Thinking Levels of Questions in Christian Reading Textbooks
If Christian schools desire students to achieve higher-level thinking, then the textbooks that teachers use should reflect such thinking. Using Risner's ( 1987 ) methodology, raters classified questions from two Christian publishers' fifth grade reading textbooks based on the revised Bloom...
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| Veröffentlicht in: | Journal of research on christian education 2015-05, Vol.24 (2), p.89-100 |
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| container_title | Journal of research on christian education |
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| creator | Lee, Heather A. |
| description | If Christian schools desire students to achieve higher-level thinking, then the textbooks that teachers use should reflect such thinking. Using Risner's (
1987
) methodology, raters classified questions from two Christian publishers' fifth grade reading textbooks based on the revised Bloom's taxonomy (Anderson et al.,
2001
). The questions in the A Beka Book textbook contained 57.6% lower-level and 42.4% higher-level thinking; the questions in the Bob Jones University Press textbook contained 45.8% lower-level and 54.2% higher-level thinking. Analysis revealed a statistically significant difference between the percentages of thinking in the two publishers (p |
| doi_str_mv | 10.1080/10656219.2015.1052166 |
| format | Article |
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1987
) methodology, raters classified questions from two Christian publishers' fifth grade reading textbooks based on the revised Bloom's taxonomy (Anderson et al.,
2001
). The questions in the A Beka Book textbook contained 57.6% lower-level and 42.4% higher-level thinking; the questions in the Bob Jones University Press textbook contained 45.8% lower-level and 54.2% higher-level thinking. Analysis revealed a statistically significant difference between the percentages of thinking in the two publishers (p < .05).</description><identifier>ISSN: 1065-6219</identifier><identifier>EISSN: 1934-4945</identifier><identifier>DOI: 10.1080/10656219.2015.1052166</identifier><language>eng</language><publisher>Philadelphia: Routledge</publisher><subject>Christianity ; Classification ; Comparative Analysis ; Content Analysis ; Critical thinking ; Curriculum Development ; Elementary Education ; Evaluators ; Grade 5 ; Hypothesis Testing ; Publishing Industry ; Questioning Techniques ; Reading Instruction ; Religious Education ; Religious schools ; Statistical Significance ; Textbook Content ; Textbook Evaluation ; Textbooks ; Thinking Skills</subject><ispartof>Journal of research on christian education, 2015-05, Vol.24 (2), p.89-100</ispartof><rights>Copyright © 2015 Taylor & Francis Group, LLC and Andrews University 2015</rights><rights>Copyright Taylor & Francis Inc. 2015</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c275t-98fad0c9f1eb7be0a436d455abd67679130801f3db112876c1c25edae3bf74a53</citedby><cites>FETCH-LOGICAL-c275t-98fad0c9f1eb7be0a436d455abd67679130801f3db112876c1c25edae3bf74a53</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1071942$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Lee, Heather A.</creatorcontrib><title>Thinking Levels of Questions in Christian Reading Textbooks</title><title>Journal of research on christian education</title><description>If Christian schools desire students to achieve higher-level thinking, then the textbooks that teachers use should reflect such thinking. Using Risner's (
1987
) methodology, raters classified questions from two Christian publishers' fifth grade reading textbooks based on the revised Bloom's taxonomy (Anderson et al.,
2001
). The questions in the A Beka Book textbook contained 57.6% lower-level and 42.4% higher-level thinking; the questions in the Bob Jones University Press textbook contained 45.8% lower-level and 54.2% higher-level thinking. Analysis revealed a statistically significant difference between the percentages of thinking in the two publishers (p < .05).</description><subject>Christianity</subject><subject>Classification</subject><subject>Comparative Analysis</subject><subject>Content Analysis</subject><subject>Critical thinking</subject><subject>Curriculum Development</subject><subject>Elementary Education</subject><subject>Evaluators</subject><subject>Grade 5</subject><subject>Hypothesis Testing</subject><subject>Publishing Industry</subject><subject>Questioning Techniques</subject><subject>Reading Instruction</subject><subject>Religious Education</subject><subject>Religious schools</subject><subject>Statistical Significance</subject><subject>Textbook Content</subject><subject>Textbook Evaluation</subject><subject>Textbooks</subject><subject>Thinking Skills</subject><issn>1065-6219</issn><issn>1934-4945</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><recordid>eNp9kF9PwyAUxYnRxDn9CEua-NzJLQXa-KJZ5r8sMZr5TGgLjq2DCZu6by9Np48-ceH-zj3cg9AI8Bhwga8AM8oyKMcZBhqfaAaMHaEBlCRP8zKnx7GOTNpBp-gshCXGmEHBB-h6vjB2Zex7MlOfqg2J08nLToWtcTYkxiaThTfxJm3yqmTTgXP1va2cW4VzdKJlG9TF4Ryit7vpfPKQzp7vHye3s7TOON2mZaFlg-tSg6p4pbDMCWtySmXVMM54CSQuAZo0FUBWcFZDnVHVSEUqzXNJyRBd9nM33n10fxNLt_M2WgrgQBgmnJSRoj1VexeCV1psvFlLvxeARZeT-M1JdDmJQ05RN-p1ypv6TzN9AsyhzLPYv-n7xmrn1_LL-bYRW7lvndde2toEQf63-AEMX3dl</recordid><startdate>20150504</startdate><enddate>20150504</enddate><creator>Lee, Heather A.</creator><general>Routledge</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20150504</creationdate><title>Thinking Levels of Questions in Christian Reading Textbooks</title><author>Lee, Heather A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c275t-98fad0c9f1eb7be0a436d455abd67679130801f3db112876c1c25edae3bf74a53</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Christianity</topic><topic>Classification</topic><topic>Comparative Analysis</topic><topic>Content Analysis</topic><topic>Critical thinking</topic><topic>Curriculum Development</topic><topic>Elementary Education</topic><topic>Evaluators</topic><topic>Grade 5</topic><topic>Hypothesis Testing</topic><topic>Publishing Industry</topic><topic>Questioning Techniques</topic><topic>Reading Instruction</topic><topic>Religious Education</topic><topic>Religious schools</topic><topic>Statistical Significance</topic><topic>Textbook Content</topic><topic>Textbook Evaluation</topic><topic>Textbooks</topic><topic>Thinking Skills</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lee, Heather A.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Journal of research on christian education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lee, Heather A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1071942</ericid><atitle>Thinking Levels of Questions in Christian Reading Textbooks</atitle><jtitle>Journal of research on christian education</jtitle><date>2015-05-04</date><risdate>2015</risdate><volume>24</volume><issue>2</issue><spage>89</spage><epage>100</epage><pages>89-100</pages><issn>1065-6219</issn><eissn>1934-4945</eissn><abstract>If Christian schools desire students to achieve higher-level thinking, then the textbooks that teachers use should reflect such thinking. Using Risner's (
1987
) methodology, raters classified questions from two Christian publishers' fifth grade reading textbooks based on the revised Bloom's taxonomy (Anderson et al.,
2001
). The questions in the A Beka Book textbook contained 57.6% lower-level and 42.4% higher-level thinking; the questions in the Bob Jones University Press textbook contained 45.8% lower-level and 54.2% higher-level thinking. Analysis revealed a statistically significant difference between the percentages of thinking in the two publishers (p < .05).</abstract><cop>Philadelphia</cop><pub>Routledge</pub><doi>10.1080/10656219.2015.1052166</doi><tpages>12</tpages></addata></record> |
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| ispartof | Journal of research on christian education, 2015-05, Vol.24 (2), p.89-100 |
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| language | eng |
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| source | EBSCOhost Education Source |
| subjects | Christianity Classification Comparative Analysis Content Analysis Critical thinking Curriculum Development Elementary Education Evaluators Grade 5 Hypothesis Testing Publishing Industry Questioning Techniques Reading Instruction Religious Education Religious schools Statistical Significance Textbook Content Textbook Evaluation Textbooks Thinking Skills |
| title | Thinking Levels of Questions in Christian Reading Textbooks |
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