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ERIC Number: ED229446
Record Type: Non-Journal
Publication Date: 1983-Mar
Pages: 27
Abstractor: N/A
Reference Count: N/A
Consequences of Different Styles of Textbook Use in Preparing Students for Standardized Tests.
Freeman, Donald J.; And Others
Earlier content analyses showed that the match between content covered by textbooks and tests varied as a function of the particular textbook and test a teacher was asked to use. This study tried to determine if the congruity in textbook-test content varied as a function of different styles of textbook use. Using year-long case studies of seven teachers as a guide, five distinct styles of textbook use were identified. These ranged from a page-by-page progression through the book to the selection of only those lessons that conformed to a management-by-objectives system (MBOS). The match between content covered on each of five standardized tests and the lessons covered by each usage style of the Holt fourth-grade mathematics textbook was determined. The results support two important conclusions: (1) when a MBOS serves as the core of an individualized approach to instruction, low achievement students may suffer serious handicaps in their opportunities to learn content covered on standardized tests, and (2) overall levels of student performance on standardized tests of achievement may be relatively insensitive to variation in the content of classroom instruction resulting from differences in how teachers use textbooks. (Author/PN)
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.