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• W126310423 abstract "The purpose of this study was to determine the effectiveness of using trade books in a multiage social studies class on students' ability to answer targeted higher level questions. The subjects were 23 students made up of third, fourth, and fifth graders in a multiage classroom. The students were taught a 3-week unit on Native Americans using the provided social studies textbook from the school district. When they were completed with the unit they were given a.5-question essay test that consisted of targeted higher level questions about that unit that the district provided. Upon completion of this unit the students were then taught a 3-week unit on the American Revolution using only trade books as references. These books consisted of both fiction and non-fiction. Once again, at the end of the unit the students took the same test but the questions this time revolved around the American Revolution. At the end of the two units the researcher examined the students' test scores and found that there was a statistically significant gain in comprehension in the unit taught with trade books. CHAPTER I Statement of the problem Purpose The purpose of this study was to determine the effectiveness of using trade books in a multiage social studies class on students' ability to answer targeted higher level questions. Need for the study As an educator teaching during an era that seems purely test-driven it is difficult to incorporate materials into daily lessons that are not preprogrammed in preparing students for state tests. It seems as though everyday we, as teachers, are moving away from lessons that engage our students in higher level active learning and into lessons that fit them neatly and orderly into the norm. Instead of students reading and sharing ideas that have been analyzed and synthesized through their own experiences and schemata they are being told what to think and how to think it. In order to better prepare students on how to read a graph, map, or answer specific history questions teachers are moving away from the use of trade books in their classrooms and relying more on the use of textbook activities. These activities allow the teacher to train the student on that skill while still imparting content knowledge to them. For whatever reason, they feel that the use of these textbook activities better prepares their students to do well on standardized test questions. Trade books are a valuable resource in letting children take ownership of their education. It breaks the mold of traditional teaching methods and allows the students to experience knowledge through many different eyes. Kornfeld (1994) stated that: Stories about the past are intriguing to children of all ages, and they can provide kaleidoscopic images of the world in all its intricacies. But it is up to the teacher to help interpret these stories and, in doing so, help provide a coherent, global picture for the students. (p. 281) ." @default.
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• W126310423 date "2002-01-01" @default.
• W126310423 modified "2023-09-27" @default.
• W126310423 title "A Comparison Between a Trade Book and Textbook Instructional Approach in a Multiage Elementary Social Studies Class" @default.
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