Teachers often use science trade books in the classroom for a number of reasons: to enhance science instruction, to augment an adopted science textbook, or to integrate literacy with subject‐area content. Using Patricia Hunsader's mathematics trade book evaluation rubric published in the April 2004 issue of Reading Teacher as a model, the authors present a rubric useful in assessing both the science and literacy value of science trade books. After using the instrument to evaluate 28 science trade books suggested by a science textbook publisher, the authors determined that the quality of science trade books varies greatly. Based on initial pilot testing, the rubric developed in this study served as an effective tool for beginning teachers as they selected science trade books for elementary classroom use. كثيراً من الأحيان يستخدم المعلمون كتباً تجارية علمية في الصف لأسباب عدة منها تحسين التعليم العلمي وتكميل الكتاب العلمي المختار في صف ما وإدماج معرفة القراءة والكتابة في مجال المحتوى. إذ يقدم المؤلفون جدول تقييم ينفع في تقييم قيمة معرفة القراءة والكتابة وكذلك قيمة العلم في الكتب التجارية العلمية مستخدمين جدول تقييم باتريشا هوسادر الموجود في كتابها التجاري للرياضيات الذي صدر في مجلة معلم القراءة عددها نيسان 2004 كنموذج. وبعد استخدام الجدول كي يقيم 28 كتاباً تجارياً علمياً اقترحته دار ناشر للكتب العلمية ووجد المؤلفون أن جودة الكتب التجارية العلمية تتراوح حق التراوح. ووجدوا أيضاً بناء على نتائج الاختبارات الأولى لجدول التقييم المطور في هذه الدراسة أنه أداة فعالة لمعلمين في بداية مشوارهم التعليمي لأنهم اختاروا كتباً تجارية علمية لاستخدامها في صفوفهم الابتدائية. 教师常在课堂上使用普及版科学图书,其原因很多,例如为了增强科学科的教学,为了在现行教科书上加添教材,或为了把读写能力教学与学科知识教学结合起来。本文作者利用在《阅读教师》2004年4月号刊出的帕特丽夏.亨萨德儿的数学图书评核准则作为模型,发展出一个用来评定普及版科学科图书在读写能力教学与科学知识教学上的价值的评核工具。本文作者更利用此工具评核了一个教科书出版商所提议的28本普及版科学科图书,结果发现这批图书的素质差异甚大。根据初步试验,这研究发展出来的评核准则可为新教师提供一个有效的评核工具,以帮助他们选择在小学课堂上使用的普及版科学图书。 Les enseignants utilisent souvent en classe des livres de sciences du commerce pour différentes raisons: pour développer l'enseignement des sciences, pour ajouter un manuel de sciences reconnu, ou pour intégrer la littératie avec un contenu disciplinaire. En utilisant la rubrique évaluation du livre du commerce de mathématiques de Patricia Hunsader publiée comme modèle dans le numéro d'avril 2004 de Reading Teacher, les auteurs présentent une rubrique qui permet d'évaluer à la fois la valeur en sciences et en littératie des livres de sciences du commerce. Après avoir utilisé cet instrument pour évaluer 28 livres de sciences du commerce suggérés par un éditeur de manuels de sciences, les auteurs ont constaté que la qualité des livres de sciences du commerce est très variable. Partant de ce test pilote initial, la rubrique développée dans cet article s'est avérée être un outil efficace pour des professeurs débutants ayant à choisir des livres de sciences du commerce destinés à une classe élémentaire. Используя на уроке неспециализированные научные издания, учителя преследуя различные цели: разнообразить обучение, дополнить информацию в учебнике, интегрировать общую и предметную грамотность. На о...
gifted child today 45 Academic rigor is not a new concept and has long been advocated as an important component of educational programs for gifted learners. More than 70 years ago, John Dewey (1938;Archambault, 1964) first called for education that included rigorous content, and in 1936 Leta Hollingworth created rigorous curriculum for gifted children in her New York City School (Klein, 2002). The conversation about rigor continues to the present day. Recently, Pfeiffer (2003) reported that increased academic-content rigor is one focus of current research in gifted education, so much so that Wagner (2006) referred to rigor as "the new reform de jour" (p. 28). Even students themselves recognize the need for academic rigor. According to a survey conducted by Peter D. Hart Research Associates in August of 2005, almost 90% of high school students stated that they would work harder if more was expected of them and less than 33% said their school set high academic expectations. The survey demonstrated that most students would favor ideas that "might add some hassle to their life, such as more rigorous graduation standards and additional high-stakes testing" (Associated Press, 2005, para. 2).
In spite of required state curriculum objectives, American history textbooks often become the de facto curriculum defining history. Self-imposed censorship by textbook publishers defines how individuals, groups, and events are portrayed. A 2004 Thomas B. Fordham Institute report concluded that today’s history textbooks are bland with no voice or storyline and have been sanitized and filled with history rewritten to meet the demands of special interest groups. The report also concluded that while American history textbooks now contain more pages, they include less content. Paradoxically, when a well-crafted textbook is created, students may never have access to it. Efforts by special interest groups to censor such books are not uncommon. A case study of one author’s efforts to have her award-winning history textbook adopted for classroom use and the ensuing censorship efforts by special interest groups are described.
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