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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