Sources Used in the Preparatıon of the Social Studies Textbooks to Study in Elementary School.
Introduction
The large number of published textbook content analyses suggests these studies are one of the cornerstones of social studies research. In addition to the many published examples of such studies, there are also numerous examples of social studies textbook analyses conducted by researchers outside the field of social studies education, primarily those concerning history. Two of the most cited of these are journalist Frances Fitzgerald’s (1979) America Revised and sociologist James Loewen’s (1995) Lies my Teacher Told Me. While there have been many research studies examining Kindergarten-12 textbooks, there has been little research critically analyzing textbook content analyses and offering suggestions about how the findings of each analysis can be used in the typical K-12 social studies classroom or a college level social studies methods class.
Wade’s 1993 article, published in Theory and Research in Social Education (TRSE) proved to be an exception. She reviewed 25 content analyses of social studies textbooks published from 1982 to 1992 and discovered many limitations. She noted, for example, researchers relied too much on their own perceptions and opinions of social studies topics and failed to cite additional sources to support their claims. This research further asserted social studies textbook analyses lacked inter-rater reliability and data quantification. In many cases, the authors of these works were comparing textbooks to other textbooks, rather than to standards, and were not examining all the texts used in a particular content area. Based on the analyses
read, Wade suspected researchers were analyzing only selected passages that supported their arguments, not the entirety of the texts. Researchers also offered little discussion about where these books were actually being used (i.e., states; school districts, etc.). She concluded the primary weakness of textbook content analyses was they “produced remarkably similar conclusions….almost every researcher finds the topic chosen for study has not been given adequate attention or is presented in a biased, stereotypical or otherwise inaccurate manner” (p. 248).
Wade (1993) offered many suggestions about how textbook researchers and reformers could improve their analyses. She suggested authors question the value of their research from the start and work collectively with classroom teachers, curriculum committees, and national organizations to develop better textbooks. More importantly, she proposed textbook critics widen their views and offer more studies “focused on understanding the effects that textbook learning has on students” in classrooms (Wade, 1993, pp. 249-250). She proposed researchers additionally consider the broader societal purpose of schooling in society and “the ideological basis behind the use of textbooks in schools” (pp. 249-250).
Contrary to Wade (1993), I believe all textbook analyses in and of themselves can be important to the field of social studies education. As these texts are often used as the primary source of knowledge and understanding about the social studies, they offer important points for readers to consider when thinking about the content (e.g., Alridge, 2006; Apple, 2006; Loewen, 2010). While it may be difficult to determine to what degree these studies have improved how textbooks are written, they most certainly have influenced the thinking of some classroom teachers, teacher educators, textbook authors, and researchers.
While I disagree with Wade’s stance on the importance of textbook analyses, I agree with the notion content analyses have significant limitations. While reading them for various research projects, I found several of her critiques addressed elements present in textbook analyses written today. Though social studies education has changed greatly since Wade’s article, due to the advent of the No Child Left Behind Act (NCLB) and the recent adoption of the Common Core Standards (CCS), many content analyses do not reflect the impact these changes have made on the writing of social studies textbooks.
I began my trek into higher education as a textbook reviewer and critic. My dissertation and subsequent research and publications were based on the content analysis of state history textbooks (Roberts, 2009, 2011; Roberts & Butler, 2012). In retrospect, my findings were similar to those of others. Over time, I better understood the challenges of writing a textbook. My views about how we should analyze texts and what we should do with our findings have changed (Roberts, 2013). I still believe my past research, as well as other textbook content analyses, is important and should be taken into consideration by the major players in education including textbook publishers, authors, teachers and teacher educators. Those involved in higher education and textbook analyses, however, can do more to make these studies relevant to those stakeholders we hope to learn the most from them.
This paper will offer a comparison of Wade’s findings and my analysis of recently published textbook analyses. Based on the results, I make suggestions to those interested in conducting textbook content analyses about how they could increase the relevancy and practicality of their studies for teachers.
Conclusion
The evidence from this study indicates the approach researchers take in conduct textbook analyses has changed very little over the past 20 years. Revisiting Wade’s (1993) work can help us consider how the implications of her study can make textbook analyses more relevant to important stakeholders in social studies education. It is time to use Wade’s recommendations to alter the way we conduct content analyses. In today’s standards-based environment, researchers may want to consider examining textbooks as a whole and not simply by specific historical topic or topics. They should understand textbooks are guided by standards, not vice versa, and study both in tandem. They should analysis the entire text not just specific passage to back up their claims. Finally, and most importantly, researchers should develop lesson plans to help their intended audience (teachers) bring their finding directly to the social studies classroom.
แหล่งที่ใช้ใน Preparatıon ของหนังสือสังคมศึกษาการศึกษาในโรงเรียนประถมศึกษาแนะนำ ของการวิเคราะห์เนื้อหาตำราเผยแพร่แนะนำการศึกษานี้เป็นหนึ่งในสิ่งสำคัญของงานวิจัยสังคมศึกษา นอกจากหลายเผยแพร่ตัวอย่างของการศึกษาดังกล่าว มีตัวอย่างมากมายของสังคมศึกษาวิเคราะห์ตำราที่ดำเนินการ โดยนักวิจัยภายนอกด้านการศึกษาสังคมศึกษา หลักที่เกี่ยวข้องกับประวัติ 2 อ้างอิงสูงสุดเหล่านี้จะปรับปรุงอเมริกา (ค.ศ. 1979) นักข่าวห้องฟรานเซสของ และบอกอยู่ (1995) sociologist James Loewen ของครูของฉัน Me. ในขณะที่มีการศึกษาวิจัยหลายที่ตรวจสอบตำราอนุบาล 12 ได้มีวิจัยน้อยเหลือวิเคราะห์วิเคราะห์เนื้อหาตำราเรียน และข้อเสนอแนะเกี่ยวกับวิธีการใช้ผลการวิจัยของแต่ละการวิเคราะห์ในห้องเรียนสังคมศึกษา K 12 โดยทั่วไปหรือวิธีการเรียนสังคมศึกษาระดับวิทยาลัย บทความปี 1993 ของเวด เผยแพร่ในทฤษฎีและการวิจัยในสังคมศึกษา (TRSE) พิสูจน์แล้วว่าเป็นข้อยกเว้น เธอทาน 25 วิเคราะห์เนื้อหาของหนังสือสังคมศึกษาที่เผยแพร่ระหว่างปี 2525 ไป 1992 และค้นพบข้อจำกัดหลาย เธอตั้งข้อสังเกต ตัวอย่าง นักวิจัยอาศัยมากเกินไปในการรับรู้และความเห็นของหัวข้อสังคมศึกษาตนเอง และไม่สามารถอ้างอิงแหล่งที่มาเพิ่มเติมเพื่อสนับสนุนการเรียกร้องของพวกเขา งานวิจัยนี้ต่อคนสังคมศึกษาตำราวิเคราะห์ขาดความน่าเชื่อถือระหว่าง rater และนับข้อมูล ในหลายกรณี ผู้สร้างผลงานเหล่านี้ได้เปรียบเทียบตำรา กับตำราอื่น ๆ ไม่ ใช่มาตรฐาน และได้ตรวจสอบข้อความทั้งหมดที่ใช้ในพื้นที่เนื้อหาเฉพาะ ตามวิเคราะห์อ่าน เวดสงสัยนักวิจัยได้วิเคราะห์เฉพาะที่เลือกทางเดินที่สนับสนุนอาร์กิวเมนต์ของพวกเขา ไม่ทั้งหมดของข้อความ นักวิจัยยังนำเสนออภิปรายน้อยเกี่ยวกับซึ่งหนังสือเหล่านี้ได้ถูกใช้จริง (เช่น อเมริกา โรงเรียนเขต ฯลฯ) เธอสรุปจุดอ่อนหลักของการวิเคราะห์เนื้อหาตำราเรียนถูกพวกเขา "ผลิตเหมือนบทสรุป...นักวิจัยเกือบทุกค้นหาหัวข้อที่เลือกศึกษาไม่ได้รับความสนใจพอ หรือแสดงอย่างไม่ถูกต้อง biased, stereotypical หรืออื่นใด" (p. 248) Wade (1993) offered many suggestions about how textbook researchers and reformers could improve their analyses. She suggested authors question the value of their research from the start and work collectively with classroom teachers, curriculum committees, and national organizations to develop better textbooks. More importantly, she proposed textbook critics widen their views and offer more studies “focused on understanding the effects that textbook learning has on students” in classrooms (Wade, 1993, pp. 249-250). She proposed researchers additionally consider the broader societal purpose of schooling in society and “the ideological basis behind the use of textbooks in schools” (pp. 249-250). Contrary to Wade (1993), I believe all textbook analyses in and of themselves can be important to the field of social studies education. As these texts are often used as the primary source of knowledge and understanding about the social studies, they offer important points for readers to consider when thinking about the content (e.g., Alridge, 2006; Apple, 2006; Loewen, 2010). While it may be difficult to determine to what degree these studies have improved how textbooks are written, they most certainly have influenced the thinking of some classroom teachers, teacher educators, textbook authors, and researchers. While I disagree with Wade’s stance on the importance of textbook analyses, I agree with the notion content analyses have significant limitations. While reading them for various research projects, I found several of her critiques addressed elements present in textbook analyses written today. Though social studies education has changed greatly since Wade’s article, due to the advent of the No Child Left Behind Act (NCLB) and the recent adoption of the Common Core Standards (CCS), many content analyses do not reflect the impact these changes have made on the writing of social studies textbooks. I began my trek into higher education as a textbook reviewer and critic. My dissertation and subsequent research and publications were based on the content analysis of state history textbooks (Roberts, 2009, 2011; Roberts & Butler, 2012). In retrospect, my findings were similar to those of others. Over time, I better understood the challenges of writing a textbook. My views about how we should analyze texts and what we should do with our findings have changed (Roberts, 2013). I still believe my past research, as well as other textbook content analyses, is important and should be taken into consideration by the major players in education including textbook publishers, authors, teachers and teacher educators. Those involved in higher education and textbook analyses, however, can do more to make these studies relevant to those stakeholders we hope to learn the most from them. This paper will offer a comparison of Wade’s findings and my analysis of recently published textbook analyses. Based on the results, I make suggestions to those interested in conducting textbook content analyses about how they could increase the relevancy and practicality of their studies for teachers.Conclusion The evidence from this study indicates the approach researchers take in conduct textbook analyses has changed very little over the past 20 years. Revisiting Wade’s (1993) work can help us consider how the implications of her study can make textbook analyses more relevant to important stakeholders in social studies education. It is time to use Wade’s recommendations to alter the way we conduct content analyses. In today’s standards-based environment, researchers may want to consider examining textbooks as a whole and not simply by specific historical topic or topics. They should understand textbooks are guided by standards, not vice versa, and study both in tandem. They should analysis the entire text not just specific passage to back up their claims. Finally, and most importantly, researchers should develop lesson plans to help their intended audience (teachers) bring their finding directly to the social studies classroom.
การแปล กรุณารอสักครู่..