Throwing out the History Textbook: Changing Social Studies Texts and the Impact on Students

N

49

High School Students; Student Diversity; History Instruction; United States History; Teacher Developed Materials; Instructional Materials; Educational Change; Perspective Taking; Critical Theory; Teacher Researchers; Urban Schools; Honors Curriculum; Learner Engagement; Student Attitudes; Instructional Effectiveness; Program Effectiveness; Textbooks; Hidden Curriculum

This practitioner research study examined students at an ethnically and economically diverse high school and the impact of replacing the corporate-produced textbook with teacher-created reading packets and questions that asked students to take a critical stance on historical events in United States history. Using critical theories of education as a lens, this study analyzed survey and interview data. The results show this new text increased students' interest in reading about history, improved students' ability to recall information and complete homework, developed students' ability to see history as interpreted perspectives, and helped non-White students better identify with the people in history. Appended to this document are: (1) Appendix A: Reading 6-7; (2) Appendix B: Secondary Students' Perceptions of Texts in History Courses: Survey of Students at Course Completion; (3) Appendix C: Interview Protocol; and (4) Appendix D: Level One Codes (P-); Level Two Codes (P-TXT-); Level Three Codes (B-TXT-NEG). (Contains 1 table, 5 figures, and 2 footnotes.)

As Provided

36

2011

ED518770