Adapted Use of Social Studies Textbooks in Elementary Classrooms-Reference-Cited by-同舟云学术

Adapted Use of Social Studies Textbooks in Elementary Classrooms

Published:1994-07 Issue:4 Volume:15 Page:216-226
ISSN:0741-9325
Container-title:Remedial and Special Education
language:en
Short-container-title:Remedial and Special Education

Author:

Bean Rita M.¹,Zigmond Naomi²,Hartman Douglas K.³

Affiliation:

1. Rita M. Bean, PhD, is currently professor in the Department of Instruction and Learning and associate dean at the University of Pittsburgh. She also directs the Reading Center and teaches courses in reading assessment and instruction. Her research interests include the study of effective classroom and compensatory programs for students with reading difficulties, textbook use, and reading assessment.

2. Naomi Zigmond, PhD, is currently chair of the Department of Instruction and Learning at the University of Pittsburgh and teaches doctoral level courses in research in special education and in issues related to educational assessment. Her major research interest is in the development and evaluation of appropriate and effective public school programs for elementary and secondary students with learning disabilities.

3. Douglas K. Hartman is an assistant professor in the Department of Instruction and Learning at the University of Pittsburgh. His research interests focus on teaching, learning, and textual materials from an intertextual perspective. Address: Rita M. Bean, University of Pittsburgh, 5T23 Forbes Quadrangle, Pittsburgh, PA 15260.

Abstract

Twenty-two classroom teachers (grades 1 through 7) were interviewed to obtain information about how they use their social studies textbooks, the problems they experience, and their perceptions of the strengths and weaknesses of the texts. Teachers were also asked to describe the modifications or adaptations they made to help students who might have difficulty understanding the textbook. Results indicated that although teachers liked having the textbook as a resource, they were concerned about content and comprehensibility. Teachers tended to solve the problem of textbook difficulty in three ways: Helping students to cope with the textbook, deemphasizing the textbook, or reinforcing and extending textbook information.

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/074193259401500403

Reference29 articles.

1. Reading Comprehension Instruction in Social Studies Programs

2. Learning From Social Studies Texts

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