A Deafening Silence: History Textbooks and the Students Who Read Them

Review of Educational Research

Volumn 69, Issue 3, 1999, Pages 315-339

  Paxton, Richard J ^a  

^a UNIVERSITY OF WISCONSIN OSHKOSH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033236885     PISSN: 00346543     EISSN: None     Source Type: Journal    
DOI: 10.3102/00346543069003315     Document Type: Article

References (120)

1. Applebee, A.N. (1994). Contexts for learning to write: Studies of secondary school instruction. Norwood, NJ: Ablex.
2. Anderson, R.C. (1977). The notion of schemata and educational enterprise: General discussion of the conference. In R.C. Anderson, R.J. Spiro, & W.E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 415-431). Hillsdale, NJ: Lawrence Erlbaum Associates.
3. Armbruster, B.B. (1984). The problem of "inconsiderate text." In G.G. Duffy, L.R. Rowhler, & J. Mason (Eds.). Comprehension instruction: Perspectives and suggestions (pp. 202-217). New York: Longman.
4. Armbruster, B.B., & Anderson, T.H. (1985). Producing 'considerate' expository text: Or easy reading is damned hard writing. Journal of Curriculum Studies, 17, 247-274.
5. Ball, C.C., Dice, L., & Bartholomae, D. (1990). Telling secrets: Student readers and disciplinary authorities. In R. Beach & S. Hynds, Developing discourse practices in adolescence and adulthood (pp. 337-358). Norwood, NJ: Ablex Publishing Corporation.
6. Barzun, J. (1974). Clio and the doctors: Psychohistory, quantohistory and history. Chicago: University of Chicago Press.
7. Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in science. Madison: University of Wisconsin Press.
8. Beck, I.L., & McKeown, M.G. (1994). Outcomes of history instruction: Paste-up accounts. In M. Carretero & J.F. Voss (Eds.), Cognitive and instructional processes in history and the social sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
9. Beck, I.L. McKeown, M. G., & Gromoll, E. W. (1989). Learning from social studies texts. Cognition and Instruction, 6, 99-158.
10. Beck, I.L., McKeown, M.G., Sinatra, G.M., & Loxterman, J.A. (1991). Revising social studies text from a text-processing perspective: Evidence of improved comprehensibility. Reading Research Quarterly, 26, 251-276.
11. Beck, I.L., McKeown, M.G., & Worthy (1995). Giving a text voice can improve student understanding. Reading Research Quarterly, 30, 220-238.
12. Bennett, P.S. (1970). What happened on the Lexington green? An inquiry into the nature and methods of history. Menlo Park, CA: Addison-Wesley.
13. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawerence Erlbaum Associates.
14. Bigelow, W. (1989). Discovering Columbus: Rereading the past. Language Arts, 66, 635-643.
15. Blackburn, G.W. (1985). Education in the third Reich: A study of race and history in Nazi textbooks. Albany, NY: State University of New York Press.
16. Britton, B.K., Van Dusen, L., Gulgoz, S., & Glynn, S.M. (1989). Instructional texts rewritten by five expert teams: Revisions and retention improvements. Journal of Educational Psychology, 81, 226-239.
17. Britt, M.A., Rouet, J-F, Georgi, M.C, & Perfetti, C.A. (1994). Learning from history texts: From causal analysis to argument models. In G. Leinhardt, I.L. Beck, & C. Stainton, (Eds.), Teaching and learning in history (pp. 47-84). Hillsdale, NJ: Lawrence Erlbaum Associates.
18. Brophy, J. (1990). Teaching social studies for understanding and higher-order applications. The Elementary School Journal, 90, 351-417.
19. Brown, J.S., Collins, A., & Duguid, P., (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.
20. Bruner, J.S. (1960). The process of education. New York: Vintage Books.
21. Carr, E.H. (1965). What is history? New York: Alfred A. Knopf.
22. Crismore, A. (1984a). The rhetoric of textbooks: Metadiscourse. Journal of Curriculum Studies, 16, 279-296.
23. Crismore, A. (1984b). The effects of a rhetorical textbook on students: Two studies of metadiscourse and interpersonal voice. Entry for the National Council of Teachers of English 1985 Promising Research Award Competition.
24. Cronon, W. (1992). A place for stories: Nature, history, and narrative. The Journal of American History, 78, 1347-1379.
25. Cunningham, L.J., & Gall, M.D. (1990) The effects of expository and narrative prose on student achievement ad attitudes toward textbooks. Journal of Experimental Education, 58, 165-175.
26. Dickinson, A.K., Gard, A., & Lee, P.J. (1978). Evidence in history and the classroom. In A.K. Dickinson & P.J. Lee (Eds.) History teaching and historical understanding (pp. 1-20). London: Heinemann Educational Books.
27. Ferguson, N. (1997). Virtual history: Towards a 'chaotic' theory of the past. In N. Ferguson (Ed.), Virtual history: Alternatives and counterfactuals (pp. 1-90). London: Picador.
28. FitzGerald, F. (1979). America revised. New York: Vintage Books.
29. Flower, L. (1990). The role of task representation in reading-to-write. In Flower, L., Stein, V., Ackerman, J., Kantz, M.J., McCormick, K., & Peck, W.C. (1990). Reading-to-write: Exploring a cognitive and social process. New York: Oxford University Press.
30. Freed, R.C. (1993). This is a pedagogical essay on voice. Journal of Business and Technical Communications, 7, 472-481.
31. Gabella, M.S. (1994). Beyond the looking glass: Bringing students into the conversation of historical inquiry. Theory and Research in Social Education, 22, 340-363.
32. Gagnon, P. (1987). Democracy's untold story: How world history textbooks shortchange our students. American Educator, 11, 19-46.
33. Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
34. Gardner, H., & Boix-Mansilla, V. (1994) Teaching for understanding in the disciplines and beyond. Teachers College Record, 96, 198-217.
35. Garner, R., Gillingham, M.G., & White, J. (1989). Effects of "seductive details on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6, 41-57.
36. Gee, J.P. (1989). Literacy, discourse, and linguistics: An introduction. Journal of Education, 171, 5-17.
37. Geisler, C. (1994). Academic literacy and the nature of expertise: Reading, writing and knowing in academic philosophy. Hillsdale, NJ: Lawrence Erlbaum Associates.
38. Graves, M.F., & Slater, W.H. (1986). Could textbooks be better written and would it make a difference? American Educator, 11, 35-41.
39. Graves, M.F., & Slater, W.H. (1991). A response to "instructional texts rewritten by five expert teams." Journal of Educational Psychology, 83, 147-148.
40. Greene, S. (1994a). The problems of learning to think like a historian: Writing history in the culture of the classroom. Educational Psychologist, 29, 89-96.
41. Greene, S. (1994b). Students as authors in the study of history. In G. Leinhardt, I.L. Beck, & C. Stainton (Eds.). Teaching and learning in history (pp. 137-170). Hillsdale, NJ: Lawrence Erlbaum Associates.
42. Greene, S., & Ackerman, J.M. (1995). Expanding the constructivist metaphor: A rhetorical perspective on literacy research practice. Review of Educational Research, 65, 383-420.
43. Hakim, J. (1993). A history of US. New York: Oxford University Press.
44. Hall-Quest, A.L. (1918). The textbook: How to use and judge it. New York: The Macmillan Company.
45. Hallam, R.N. (1979). Attempting to improve logical thinking in school history. Research in Education, 21, 1-24.
46. Halldén, O. (1988). Alternative frameworks and the concept of task. Cognitive constraints in pupils' interpretation of teachers' assignments. Scandanavian Journal of Educational Research, 32, 123-140.
47. Halldén, O. (1994). On the paradox of understanding history in an educational setting. In G. Leinhardt, I.L. Beck, & C. Stainton (Eds.). Teaching and learning in history (pp. 27-46). Hillsdale, NJ: Lawrence Erlbaum Associates.
48. Hexter, J.H. (1971). A history primer. New York: Basic Books.
49. Hobsbawn, E. (1993, December 16). The new threats of history. The New York Review, 40, 63.
50. Holt, T. (1990). Thinking historically: Narrative, imagination and understanding. New York: College Entrance Examination Board.
51. Kerber, L. (1989). "Opinionative assurance:" The challenge of woman's history. Magazine of History, 2, 30-34.
52. Kownslar, A.O., & Frizzle, D.B. (1967). Discovering American history. New York: Holt, Rinehart & Winston.
53. LaCapra, D. (1985). History and criticism. Ithaca, New York: Cornell University Press.
54. Langer, J.A. (1985). Children's sense of genre: A study of performance on parallel reading and writing tasks. Written Communications, 2, 157-187.
55. Langer, J.A. (1992). Speaking of knowing: Conceptions of understanding in academic disciplines. In A. Herrington & C. Moran (Eds.), Writing, teaching, and learning in the disciplines. New York, NY: The Modern Language Association of America.
56. Langer, J.A., Applebee, A., Mullis, I.V., & Foertsch, M. (1990). Learning to read in our nation's schools: Instruction and achievement in 1988 at grades 4, 8, and 12. Princeton, NJ: National Assessment of Educational Progress and Educational Testing Service.
57. Learner, G. (1975). Placing women in history: Definitions and challenges. Feminist Studies, 3, 5-14.
58. Leinhardt, G. (1994). History: A time to be mindful. In Leinhardt, G., Beck, I. L., & Stainton, C. (Eds.), Teaching and Learning in History. Hillsdale, NJ: Lawrence Erlbaum Associates.
59. Leinhardt, G., Stainton, C., Virji, S. M., & Odoroff, E. (1994). Learning to reason in history: Mindlessness and mindfullness. In M. Carretero & J.F. Voss (Eds.), Cognitive and instructional processes in history and the social sciences (pp. 131-158). Hillsdale, NJ: Lawrence Earlbaum Associates.
60. Leinhardt, G., & Young, K. M. (1996). Two texts, three readers: Distance and expertise in reading history. Cognition and Instruction, 14, 441-486.
61. Loewen, J. W. (1995). Lies my teacher told me: Everything your American history textbook got wrong. New York: The New Press.
62. Lowenthal, D. (1996). Possessed by the past: The heritage crusade and the spoils of history. New York: Free Press.
63. Maxwell, C.R. (1921). The selection of textbooks. Cambridge, MA: The Riverside Press.
64. McDairmid, G.W. (1994). Understanding history for teaching: A study of the historical understanding of prospective teachers. In M. Carretero & J.F. Voss (Eds.), Cognitive and instructional processes in history and the social sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
65. McNamara, D. S., & Kintsch, W. (1996). Learning from texts: Effects of prior knowledge and text coherence. Discourse Processes, 22, 247-288.
66. McNeil, L.M. (1986). Contradictions of control: School structure and school knowledge. New York: Routledge & K. Paul.
67. Moffett, J., & McElheney, K. P. (Eds.). (1966). Point of view. New York: New American Library.
68. Moffett, J. (1983). Teaching the universe cf discourse. Boston: Houghton Mifflin.
69. Muzzey, D.S. (1955). A history of our country. Boston: Ginn and Company.
70. National Assessment of Educational Progress (1990). The U.S. history report card: The achievement of fourth-, eighth-, and twelfth-grade students in 1988 and trends from 1986 to 1988 in the factual knowledge of high school juniors. Princeton, NJ: Educational Testing Service.
71. Nash, G. B. (1974). Red, white and black: The peoples of early America. Englewood Cliffs, NJ: Prentice-Hall.
72. Nash, G. B., Crabtree, C., & Dunn, R.E. (1997). History on trial: Culture wars and the teaching of the past. New York: Knopf.
73. Nelson, M.R. (1977) The development of the Rugg social studies materials. Theory and Research in Social Education. 3, 64-83.
74. Newmann, F. M. (1988). Can depth replace coverage in the high school curriculum? Phi Delta Kappan, 69, 345-348.
75. Nolen, S. B. (1995). Effects if a visible author in statistics texts. Journal of Educational Psychology, 87, 47-65.
76. Nolen, S. B., Johnson-Crowley, N., & Wineburg, S. S. (1994). Who is this 'I' person anyway? The presence of a visible author in statistical text. In R. Garner & P. A. Alexander (Eds.), Beliefs about text and instruction with text (pp. 41-56). Hillsdale, NJ: Lawrence Erlbaum Associates..
77. Novick, P. (1988). That noble dream. New York: Cambridge University Press.
78. Olson, D.R. (1989). On the language and authority of textbooks. In S. de Castell, A. Luke, & C. Luke (Eds.), Language, authority and criticism: Readings on the school textbook (pp. 233-244). London: The Falmer Press.
79. Ong, W. (1975). The writer's audience is always a fiction. Publications of the Modern Language Association of America, 90, 9-21.
80. Patrick, J. J., & Hawke, S. (1982). Social studies curriculum materials. In The current state of social studies: A report of Project Span (pp. 105-185). Boulder, CO: Social Science Education Consortium.
81. Paxton, R.J. (1997). "Someone with like a life write it": The effects of a visible author on high school history students. Journal of Educational Psychology, 89, 235-250.
82. Paxton, R.J. (1998). The effects of a visible author on high school students solving historical problems. Unpublished doctoral dissertation.
83. Perfetti, C.A., Britt, M.A., Rouet, J-F., Georgi, M.C., & Mason, R.A. (1994). How students use texts to learn and reason about historical uncertainty. In M. Carretero & J.F. Voss (Eds.), Cognitive and instructional processes in history and the social sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
84. Ramanathan, V., &Kaplan, R.B. (1996). Audience and voice in current L1 composition texts: Some implications for ESL student writers. Journal of Second Language Writing, 5, 21-34.
85. Ravitch, D., &Finn, C. E. (1987). What do our 17-year-olds know? New York: Harper & Row.
86. Report of the committee of ten on secondary studies with the reports of the conferences arranged by committee. (1894). New York: American Book Company.
87. Ribar, J. P. (1989). For better secondary teaching: Stories old and new. In P. Gagnon, & The Bradley Commission on History in the Schools (Eds.). Historical literacy: The case for history in American education. Boston: Houghton Mifflin Company.
88. Schama, S. (1991, September 8). Clio has a problem. New York Times Magazine, 140, 29-33.
89. Scholes, R., & Kellog, R. (1966). The Nature of Narrative. New York: Oxford University Press.
90. Scholes, R. (1985). Textual power: Literary theory and the teaching of English. New Haven: Yale University Press.
91. Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84, 435-443.
92. Schwab, J. J. (1978). Science, curriculum and liberal education. Chicago: University of Chicago Press.
93. Seixas, P. (1993a). Parallel crises: History and the social studies curriculum in the USA. Journal of Curriculum Studies, 25, 235-250.
94. Seixas, P. (1993b). Popular film and young people's understanding of the history of Native American-White relations. The History Teacher, 26, 351-370.
95. Sellers, C.G. (1969). Is history on the way out of the schools and do historians care? Social Education, 33, 509-515.
96. Sewall, G. (1988a). Literary lackluster: The unhappy state of America history textbooks. American Educator, 12, 32-37.
97. Sewall, G. (1988b). American history textbooks: Where do we go from here? Phi Delta Kappan, 69, 553-558.
98. Shiland, T.W. (1997). Quantum mechanics and conceptual change in high school chemistry textbooks. Journal of Research in Science Teaching, 34, 535-545.
99. Shanahan, T. (1992). Reading comprehension as a conversation with an author. In M. Pressley, K. R. Harris, & J. T. Guthrie (Eds.), Promoting academic competence and literacy in schools (pp. 129-148). San Diego, CA: Academic Press
100. Shemilt, D. (1980). Schools council history 13-16 project. Glasgow: Holmes McDougall, Ltd.
101. Shug, M.C., Western, R.D., & Enochs, L.G. (1997). Why do social studies teachers use textbooks? The answer may lie in economic theory. Social Education, 61, 97-101.
102. Spivey, N. N. (1990). Transforming texts: Constructive processes in reading and writing. Written Communication, 7, 256-287.
103. Spoehr, K. T., & Spoehr, L. W. (1994). Learning to think historically. Educational Psychologist, 29, 71-77.
104. Tierney, R.J., & Pearson, P.D. (1983). Toward a composing model of reading. Language Arts, 60, 568-580.
105. Tierney, R.J., &Shanahan, T. (1991). Research on the reading-writing relationship: Interactions, transactions and outcomes. In R. Barr, M.L. Kamil, P.B. Mosenthal, & P.D. Pearson (Eds.), Handbook of Reading Research, Volume II. NY: Longman, Inc.
106. Tuchman, B. (1981). Practicing history. New York: Alfred A. Knopf.
107. Tyson-Bernstein, H. (1988). America's textbook fiasco: A conspiracy of good intentions. Washington, DC: The Council for Basic Education.
108. White, H. (1987). The content of form: Narrative discourse and historical representation. Baltimore: Johns Hopkins University Press.
109. Wiggins, G. (1989). The futility of trying to teach everything important. Educational Leadership, 47, 44-59.
110. Williams, J. M. (1981). Style: Ten lessons in clarity & grace. Glenview, Illinois: Scott, Foresman and Company.
111. Wilson, S.M., & Wineburg, S.S. (1993). Wrinkles in time: Using performance assessments to understand the knowledge of history teachers. American Educational Research Journal, 30, 729-769.
112. Wineburg, S. S. (1991a). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28, 495-519.
113. Wineburg, S. S. (1991b). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73-87.
114. Wineburg, S.S. (1993). Mr. Stinson's Vietnam: Moral ambiguity in the history classroom. Fairbanks, AK: Center for Cross Cultural Studies.
115. Wineburg, S. (1998). Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts. Cognitive Science, 22, 319-346.
116. Wineburg, S.S., & Wilson, S.M. (1988). Models of wisdom in the teaching of history. Phi Delta Kappan, 70, 50-58.
117. Witte, S. (1987). Pre-text and composing. College Composition and Communication, 38, 397-425.
118. Woodward, A. (1987). Textbooks: Less than meets the eye. Journal of Curriculum Studies, 19, 511-526.
119. Young, K. M. & Leinhardt, G. (1998). Writing from primary documents: A way of knowing in history. Written Communications, 15, 25-68.
120. Zinn, H. (1995). A people's history of the United States: 1492-present. New York: HarperPerennial.