The Quality of Pedagogical Exercises in U.S. History Textbooks

Autor/in	Lavere, David Bruce
Titel	The Quality of Pedagogical Exercises in U.S. History Textbooks
Quelle	In: Social Studies, 99 (2008) 1, S.3-8 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
Schlagwörter	United States History; Textbooks; Educational Opportunities; Thinking Skills; Textbook Content; Content Analysis; American Indians; Grade 3; Grade 4; Grade 5; Grade 8; Grade 11; Skill Development; Recall (Psychology); Learning Activities; Critical Thinking; Teaching Methods; History Instruction + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Bildungsangebot; Bildungschance; Denkfähigkeit; Lehrbuchtext; Inhaltsanalyse; American Indian; Indianer; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; Kompetenzentwicklung; Qualifikationsentwicklung; Abberufung; Lernaktivität; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; History lessons; Geschichtsunterricht
Abstract	The author analyzes pedagogical exercises related to Native Americans in thirteen U.S. history textbooks currently used in grades three, four, five, eight, and eleven. The purpose of the research was to determine the extent to which U.S. history textbooks offer, or fail to offer, opportunities for students to engage in and develop higher-order thinking skills. Data collection involved the identification, listing, and counting of all pedagogical exercises relating to Native Americans in each textbook. The author then organized data into categories as a way to identify themes and patterns that cut across texts. The analysis revealed several problems. A disproportionate number of pedagogical exercises were recall-type questions. Many questions were very similar regardless of grade level. Some were ahistorical or failed to reflect high-quality content. The author suggests that textbook writers and publishers should design pedagogical exercises to reflect quality content and provide students with opportunities to engage in critical reflection. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10