terms of the content the subareas of the Singer Reading Inventory measured, and the type of information the student had to acquire in order to perform well academically.
520 $a Hypothesis two. Teachers who employ more strategies which are of a functional process approach will enhance student achievement in the content areas. This hypothesis was retained. The preceding findings may be partially explained by considering the possibility that some classroom instructors compensate for the inadequacies of textbooks by providing more effective strategies and activities which enhance the interaction of information exchange within the classroom.
590 $a School code: 0172.
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Social Sciences. $3 1019148
690 $a 0535
690 $a 0727
690 $a 0534
710 2 0 $a Oregon State University. $3 625720
773 0 $t Dissertation Abstracts International $g 51-05A.
790 $a 0172
791 $a Ph.D.
792 $a 1989
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9019174