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A Comparative Schema Theory-Based Analysis of World History Print Textbooks and E-Textbooks.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Comparative Schema Theory-Based Analysis of World History Print Textbooks and E-Textbooks./
作者:	Philgence, Kern Everett.
面頁冊數:	1 online resource (230 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9780355058413

A Comparative Schema Theory-Based Analysis of World History Print Textbooks and E-Textbooks.
Philgence, Kern Everett.

A Comparative Schema Theory-Based Analysis of World History Print Textbooks and E-Textbooks. - 1 online resource (230 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2017.

Includes bibliographical references

The purpose of this mixed-methods textual analysis study was to compare the varying degrees of learner consideration evident in industry-standard secondary World History print textbooks with the varying levels of learner consideration evident in free electronic World History textbooks. I utilized schema theory to provide a framework for analyzing evident learner consideration in the subject textbook publications. For decades, researchers have utilized schema theory as a tool to assess the evident learner consideration of expository text construction. Schema theory provides an illustration of how human cognition works particularly in the learning process. Without exception, scholars who subscribe to this theory have been critical of industry-standard secondary expository textbooks across multiple disciplines including history. Scholars have not compared the consideration evident in industry-standard textbooks with the consideration evident in free e-textbooks. The subjects for this comparative analysis study were 3 industry-standard World History print textbooks and 3 free World History e-textbooks. The 3 industry-standard print textbooks were contemporary publications from the largest textbook publishers in the United States -- Pearson, Houghton Mifflin Harcourt and McGraw-Hill. The 3 e-textbooks were free electronic secondary World History textbooks that were readily available online. All six subject World History textbooks were intended for high school students. The mixed-methods convergent parallel research design facilitated the gathering of independent strands of mixed-methods data indicators from each publication. I compared these indicators by publication media format (industry-standard print or free electronic) exposing variances in consideration levels between secondary print and electronic subject texts.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355058413Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

A Comparative Schema Theory-Based Analysis of World History Print Textbooks and E-Textbooks.
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500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Adviser: Sherry Lowrance.
502 $a Thesis (Ph.D.)--Northcentral University, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this mixed-methods textual analysis study was to compare the varying degrees of learner consideration evident in industry-standard secondary World History print textbooks with the varying levels of learner consideration evident in free electronic World History textbooks. I utilized schema theory to provide a framework for analyzing evident learner consideration in the subject textbook publications. For decades, researchers have utilized schema theory as a tool to assess the evident learner consideration of expository text construction. Schema theory provides an illustration of how human cognition works particularly in the learning process. Without exception, scholars who subscribe to this theory have been critical of industry-standard secondary expository textbooks across multiple disciplines including history. Scholars have not compared the consideration evident in industry-standard textbooks with the consideration evident in free e-textbooks. The subjects for this comparative analysis study were 3 industry-standard World History print textbooks and 3 free World History e-textbooks. The 3 industry-standard print textbooks were contemporary publications from the largest textbook publishers in the United States -- Pearson, Houghton Mifflin Harcourt and McGraw-Hill. The 3 e-textbooks were free electronic secondary World History textbooks that were readily available online. All six subject World History textbooks were intended for high school students. The mixed-methods convergent parallel research design facilitated the gathering of independent strands of mixed-methods data indicators from each publication. I compared these indicators by publication media format (industry-standard print or free electronic) exposing variances in consideration levels between secondary print and electronic subject texts.
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