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| Theory and Research in Social… | 7 |
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| Alter, Gloria | 1 |
| Dillabough, Jo-Anne | 1 |
| Kon, Jane Heckley | 1 |
| McAlpine, Lynn | 1 |
| Saxe, David Warren | 1 |
| Washburn, Leah H. | 1 |
| Werner, Walter | 1 |
| Woodward, Arthur | 1 |
Publication Type
| Journal Articles | 7 |
| Reports - Descriptive | 7 |
| Opinion Papers | 1 |
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| Researchers | 3 |
| Practitioners | 2 |
| Teachers | 2 |
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| Canada | 1 |
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Peer reviewedWoodward, Arthur – Theory and Research in Social Education, 1982
The selection of textbooks used in content analysis to determine values taught to students is important. Only widely used texts must be analyzed. The samples of U.S. history texts used by Fitzgerald (1979) and Barth and Shermis (1980) in their studies were not representative of textbooks used in schools. (RM)
Descriptors: Content Analysis, Elementary Secondary Education, Sampling, Textbook Content
Peer reviewedWerner, Walter – Theory and Research in Social Education, 2000
Provides eight concepts, with illustrative questions for interpreting the authorship of texts, that are borrowed from cultural studies literature: (1) representation; (2) the gaze; (3) voice; (4) intertextuality; (5) absence; (6) authority; (7) mediation; and (8) reflexivity. States that examples were taken from British Columbia's (Canada) social…
Descriptors: Authors, Critical Thinking, Cultural Pluralism, Foreign Countries
Peer reviewedWashburn, Leah H. – Theory and Research in Social Education, 1997
Explores the presentation of slavery in U.S. history textbooks from 1900 to 1992 with respect to changing ideologies. Identifies five ideological patterns: (1) a neutral presentation; (2) justifying its existence; (3) a necessary evil; (4) Un-American; and (5) a reflection of Conservative values. (CMK)
Descriptors: Educational Trends, Higher Education, History Textbooks, Ideology
Peer reviewedSaxe, David Warren – Theory and Research in Social Education, 1994
Asserts that social studies or history methods textbooks do not enjoy the same popularity among teachers they once did. Reviews five texts used prior to 1910 and maintains that each contributed to the traditional history curriculum. (CFR)
Descriptors: Educational Change, Educational History, Higher Education, History
Peer reviewedKon, Jane Heckley – Theory and Research in Social Education, 1995
Reports on a study of how seven fifth-grade teachers organized their social studies curriculum following the adoption of a new textbook. Finds that teaching styles were more varied than might be expected given the similarity of materials. Discusses three observed teaching styles. (CFR)
Descriptors: Curriculum Design, Decision Making, Elementary Education, Grade 5
Peer reviewedDillabough, Jo-Anne; McAlpine, Lynn – Theory and Research in Social Education, 1996
Outlines problems associated with using mainstream research methods for evaluating the representation of marginalized cultural groups in social studies textbooks. Describes an alternative method and ethnographic format for assessing textbooks that uses evaluation criteria developed in cooperation with marginalized people. Includes extensive…
Descriptors: Canada Natives, Cultural Pluralism, Educational Discrimination, Educational Research
Peer reviewedAlter, Gloria – Theory and Research in Social Education, 1995
Examines six elementary social studies textbook series for the absence or presence of multicultural perspectives. Identifies Houghton Mifflin and Macmillan as opposite ends of the spectrum. Houghton Mifflin displayed a global-humanistic perspective while Macmillan favored a nationalistic, exclusionary approach. Includes examples from both. (MJP)
Descriptors: Cognitive Processes, Community Development, Cultural Awareness, Cultural Pluralism
