American Textbooks Research Articles

Delayed Reaction: The Tardy Embrace of Physical Organic Chemistry by the German Chemical Community

The emergence of physical organic chemistry, which focuses on the mechanisms and structures of organic reactions and molecules using the tools of physical chemistry, was a major development in twentieth-century chemistry. It first flourished in the interwar period, in the UK and then in the US. Germany, by contrast, did not embrace the field until almost a half century later. The great success of classical organic chemistry, especially in synthesis, encouraged indifference to the new field among German chemists, as did their inductivist research philosophy, as enunciated by Walter Hückel’s ground-breaking textbook (1931). This author also resisted new concepts and representations, especially those of the American theoretician, Linus Pauling. The arrival of the Nazi regime reinforced such resistance. Postwar conditions initiated a reaction against this conservative, nationalistic attitude, especially in the American Occupation Zone. Exposure to American textbooks and visiting lecturers influenced attitudes of younger chemists. The accompanying shift towards a more explanatory, less hierarchical mode of pedagogy was consonant with larger social and political developments.

Culturally Sustaining Pedagogy: How Teachers Can Teach the New Majority in Public Schools

BLACK HISTORY BULLETIN VOL. 81, NO. 2 | 23 22 | BLACK HISTORY BULLETIN VOL. 81, NO. 2 81 81 No.2 No.2 24 | BLACK HISTORY BULLETIN VOL. 81, NO. 2 No.2 81 CULTURALLY SUSTAINING PEDAGOGY: HOW TEACHERS CAN TEACH THE NEW MAJORITY IN PUBLIC SCHOOLS By Sheikia Talley-Matthews and Greg Wiggan Since the beginning of common schools in the nineteenth century,American education has served the purpose of transmitting White Euro-American norms and culture.1 Social studies teachers and their classrooms have often been ground zero for perpetuating fragmented hegemonic historical accounts of United States and world history that portray White Euro-Americans as saviors of humanity. The teaching of distorted information from American textbooks has caused students of color to become disengaged with history and social studies, while denying them opportunities to explore the contributions of their own cultural groups.2 Figure 1. US Public School Population, 2017-18 School Year (NCES, 2017) We raise the question; how should social studies teachers teach the new 51.9 percent non-White majority of public school students? According to Milner (2012), the racial demographics of the new non-White majority students in public schools would lead most educators to label them as urban and different.3 Therefore, social studies teachers must have content knowledge to teach multicultural lessons. They must also have pedagogical knowledge to know what culturally responsive methods work for their students, such as those outlined by the National Council for the Social Studies (NCSS). To be effective, teachers must understand the social, political, cultural, and physical environments in which students live and learn. In connection with the theme of “Black Migrations,” this article will help teachers implement culturally sustaining pedagogy in social studies classrooms. Culturally Sustaining Pedagogy Django Paris and H. Samy Alim’s work, Culturally Sustaining Pedagogies (CSP), challenges educators to decenter Whiteness in teaching practices.4 CSP seeks to foster and sustain the value of languages, literacies, histories, and cultural ways of being for minority communities through education. The goals of CSP are built upon Gloria LadsonBillings ’s concept of culturally responsive pedagogy (CRP), in which teachers use students’ home culture and community experiences as pedagogical tools, as well as to promote academic success.5 The goals of CRP are for teachers to become culturally aware and to use multicultural education strategies in their classrooms. Paris,Alim, and Ladson-Billings recognize that culture is constantly evolving among students, and that teacher pedagogy must reflect student cultures. Theory into Practice For the purpose of discussion, we ask the question: what does CSP look like in a social studies lesson on Black migrations? As noted, teachers must have content and pedagogical knowledge. However, teachers’ content knowledge should expand further than the class text: it should also include primary source data and additional readings and artifacts to support subject matter content. How can teachers engage students with the topic of Black migration in a way that is culturally sustaining to minority communities? In light of the NCSS standards for history, which aim to enable learners to develop historical comprehension so they can reconstruct historical events, music could be used as a pedagogical tool. For example, the lyrics of Big Daddy Kane’s old school hiphop song “Word to the Mother (Land)” may be helpful in introducing Black migrations. Take a stand [in] the fight for power Cause we’ve been here before the Mayflower Living superior abiding by nature The history of the Asiatic one paid the Price to be paid in slavery Like the name of Antonio was gave to me But knowledge of self broke every shackle and chain Now I declare myself as the Big Daddy Kane The teacher, teaching a lesson to be heard That’s word, to the mother my brother So discover the truth of one another Cause here’s the real deal upon our skin color Lay down white, yellow, red or pink But the color of black is most dominant The rising and sizing can never cease [Marley Marl: what you going say now?] Peace!6 81 No.2 BLACK HISTORY BULLETIN VOL. 81, NO. 2 | 25 After reviewing the lyrics, the teacher could ask students to deconstruct...

Textbooks in Human Geography: An American perspective

I offer an American perspective on the poor quality of US Human Geography textbooks. I give several examples and link bad textbooks to geographic ignorance and anti‐intellectualism in the USA. I note differences between textbook and academic writing, and between British and American textbooks. I conclude with my own modest attempts to address this issue.

栄養に関する用語を指標とした日米栄養教育内容の比較 : 中・高校レベルの教科書を資料として

栄養に関する用語を指標とした日米栄養教育内容の比較 : 中・高校レベルの教科書を資料として

Vocabulaire essentiel du français par Gaël Crépieux et al

Reviews 199 teacher may want to modify the details of a number of activities in the textbook and workbook to keep the content relevant to her class. Narrowing our focus to this content, and to the interpersonal level of Saison 3, the S’exprimer and Atelier créatif sections of each unit ensure interaction among learners. While the activity scenarios seem at times overly fanciful for a textbook targeting adults and real life language use, teachers will nonetheless appreciate the systematic capping of grammar expositions with the chance to practice and produce new structures in different communicative contexts. Finally, the (intra-)personal level deals with how learners are led to understand and engage with new material.On this micro-level especially,Saison 3 is compelling. All units begin with a full six pages with at least one aural, visual, or written text on each page inviting learners to reflect on a single theme under multiple lenses. Learner motivation is triggered by the varied contexts and contemporariness of the texts, while the flood of input is sure to contain at least some jewels each individual learner will take pleasure in uncovering. Provocative and rich, the unit themes themselves (“Décrypter ses identités,”“Vivre une révolution”) are welcome reprieves from topics guiding more traditional American foreign language textbooks (“La maison et la ville,” “L’école,” and so on). All in all, I encourage teachers to explore Saison 3 for compelling source material paired with explicit, contextualized presentations of language structures and lexicon that may complement existing curriculum, if not serve as primary text. Middlebury Institute of International Studies (CA) Clarissa C. Eagle Crépieux, Gaël, Lucie Mensdorff-Pouilly, et Caroline Sperandio. Vocabulaire essentiel du français. Paris: Didier, 2016. ISBN 978-2-278-08340-4. Pp. 252. This volume is part of the updated texts in the 100% FLE series written mostly for the A1/A2 learner. The content of the book is much like what the title suggests, as thirteen units cover common vocabulary themes that students need at this level to interact and communicate appropriately with French speakers. The volume begins with lessons on identity by introducing activities of diverse nature that integrate realia like examples of identity cards and applications for long stay visas. Other topics such as health, education, work, housing, dining, and the environment are presented as thematic units and provide a variety of activities such as puzzles, matching, and riddles. At the end of each section, there are prompts to promote skits and pair activities. The exercises provided in the volume make for excellent preparation before coming to class. The answers to the activities are published in one of the appendices as well as the answers to the bilan activities for each few chapters.As such, students can complete the exercises, check their work, and come to class prepared having done some autonomous learning. This work provides students with a solid base on which to build for activities that go beyond mechanical exercises to allow for practice in the classroom, making class time more productive for communicative learning. It would be easy to expand on the activities in the volume and have students produce dialogues and conversations that will give them practice for situations they are likely to encounter. The volume concludes with a section that presents contrastive vocabulary working from English and Spanish to the French equivalents. Appendices containing the answers to all the activities proposed in the volume as well as a list of the vocabulary for each chapter listed in French, English, Spanish, German, and Italian round out the volume. This makes the work text universally accessible and appealing to a wider audience. This book is part of a series by Didier that includes grammar, phonetics, vocabulary, and communication volumes. They are, for the most part, geared toward the A1/A2 level; but the grammar texts count two volumes that expand to the B1 learner. Combining the vocabulary text at the appropriate level with its complement from the grammar texts could work well to complete a program allowing for work on structures and the vocabulary to build them relative to daily tasks. Another option would be to pair the vocabulary...

Inclusive and exclusive uses of we in four American textbooks for multicultural teacher education

This study analyses four American multicultural teacher education textbooks for instances of inclusive and exclusive representations through the use of first person plural pronouns (i.e. we, us, our, ours). Positioning theory is used as a theoretical framework to examine the textbook authors’ uses of first person plural pronouns and to understand how these pronouns perform reflexive and interactive positioning and fluidly (re)negotiate and (re)delineate the borders between ‘self’ and ‘other.’ The findings suggest that first person plural pronouns are used extensively in the focal textbooks to refer to such groups as authors, Americans, humans, teachers, and teacher educators. Expressing differing levels of ambiguity in interpretation, these pronouns play significant roles in the discursive representations of inclusivity and exclusivity across topics of multicultural education. This study implicates that language teachers should use criticality and reflexivity when approaching exclusionary discourses and representations that neglect the particularities of individuals from different cultures.

Comparing the development of the multiplication of fractions in Turkish and American textbooks

ABSTRACTThis study analyzed the methods used to teach the multiplication of fractions in Turkish and American textbooks. Two Turkish textbooks and two American textbooks, Everyday Mathematics (EM) and Connected Mathematics 3 (CM), were analyzed. The analyses focused on the content and the nature of the mathematical problems presented in the textbooks. The findings of the study showed that the American textbooks aimed at developing conceptual understanding first and then procedural fluency, whereas the Turkish textbooks aimed at developing both concurrently. The American textbooks provided more opportunities for different computational strategies. The solutions to most problems in all textbooks required a single computational step, a numerical answer, and procedural knowledge. Furthermore, compared with the Turkish textbooks, the American textbooks contained a greater number of problems that required high-level cognitive skills such as mathematical reasoning.

身近な物質を使った外国の実験(実験)( 日本の化学教育と世界の化学教育)

身近な物質を使った外国の実験(実験)( 日本の化学教育と世界の化学教育)

A Comparison of Geometry Problems in Middle-Grade Mathematics Textbooks from Taiwan, Singapore, Finland, and the United States

Background:This study analyzed geometry problems in four middle-grade mathematics textbook series from Taiwan, Singapore, Finland, and the United States, while exploring the expectations for students’ learning experiences with these problems.Material and methods:An analytical framework developed for mathematics textbook problem analysis had three dimensions: representation forms, contextual features, and response types.Results:The results showed that Taiwanese and Singaporean textbooks contained more problems in combined form, whereas Finnish and the American textbooks contained more problems in verbal and visual forms. The problem distribution across various representation forms was more balanced in the Finnish and Singaporean textbooks than in the Taiwanese and American textbooks. Most problems were non-application and close-ended problems compared to other application and open-ended problems. The Taiwanese textbooks contained the lowest proportion of real-world problems, whereas the American textbooks contained the highest proportion of open-ended problems.Conclusions:Implications of this study’s findings for textbook developers and future research directions are discussed.

Re-Reading the American History Textbook in the Global Age

This article reconsiders the American history textbook as a pedagogical tool, arguing that with creative use, textbooks can be used to introduce students to historical thought and critical reading as global citizens. Exploring textbooks' treatment of immigration to the United States in the 1920s, the authors examine content related to the topic within two examples: The American Pageant: A History of the Republic (1956) and The American Pageant: A History of the American People (2010), successive editions of the same textbook. The authors argue that problematic textbook content cited by scholars can be turned into valuable pedagogical material if educators use the books to pose three core questions to students: What does it say? What does it mean? and Why does it matter? These questions can lead to a deeper critical analysis of information. Making use of the sample worksheet provided in , instructors can help guide students through textbook content while leading them toward a deeper reading of information. First, students are asked to display a literal level of comprehension. Second, they begin to use historical thinking by analyzing the material's significance and placing it into the proper historiographical context. Finally, students are required to ponder the impact the textbooks have on the creation of global citizens. The fundamental structure of the pedagogy can be configured for any sampling of textbooks and topics. Re-reading the textbook in the global age gives students the necessary skills to navigate the twenty-first century and its diverse offering of media and international issues.

Diary Notes from a Teenager: Insights into Life on the Great Plains in the Late 1870s

Diary Notes from a TeenagerInsights into Life on the Great Plains in the Late 1870s Scott Scheuerell (bio) Key Words drought, homesteading, Kansas, Texas, Timber Culture Act The US American West is often referred to as "the geography of hope."1 Many people came to the Great Plains looking toward a better future for themselves and their children. Among these was a thirteen-year-old boy named John Talcott Norton, who moved from Mason City, Illinois, to Larned, Kansas, in 1877. Much can be learned from the insights he shared about the past. He provided a firsthand account of his journey from Illinois to Kansas and of his day-to-day experience living on the frontier. To one reading the words of this young man today, it is remarkable how many of the themes that emerge from his diary connect to contemporary life on the Plains, and, ultimately, to how topics such as social studies are best taught in schools today. Few other topics in today's curriculum can be more important than social studies, since it draws on so many areas of inquiry, for example, anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, and on various aspects of the humanities, mathematics, and natural sciences. This article takes the view that connecting the accounts from the writings of young people such as John Norton will significantly enhance the teaching of the story of westward settlement. Our pedagogy can be improved and our students can experience a life that is both very different from, yet remarkably similar to, their own. In other words, there really is much that can be learned from a teenager. To encourage western settlement, the federal government passed both the Homestead Act, in 1862, and the Timber Culture Act, in 1873. The Homestead Act gave a settler 160 acres of land if he or she lived there for five years and improved the land by cultivating it. The Timber Culture Act gave a settler 160 acres of land if he or she planted trees, and for ten years maintained them.2 [End Page 311] It was the Timber Culture Act that inspired John Talcott Norton's family to leave Illinois for Kansas in 1877.3 Fortunately for the sake of posterity, he was motivated to capture in his diary what he did, what he saw, and what he was thinking while growing up on the prairie in the 1870s. John Talcott Norton provides social studies students today with unique insights that arguably cannot be replicated with any lecture or reading from the traditional American history textbook. Students learn how he worked tirelessly on the farm, how he enjoyed spending his spare time, what it was like living next to a federal fort in the American West, and many other issues that we frequently overlook when thinking about life on the Great Plains during this era. In the pages that follow, the reader will be able to capture these insights and consider how John Talcott Norton's diary might be used in classrooms today. Students can find the diary online in "Kansas Memory," a collection hosted by the Kansas Historical Society.4 The Journey West: "Pa Has Got a Claim of 88 Acres" In the spring of 1877, John Talcott Norton's family made a life-changing decision to take advantage of the Timber Culture Act and move to Kansas. In his diary entry dated May 8, 1877, he shared how his family left Mason City, Illinois, and moved to Larned, Kansas, by crossing the Mississippi River at St. Louis and then traveling by railroad car to Kansas City. In Kansas City, John Talcott Norton saw firsthand the stockyards that contributed to the great growth that the city experienced during the late 1800s: We got to Kansas City at 8 o'clock in the night. We staid all night at the Leland house. The window to our car was smashed; we thought someone had broken it but there was a car load of telegraph poles behind us, some had got loose and battered it down. We started out that evening. Kansas City is in Missouri. The stock yards, depots, packing houses, and...

Learned inequality: Racial labels in the biology curriculum can affect the development of racial prejudice

AbstractFor over a century, genetic arguments for the existence of racial inequality have been used to oppose policies that promote social equality. And, over that same time period, American biology textbooks have repeatedly discussed genetic differences between races. This experiment tests whether racial terminology in the biology curriculum causes adolescents to develop genetic beliefs about racial difference, thereby affecting prejudice. Individual students (N = 135, grades 7–9) were randomly assigned within their classrooms to learn either from: (i) four text‐based lessons discussing racial differences in skeletal structure and the prevalence of genetic disease (racial condition); or (ii) an identical curriculum lacking racial terminology (nonracial condition). Over 3‐months that coincided with this learning, students in the racial condition grew significantly more in their perception of the amount of genetic variation between races relative to students in the nonracial condition. Furthermore, those in the racial condition grew in their belief that races differ in intelligence for genetic reasons significantly more than those in the nonracial condition. And, compared to the nonracial condition, students in the racial condition became significantly less interested in socializing across racial lines and less supportive of policies that reduce racial inequality in education. These findings show how biology education sustains racial inequality, and conversely, how human genetic variation education could be designed to reduce genetically based racism. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 379–411, 2017

The sounds of silence: American history textbook representations of non-violence and the Abolition Movement

In this paper we examine how the Abolition Movement’s approach to non-violent resistance has been silenced in four American history textbooks. Despite extensive research that reveals an extensive network of groups dedicated to the peaceful abolishment of slavery little of this historical record is included in the textbooks. Instead, a skewed representation of the movement is conveyed to the reader, one that conveys an image of a movement that contributes to a climate of social violence. Through a critical discourse analytical approach to the data we carefully deconstruct how this process of misrepresentation occurs. By employing the discursive tools of narrative framing, positioning, and stance we lift up what is often hidden from the reader and demonstrate how language use communicates powerful social messaging to the reader. We argue that student readers are left with an impoverished sense of how non-violent democratic change has occurred when presented with a limited portrayal of the Abolition Movement. We therefore emphasize the importance of equipping students with the skills needed to critically interrogate both historical and contemporary sources that purports to convey the inevitability of war to resolve complex social problems; we maintain this is both an educational imperative and a civic obligation.

The First U.S. History Textbooks: Constructing and Disseminating the American Tale in the Nineteenth Century

First U. S. History Textbooks: Constructing and Disseminating American Tale in Nineteenth Century Barry Joyce. Lanham, MD: Lexington Books, 2015.Does there exist a tribal creation myth of United States? First U.S. History Textbooks explores how what has been taught in history classrooms has created a metanarrative of history of US, comparing it to creation myths crafted throughout time: narrative.. .explains our origins, migrations and makeup. It can be considered a tribal myth that celebrates our triumphs and accomplishments, reconciles our defeats and rationalizes our shortcomings (4). Interestingly, Joyce not just examines role of various myths in US history and debunks them but also explores what these myths imply about US character and impact debunking has on national Zeitgeist-unique to this work.The first four chapters explore the context for emergence of American History (11) and possible origins of American textbook (12). Chapter 1, A People's Story, details how history textbooks were vestiges of ultimately unsuccessful systems of instruction, such as Lancasterian and Pestalozzian methods (26). Chapter 2, The Text is Teacher, explores how texts came to inform pedagogy in emerging, and rapidly growing, early Republic. Chapter 3, Mnemonics, Methods, and Memory, shows how history texts deviated from norms of time by focusing on storytelling instead of on popular techniques of mental development such as mnemonics and mind training (64). Chapter 4, An American Character, details how historians came to be certified storytellers (103) and relationship between history and legend.Chapters 5 through 7 are the heart of book (12), exploring both how textbook narrative provides key cultural elements around which can coalesce (12) as well as very different reality not portrayed by narrative. Chapter 5, Genesis: Emergence and Migrations, uses (inaccurate) myths of Columbus, John Smith, and Pocahontas to demonstrate shift from Old World to New World. Chapter 6, Apologetics: Why We Are Who We Are, problematizes both stories told and those who tell them. Chapter 7, Slaying Monster, shows how American Revolution narrative came to become dichotomized as a story of right and wrong, good versus evil (184).The book's remainder explores how controversial is consensus narrative that explained our origins as a people (14). …

Why You Can’t Teach United States History without American Indians. Edited by Susan Sleeper-Smith, Juliana Barr, Jean M. O’Brien, Nancy Shoemaker, and Scott Manning Stevens.

Why You Can’t Teach United States History without American Indians . Edited by Susan Sleeper-Smith, Juliana Barr, Jean M. O’Brien, Nancy Shoemaker, and Scott Manning Stevens. (Chapel Hill: University of North Carolina Press, 2015. xiii + 335 pp. Illustrations, maps, table, notes, bibliographical notes, index. $29.95, paper; $28.99, e-book.) This timely collection of essays by some of the leading scholars of American Indian history stems from a 2013 symposium held at the Newberry Library in Chicago under the auspices of the D’Arcy McNickle Center for American Indian and Indigenous Studies. Following in the McNickle Center’s long-standing effort to enhance the teaching of American (Indian) history and point out the (still) major flaws in American history textbooks, this offering provides teachers and students brief and direct essays on a variety of topics. Indian history here is not merely a “contributions” …

A Model Minority? The Misrepresentation and Underrepresentation of Asian Pacific Americans in Introductory American Government Textbooks

ABSTRACTAsian Pacific Americans are a racial group that is often viewed in stereotypes, most notably, as a “model minority”—a view that this group is naturally hardworking and successful unlike “other” racial and ethnic groups. Quite often, they are also neglected as U.S. citizens, whose presence and influence in American politics are not acknowledged. This study of 28 college-level introductory American government textbooks investigates the extent to which and the ways in which Asian Pacific Americans are misrepresented and underrepresented. The findings show that many textbooks reproduce the model-minority stereotype of Asian Pacific Americans despite criticisms from scholars in Asian American Studies, although some textbooks caution against depicting them in this stereotype. In addition, this analysis reveals that textbooks fail to include important and appropriate information on Asian Pacific Americans and contain many questionable statements regarding historical facts about them. The study concludes that this situation is of concern and provides suggestions on how to improve current textbooks.

American Handbooks of Music History: Breadth, Depth, and the Critique of Pedagogy

American music history textbooks have traditionally covered the entire history of Western music in a single volume. This approach reflects the now dominant teaching methodology at American universities of a multiple-semester survey that covers the breadth of music history from Ancient Greece to modern times. An obvious problem with a broad survey is the lack of depth on issues relevant to current musicological scholarship such as music in society, feminism, archival research, or patronage. As new approaches to teaching music history become more popular in US colleges, in part due to the “pedagogy movement” in American musicology, the canonical status of single-volume history of music is under increased scrutiny and review.

한국, 미국, 싱가포르 물리 교과서의 학습목표에 사용된 서술어 비교

교과서는 교육과정의 구체적 산물이며, 교수-학습-평가의 가장 중요한 자료이기 때문에 교육과정의 의도에 맞게 잘 만들어진 교과서가 필요하다. 특히 교과서에 기술된 학습목표는 학습자에게 학습의 대상을 명확하게 제시하여 학습을 촉진하는 역할을 하므로 명확하게 진술될 필요가 있다. 본 연구에서는 우리나라 고등학교 물리I, 물리II 교과서에 진술된 학습목표에 사용된 서술어의 특징을 정리하고, 미국과 싱가포르 물리 교과서의 경우와 비교하였다. 우리나라 물리 교과서 2종에 기술된 학습목표의 특징을 정리해 본 결과 서술어에 사용된 동사의 종류가 22종, 14종으로, 미국과 싱가포르 물리 교과서의 65종, 26종에 비해 적었으며, 주로 '이해하다', '알다'와 같은 추상적이고 포괄적인 뜻을 가진 동사가 사용되고 있다는 점이 문제점으로 드러났다. 미국 물리 교과서의 경우 65종이나 되는 다양한 동사를 서술어에 사용했을 뿐만 아니라, 10% 이상 사용된 것이 없고 소수로 사용된 동사가 대부분이라는 점이 두드러지게 나타났다. 학습목표를 영역별로 분류했을 때 우리나라의 경우 2종의 교과서에서 인지적 영역에 해당되는 학습목표가 98~99%를 차지하고 있으며, 탐구과정 영역에 해당되는 학습목표는 1~2%에 불과했다. 이는 학습목표의 진술 형태가 구체적이지 않을 뿐만 아니라 교과서의 탐구활동이나 읽기자료 등의 내용이 학습목표에 명시되지 않았기 때문에 학습목표의 대부분이 인지적 영역에 해당될 수밖에 없는 것으로 나타났다. 미국 물리 교과서의 경우 탐구 영역이 타 교과서에 비해 많은 비중을 차지하고 있었으며 이 영역의 학습목표 서술어 진술에 사용된 동사의 종류도 또한 많은 것으로 나타났다. 싱가포르의 경우 학습목표가 인지적 영역에 치우쳐있는 것은 우리나라의 경우와 비슷하나 학습목표의 서술어가 행동동사를 사용해 구체적인 형태로 진술되어 있다는 점에서 차이가 났다. Textbooks corresponding to curriculum goals are necessary because they are specific products of curriculum and are the most important materials for teaching, learning, and evaluation. In particular, learning objectives written in textbooks should be clearly described because they play a role in promoting learning by showing learning goals to learners clearly. This study analyzed the characteristics of verbs used as predicate of learning objectives written in high school physics I and II textbooks of Korea and compared them with physics textbooks of Singapore and the United States. Results show that Korean textbooks have less kinds of verbs compared to those of Singapore and the United States, and the verbs with abstract and comprehensive meaning such as 'understand' and 'know' were mainly used. In American textbooks, it was noticeable that no verbs have been used by more than 10%. When classifying the learning objectives in the two Korean textbooks, cognitive domain accounted for 98 to 99%, and inquiry domain accounted for only 1% to 2%. With regard to physics textbooks of the United States, inquiry domain accounted for a large proportion of domains in learning objectives compared with physics textbooks of Korea and Singapore. Physics textbooks of Singapore were similar to those of Korea in that learning objectives were biased toward cognitive domain, but differed from those of Korea in that learning objectives were specifically described using action verbs.

A Forgotten Minority? A Content Analysis of Asian Pacific Americans in Introductory American Government Textbooks

ABSTRACTTextbooks are the most important pedagogical tools in higher education and they should convey sufficient and accurate information on minority groups and women in the United States. Yet textbooks tend to marginalize these groups in their depictions. This article examines the coverage of Asian Pacific Americans in twenty-eight American Government or Politics textbooks. Asian Pacific Americans have faced a unique history of exclusion, discrimination, and stereotyping. The content analysis of the textbooks reveals that textbooks do not fully cover their history and contributions to US politics, either measured by page numbers or by historical events and figures important to Asian Pacific Americans. To rectify this lack of coverage, this article concludes with five constructive recommendations, including an option to invite scholars on Asian Pacific American politics to serve as textbook reviewers and textbook coauthors.

Clinical Manual of Geriatric Psychiatry

Article AbstractBecause this piece does not have an abstract, we have provided for your benefit the first 3 sentences of the full text.Clinical Manual of Geriatric Psychiatry, by Thakur, Blazer, and Steffens, is an outstanding 298-page reference covering the essential elements of geriatric psychiatry. This volume is ideal for busy clinicians and trainees and would benefit the nonmedical reader who desires a brief dive into a selected clinical area. It does not replace the American Psychiatric Publishing Textbook of Geriatric Psychiatry, which remains one of the standards of excellence in this area; however, it does complement this textbook as a quick-reference guide that is both readable and user friendly.