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A content analysis of fifth-grade te...

Hall, Marie-Elena.

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A content analysis of fifth-grade textbooks for the national social studies standards.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A content analysis of fifth-grade textbooks for the national social studies standards./
Author:	Hall, Marie-Elena.
Description:	765 p.
Notes:	Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0477.
Contained By:	Dissertation Abstracts International61-02A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9961116
ISBN:	0599649739

A content analysis of fifth-grade textbooks for the national social studies standards.
Hall, Marie-Elena.

A content analysis of fifth-grade textbooks for the national social studies standards. - 765 p.

Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0477.

Thesis (Ed.D.)--University of Nevada, Reno, 1999.

The notion of national standards for what students learn in public schools is the hottest item in American education reform today. The push for national standards has opened a national dialogue on what is important to teach and why. There has always been debate in the field of social studies as to what student should learn and when they should learn it. In social studies education, the hard-cover basal textbook has dominated teaching and learning in elementary classrooms. Previous research has shown that the textbook has been the major source, and generally the only source, of social studies information and is used during every lesson in 90% of elementary classrooms.

ISBN: 0599649739Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A content analysis of fifth-grade textbooks for the national social studies standards.
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100 1 $a Hall, Marie-Elena. $3 1951588
245 1 2 $a A content analysis of fifth-grade textbooks for the national social studies standards.
300 $a 765 p.
500 $a Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0477.
500 $a Adviser: Martha W. Combs.
502 $a Thesis (Ed.D.)--University of Nevada, Reno, 1999.
520 $a The notion of national standards for what students learn in public schools is the hottest item in American education reform today. The push for national standards has opened a national dialogue on what is important to teach and why. There has always been debate in the field of social studies as to what student should learn and when they should learn it. In social studies education, the hard-cover basal textbook has dominated teaching and learning in elementary classrooms. Previous research has shown that the textbook has been the major source, and generally the only source, of social studies information and is used during every lesson in 90% of elementary classrooms.
520 $a Since textbooks appear to hold such a prominent place in the social studies classroom, it is important to understand the impact these textbooks have on elementary classroom teachers and students. This study examines the degree to which the national social studies standards are addressed in each of the most recent fifth grade social studies textbooks and teacher guides: (1) America's Story (Harcourt Brace, 1997); (2) Build Our Nation (Houghton Mifflin, 1997); (3) United States: Adventures in Time and Place (Macmillan/McGraw-Hill, 1997); and (4) Our United States (Silver Burdett Ginn, 1997). Over half of the lessons in each textbook were examined for this study.
520 $a Of the four standards areas, Geography was the most addressed throughout the fifth grade social studies textbooks and Economics was the least. Within History, there was an overwhelming amount of World History standards not addressed by the selected lessons for this study. The manner in which performance activities were used is also presented and discussed.
520 $a There were three general areas in which patterns emerged throughout the lessons selected for this study: (1) The vast majority of World History standards not addressed by the fifth grade textbooks; (2) The variation with which standards were addressed by the fifth grade textbooks; (3) The variation with which activities were addressed by the fifth grade textbooks.
520 $a The conclusions drawn from each of the three general areas are presented, and recommendations made.
590 $a School code: 0139.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Social Sciences. $3 1019148
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690 $a 0534
710 2 0 $a University of Nevada, Reno. $3 626634
773 0 $t Dissertation Abstracts International $g 61-02A.
790 1 0 $a Combs, Martha W., $e advisor
790 $a 0139
791 $a Ed.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9961116