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When did 'Withitness' Become More Important than Educational Psychology? Analyzing Textbook Vocabulary
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- المؤلفون: Holder, K. C.
- اللغة:
English
- المصدر:
Online Submission. 2006Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, Apr 2006).
- الموضوع:
2006
- نوع التسجيلة:
Reports - Evaluative
Speeches/Meeting Papers
- معلومة اضافية
- Peer Reviewed:
N
- المصدر:
75
- الموضوع:
- نبذة مختصرة :
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.)
- نبذة مختصرة :
Author
- Number of References:
21
- الموضوع:
2006
- الرقم المعرف:
ED491707
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