Attitudes toward and Perceived Use of Textbook Reading Strategies among Junior and Senior High School Social Studies Teachers
Bibliographic Data
| ID | 11070333 |
|---|---|
| Authors | Yvonne Tixier Y Vigil (University of Nebraska at Omaha, corresponding author), James Dick (University of Nebraska at Omaha) |
| Year | 1987 |
| Volume | 15 |
| Issue | 1 |
| Pages | 51-59 |
| Publication date | 1987-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.1987.10505536 |
| OpenAlex | W2050081969 |
| Language | EN |
| Citations received | 1 |
| References cited | 4 |
The need to incorporate the teaching of reading into content areas is widely recognized, but there is only a limited understanding of the degree to which this has occurred in social studies classrooms. The endorsement and use of selected reading strategies by social studies teachers was measured with a Likert scale questionnaire. The sample included 67 social studies teachers and 170 teachers in other areas. Comparisons and contrasts between junior and senior high school social studies teachers, and between social studies teachers and English, mathematics, and science teachers are reported
Developmental psychology · Likert scale · Mathematics education · Pedagogy · Reading (process · Sample (material · Scale (ratio · School teachers · Social studies · Educational Assessment and Pedagogy · Educational Strategies and Epistemologies · Educator Training and Historical Pedagogy · Psychology
| Citations per year | 0.05 |
|---|---|
| Citation span | 2005 - 2005 (1) |
| Highly cited | No |