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ERIC Number: ED276614
Record Type: RIE
Publication Date: 1986-Apr
Pages: 23
Abstractor: N/A
Reference Count: 0
Instructional Practice in Fifth-Grade Math and Social Studies: An Analysis of Teacher's Guides.
Graybeal, Sheila S.; Stodolsky, Susan S.
This study examines in detail a sample of widely used teacher guides in order to describe a picture of instruction as it is represented in these guides and to compare it with classroom practices. Mathematics and social studies were selected as the subject areas because of observed differences in classroom practices. Six questions guided the analyses, concerning types of grouping arrangements, instructional formats, student behaviors, student cognitive processes, types of materials, and instructional recommendations. Five fifth-grade teacher's guides in mathematics and five in social studies were examined. Within each guide, two portions of the commentary section were analyzed, each representing an instructional sequence of approximately two weeks' duration. The activities in each portion of the lesson commentaries were identified and coded. A total of 506 mathematics activities and 399 social studies activities were found. Ninety-four percent of these were entire-class activities. Although traditional instruction patterns were common in the activities suggested in the guides of both subjects, differences did occur both between and within subject areas. An active student role seemed to be encouraged more in social studies than in mathematics and more in some social studies series than in others. (MNS)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (67th, San Francisco, CA, April 16-20, 1986).