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ERIC Number: ED491707
Record Type: Non-Journal
Publication Date: 2006-Apr
Pages: 75
Abstractor: Author
Reference Count: 21
ISBN: N/A
ISSN: N/A
When did "Withitness" Become More Important than Educational Psychology? Analyzing Textbook Vocabulary
Holder, K. C.
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, Apr 2006)
The purpose of this study was to conduct a content analysis of educational psychology textbook vocabulary published during or after 2000. Seven textbooks have been published and are currently in print. Textbook keywords, key concepts, vocabulary words and/or glossaries were analyzed to create a descriptive account of all words defined in the texts. Initial results found that, in sum, the seven texts introduce and define 1,763 different vocabulary- or key-words. 1,198 (67.9%) of the keywords appear in only one text meaning that almost 70% of the keywords are unique to individual texts. Further, only 30 (1.7%) of the 1,763 words are listed and defined in all seven texts; 199 (11.2%) are used in 4, 5, 6, or 7 texts; whereas, 1,564 (88.8%) are listed and defined in three or fewer texts. One implication is that 88.8% of the keywords introduced have less than a 50% consistent- use agreement from the current published texts (i.e., only 3, or less, of the 7 authors define the word). The paper concludes with the question of which of the following pedagogical metaphors best describes the presentation of textbook vocabulary: "inundate with an abundance of terminology," or "the heart of the discipline." Educational Psychology Vocabulary (Including 2006 Texts.) is appended. (Contains 8 tables.)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A