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Graphic print in selected elementary...

VanDeVort, Jeanine M.

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Graphic print in selected elementary social studies textbooks.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Graphic print in selected elementary social studies textbooks./
Author:	VanDeVort, Jeanine M.
Description:	258 p.
Notes:	Adviser: Diane Barone.
Contained By:	Dissertation Abstracts International68-08A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3276954
ISBN:	9780549156895

Graphic print in selected elementary social studies textbooks.
VanDeVort, Jeanine M.

Graphic print in selected elementary social studies textbooks. - 258 p.

Adviser: Diane Barone.

Thesis (Ph.D.)--University of Nevada, Reno, 2007.

The textbooks examined in this study were three of the most adopted social studies textbook series for second, fourth, and sixth grades by school districts across the U.S. The intent of this equivalent status mixed design study was to discover what were the most common graphic print types, iconic or noniconic, and graphic print functions, decorational, representational, organizational, interpretational, or transformational, in the examined social studies textbook series. The study also sought to determine if type and function of graphic print increased in complexity as grade levels advanced. Phase 1 of the study's qualitative analysis detected a continuing trend in eight of the nine textbooks. The quantitative analysis in Phase 1 found statistical significance at p < .01, .05, and .05 for Harcourt Horizons, Houghton Mifflin, and Pearson Core Knowledge social studies textbooks, respectively. Thus, supporting the hypothesis for each of the three textbook series that the type of graphic print will not be independent of grade level. Phase 2 of the study's qualitative analysis detected a continuing trend in the three textbook series. The most prevalent iconic function was representational and the most prevalent noniconic function was organizational. The analysis found that as grade levels advanced in some cases more cognitively demanding iconic and noniconic functional types of graphic print were employed. The quantitative analysis in Phase 2 found statistical significance that function of graphic print would not be independent of grade level at the p < .001 level for each of the social studies textbook series.

ISBN: 9780549156895Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Graphic print in selected elementary social studies textbooks.
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020 $a 9780549156895
035 $a (UMI)AAI3276954
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040 $a UMI $c UMI
100 1 $a VanDeVort, Jeanine M. $3 1278725
245 1 0 $a Graphic print in selected elementary social studies textbooks.
300 $a 258 p.
500 $a Adviser: Diane Barone.
500 $a Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3291.
502 $a Thesis (Ph.D.)--University of Nevada, Reno, 2007.
520 $a The textbooks examined in this study were three of the most adopted social studies textbook series for second, fourth, and sixth grades by school districts across the U.S. The intent of this equivalent status mixed design study was to discover what were the most common graphic print types, iconic or noniconic, and graphic print functions, decorational, representational, organizational, interpretational, or transformational, in the examined social studies textbook series. The study also sought to determine if type and function of graphic print increased in complexity as grade levels advanced. Phase 1 of the study's qualitative analysis detected a continuing trend in eight of the nine textbooks. The quantitative analysis in Phase 1 found statistical significance at p < .01, .05, and .05 for Harcourt Horizons, Houghton Mifflin, and Pearson Core Knowledge social studies textbooks, respectively. Thus, supporting the hypothesis for each of the three textbook series that the type of graphic print will not be independent of grade level. Phase 2 of the study's qualitative analysis detected a continuing trend in the three textbook series. The most prevalent iconic function was representational and the most prevalent noniconic function was organizational. The analysis found that as grade levels advanced in some cases more cognitively demanding iconic and noniconic functional types of graphic print were employed. The quantitative analysis in Phase 2 found statistical significance that function of graphic print would not be independent of grade level at the p < .001 level for each of the social studies textbook series.
590 $a School code: 0139.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Social Sciences. $3 1019148
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710 2 $a University of Nevada, Reno. $3 626634
773 0 $t Dissertation Abstracts International $g 68-08A.
790 $a 0139
790 1 0 $a Barone, Diane, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3276954