A description of factors which influence social studies teachers' decisions to use textbooks in United States history classroom Page: 2
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Karlin, Sy N., A Description of Factors Which Influence Social Studies
Teachers' Decisions to Use Textbooks in United States History Classrooms.
Doctor of Education, (Curriculum and Instruction), August, 1991, 140 pp., 63
tables, bibliography, 53 titles.
Educational researchers and observers have documented the importance
of classroom textbooks and their dominant role in driving instructional
programs. Reading and social studies literature support the need for the study
of issues surrounding reading and textbook usage in secondary classrooms.
The purpose of this study was to investigate factors influencing teachers'
decisions to use textbooks in United States history classrooms. Textbook use
was investigated in terms of planning and preparing classroom instruction,
student assignments, teachers' attitudes toward reading and student
comprehension abilities, textbook quality, and alternative resources. A
chi-square analysis was conducted to determine significant relationships
Results suggest that five factors influenced teachers' use of textbooks in
United States history classrooms. The use of textbooks and dependence on
them suggest significant relationships with teachers' attitudes toward reading,
instructional decisions related to planning, student tasks, classroom experience,
textbook quality, and use of alternative resources.
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Karlin, Sy N. (Sy Neil). A description of factors which influence social studies teachers' decisions to use textbooks in United States history classroom, dissertation, August 1991; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc332809/m1/2/: accessed December 18, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .