Elementary social studies textbooks |
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Authors: | Jere Brophy Janet Alleman |
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Institution: | (1) Institute for Research on Teaching, College of Education, Michigan State University, 213B Erickson Hall, 48824-1034 East Lansing, MI |
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Abstract: | 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. |
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