Search results for: Textbooks
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Still Missing? History Chapters in Introductory Early Childhood Education Textbooks From the 1990s to the 2010s
In this article, the authors compare history chapters in recent introductory early childhood education textbooks with those from an earlier study (Prochner, 1998). As in the original analysis, this examination focused on four aspects of the chapters: the rationale for the study of history, the dominant story of the history, the facts of the history, and the perspective on early childhood education history.
Updated: Nov. 27, 2016
In this study, the authors investigate whether the sequence of instruction for Content Acquisition Podcasts (CAPs) exposure (preview or review) paired with textbook reading affected knowledge gains on topics related to students with disabilities. They randomly assign preservice teacher candidates from two large public universities to one of three conditions: (a) CAP exposure preceding reading, (b) CAP exposure following reading, and (c) reading with graphic organizer/outline alone. Students in both CAP groups significantly outperformed students from the Text-Only group on both experiments, but order of CAP exposure did not result in significant differences in learning.
Updated: Apr. 13, 2014
This paper proposes a relatively radical hypothesis: Textbooks as educational tools are outdated and in need of reconceptualization. Furthermore, the authors believe that present technology affords us the opportunity to experiment with this reconceptualization in ways that not only facilitate teaching and learning but also redefine the role of the teacher in the classroom. The authors investigate one example of the intersection between technology and pedagogy, describing a college course in which students compose the course text using the wiki platform. This initiative is taking place at Old Dominion University in Norfolk Virginia.
Updated: Aug. 28, 2011
'A Little Bit Marginalized': The Structural Marginalization of English Language Teachers in Urban and Rural Public Schools
This article examines how linguistic differentiation is described, explained, and excluded within schools in terms of implicit or explicit deliberation about English language learners (ELLs) and English as a second language (ESL) programs. The author argues that the participants' experiences resulted in the marginalization of ELTs and their students. The author maintains though that this marginalized status can be improved through collaborative relationships between general education teachers and English language teachers.
Updated: Jun. 13, 2011
Science Curriculum and Teacher Education: The Role of Presuppositions, Contradictions, Controversies and Speculations vs Kuhn's ‘Normal Science’
The article describes Kuhn’s (1970) claim that textbooks are good 'pedagogical vehicles' for the perpetuation of ‘normal science’. However, Collins (2000) has found out a fundamental contradiction with respect to what science could achieve (create new knowledge) and how we teach science (authoritarian). The author claims that despite the reform efforts, students still have naïve views about the nature of science. The author suggests that the teacher by 'unfolding' the different episodes can emphasize and illustrate how science actually works, and this will show to the students that they need to go beyond ‘normal science’ as presented in their textbooks.
Updated: Aug. 22, 2010
A content analysis of the textbooks used in the Dutch early childhood teacher education shows clear inconsistencies with the intended curriculum. Neither the content standards found in the professional profile for teachers nor the content standards from the educational profile of their training courses are adequately covered in the books.
Updated: Aug. 01, 2010
Understanding the Influence of Two Mathematics Textbooks on Prospective Secondary Teachers’ Knowledge
This study examines the influence of reading and planning from two differently organized mathematics textbooks on prospective high school mathematics teachers. The study explores the influence of the textbook on the teachers’ pedagogical content knowledge and content knowledge of exponential functions. The teachers completed a pretest and two posttests. The teachers’ learning was influenced by their own personal characteristics as well as textbook qualities.
Updated: Dec. 24, 2009
In this article, the authors present the work of a team of Israeli and Palestinian teachers who developed a history textbook that includes both groups' narratives of the same events side by side. The aim was to break down stereotypes and build more nuanced understandings among the next generation of citizens in each of the two states in the region. These teachers then tested the effects of its use in both Israeli and Palestinian classrooms.
Updated: May. 25, 2009