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Recent criticisms of textbooks have included accusations of favoring breadth over depth, dry writing, lack of context, failure
to integrate minority groups, and overillustration. Social studies texts have, in addition, been criticized for meaning-less
content, unclear goals, inadequate explanation, separation of knowledge from skills, and other failings. The authors of this
article have specified other common faults. As a corrective, they suggests a return to the notion of developing curricula
as means to accomplish major goals phrased in terms of intended student outcomes, and aligning social studies instruction
with major social education goals. 相似文献
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The authors are with the Department of Counseling, University of North Dakota. 相似文献
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Anne Ottenbreit-Leftwich Janet Yin-Chan Liao Olgun Sadik Peggy Ertmer 《Journal of Research on Technology in Education》2018,50(4):282-304
AbstractIn this study, we examined a group of four teachers who completed extra educational technology coursework and field experiences during their teacher education programs to determine how their technology integration knowledge, self-efficacy beliefs, intentions, and practices evolved over time. We conducted interviews and evaluated data sources at three intervals: (1) after teacher education coursework was completed, (2) after student teaching was completed, and (3) after two initial years of teaching. Results showed that school resources and environment had a strong impact on beginning teachers' practices, regardless of strong internal enabling factors. 相似文献
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Despite widescale literacy interventions, reading difficulties persist in the adult population. Results from international surveys report that millions of adults around the world remain unable to read the texts they require for daily life and work. Adult reading difficulties are diverse and under‐researched, and adult‐reading teachers are generally underprepared to build reading skills, particularly at word level reading where many adults report difficulties. This study examined (i) the teaching foci that 60 adult‐reading teachers prioritised in determining how to teach a hypothetical adult reader with difficulties at the word level and (ii) the teacher attributes by which these decisions varied. Around 40% of teachers indicated that they would prioritise non‐word level components in deciding how to teach the hypothetical reader with word level difficulties, and these decisions varied with teachers' training/qualifications. To make sense of the persistence of low reading levels in the adult population, it is necessary to understand more about what teachers teach and why they teach the way they do. The findings of this study may provide an important step towards this goal. 相似文献