Issues of quality on Teachers Pay Teachers

An exploration of best-selling U.S. history resources

Dados Bibliográficos

ID21744093
AutoresLauren McArthur Harris (0000-0002-0620-2215, Historical Archives, autor correspondente), Leanna Archambault (0000-0002-1652-4680, Arizona State University), Catharyn Shelton (0000-0001-7126-1687, Northern Arizona University)
Ano2023
Volume55
Fascículo4
Páginas608-627
Data de publicação2023-07-03
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Research on Technology in Education (JOURNAL)
Identificadores do periódicoISSN: 1539-1523 • E-ISSN: 1945-0818
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15391523.2021.2014373
OpenAlexW4200573033
IdiomaEN
Citações recebidas15
Referências citadas39

Online educational marketplaces have seen remarkable growth, but have had little empirical investigation of the quality of materials, particularly in social studies. This exploratory study examined characteristics and quality of secondary U.S. history resources on TeachersPayTeachers.com. Findings show that activities were esthetically well-designed, but 70% were of moderate or low overall quality according to our rubric that assessed areas such as higher order thinking, connections to student experiences, and representations of multiple perspectives. Thirty percent of the activities were found to be potentially harmful to students. We discuss implications for teachers and online marketplace accountability

Accountability · Business · Empirical research · Exploratory research · Mathematics education · Medical education · Pedagogy · Political science · Rubric · Social science · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Innovative Teaching Methodologies in Social Sciences · Medicine · Psychology