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Textbook Use and Teacher Professionalism


by Arthur Woodward & David L. Elliott 1990

Present research evidence indicates that textbooks are widely used, yet most are poorly written and conceived and emphasize lower-order facts and skills rather than higher-order cognitive activities. There is also a body of evidence indicating that teachers feel compelled to follow these materials, flawed though they may be, and policies and practices supporting the use of textbooks are in effect in most school districts across the country.


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This article originally appeared as NSSE Yearbook Vol 89, No. 1.


Cite This Article as: Teachers College Record Volume 91 Number 5, 1990, p. 178-193
http://www.tcrecord.org ID Number: 18909, Date Accessed: 10/21/2017 12:01:44 PM

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About the Author
  • Arthur Woodward
    University of Rochester
    E-mail Author
    ARTHUR WOODWARD is a research associate at the Graduate School of Education and Human Development at the University of Rochester.
  • David Elliott
    Educational Materials Associates
    E-mail Author
    DAVID L. ELLIOTT, codirector for Educational Materials Associates in Berkeley, California, is a former director of the Western Projects Office of the EPIE Institute and a former faculty member of the School of Education of the University of California at Berkeley.
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