Teachers' Curricular Decision Making in Response to a New Social Studies Textbook
Bibliographic Data
| ID | 11071129 |
|---|---|
| Authors | Jane Heckley Kon (corresponding author) |
| Year | 1995 |
| Volume | 23 |
| Issue | 2 |
| Pages | 121-146 |
| Publication date | 1995-03-01 |
| 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 | 10.1080/00933104.1995.10505748 |
| OpenAlex | W2028519242 |
| Language | EN |
| Citations received | 6 |
| References cited | 5 |
In this study the author examines how seven 5th-grade teachers organized their social studies curriculum using a recently issued textbook. In general, the teaching was more variable than might be expected given the similarity of teaching materials. The author discerned three different styles of textbook use, each with a distinct impact on the teachers' assessment of the curricular potential of the new resource and on the ways the teachers modified their prior instructional agendas. Overall, teacher planning was less dependent upon the textbook than previous studies suggest
Curriculum · Mathematics education · Pedagogy · Resource (disambiguation · Similarity (geometry · Social studies · Teaching method · Computer Science · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Educator Training and Historical Pedagogy · Psychology
The Nature of Literacy Instruction in Elementary School History Lessons
It's More Than Teaching History
A Better Vision of What Social Studies Can Be”
The Interplay of Graph and Text in the Acquisition of Historical Constructs
It's Just the Facts, or is it? The Relationship between Teachers' Practices and Students' Understandings of History
Pedagogy for Global Perspectives in Education
| Citations per year | 0.21 |
|---|---|
| Citation span | 1997 - 2022 (26) |
| Highly cited | No |