We use cookies to ensure that we give you the best experience on our website. By continuing to browse this repository, you give consent for essential cookies to be used. You can read more about our Privacy and Cookie Policy.

Durham Research Online
You are in:

A procedure for assessing textbook support for reasoned thinking.

Newton, L.D. and Newton, D.P. (2009) 'A procedure for assessing textbook support for reasoned thinking.', The Asia-Pacific education researcher., 18 (1). pp. 109-115.


Reason-based understanding is a powerful kind of learning and is often a desired outcome in the classroom. When it is a goal, textbooks which concern themselves with this kind of understanding may offer the teacher subject and pedagogical knowledge and help students achieve more. Such textbooks may be described as models of practice for these teachers. Some models of practice are likely to be better than others. This article describes a procedure for identifying textbooks which, on the face of it, have the potential to support students' reason-based understanding and help teachers do likewise. The procedure involves counts of cause and purpose clauses in samples of text and the classification of the clauses into groups. This can contribute to the selection of textbooks with the potential to support this kind of understanding and be useful models of practice for teachers.

Item Type:Article
Keywords:Textbook evaluation, Teaching for understanding.
Full text:Full text not available from this repository.
Publisher Web site:
Date accepted:No date available
Date deposited:No date available
Date of first online publication:2009
Date first made open access:No date available

Save or Share this output

Look up in GoogleScholar