This study explored the uses of textbooks by three secondary school content‐area teachers. Participant‐observation and open‐ended interview methodology were used to gather data during, between, and after classes in an attempt to discover these three teachers’ perspectives on textbook use. Data included field notes, instructional materials, and transcriptions of audio‐taped interviews. Inductive analysis of data suggested that texts were used explicitly as information and activity sources. However, implicit messages sent by actual use suggested otherwise; there were means other than text use for students in these classes to gain needed information. Teachers’ explanations about their manner of textbook use seemed related to such differing concerns as need to cover curricula and their perceptions of themselves as teachers. Teachers’ explanations and observations combined suggested an overall ambiguity in textbook use that may be perceived by students and may confuse them. These conclusions support Nicholson's (1985) assertion that the world of the high school reader is a confused one.
|Original language||English (US)|
|Number of pages||17|
|Journal||Reading Research and Instruction|
|State||Published - 1987|
ASJC Scopus subject areas
- Psychology (miscellaneous)