Twentieth-Century Spanish Textbooks
A Generational Approach
Bibliographic Data
| ID | 9872012 |
|---|---|
| Authors | Patricia Pardinas-Barnes (corresponding author) |
| Year | 1998 |
| Volume | 81 |
| Issue | 2 |
| Pages | 230 |
| Publication date | 1998-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Hispania (JOURNAL) |
| Journal identifiers | ISSN: 0018-2133 • E-ISSN: 2153-6414 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/345012 |
| OpenAlex | W2093179478 |
| Language | EN |
| Citations received | 1 |
The evolution of Spanish textbooks studied within a qualitative format reveals a transformation from auxiliary into dominant classroom literature. Computerized pedagogical data show distinct generational text-style trends from 1860 to 1998. These trends chronicle a common engine of change and conflict in standardization movements and the production of generational text-styles. The historiography briefly summarizes twentieth century textbook generations and key players who effected changes in textbook style
Art · Historiography · Key (lock) · Linguistics · Literature · Political science · Sociology · Standardization · Style (visual arts) · Computer Science · Educator Training and Historical Pedagogy · History · History of Education in Spain · Law · Philosophy
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,17 |
| Citation span | 2020 - 2020 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |