ADAPTED USE OF SOCIAL-STUDIES TEXTBOOKS IN ELEMENTARY CLASSROOMS - VIEWS OF CLASSROOM TEACHERS

TWENTY-TWO CLASSROOM TEACHERS (GRADES 1 THROUGH 7) WERE INTERVIEWED TO OBTAIN INFORMATION ABOUT HOW THEY USE THEIR SOCIAL STUDIES TEXTBOOKS, THE PROBLEMS THEY EXPERIENCE, AND THEIR PERCEPTIONS OF THE STRENGTHS AND WEAKNESSES OF THE TEXTS. TEACHERS WERE ALSO ASKED TO DESCRIBE THE MODIFICATIONS OR ADAPTATIONS THEY MADE TO HELP STUDENTS WHO MIGHT HAVE DIFFICULTY UNDERSTANDING THE TEXTBOOK. RESULTS INDICATED THAT ALTHOUGH TEACHERS LIKED HAVING THE TEXTBOOK AS A RESOURCE, THEY WERE CONCERNED ABOUT CONTENT AND COMPREHENSIBILITY. TEACHERS TENDED TO SOLVE THE PROBLEM OF TEXTBOOK DIFFICULTY IN THREE WAYS: HELPING STUDENTS TO COPE WITH THE TEXTBOOK, DEEMPHASIZING THE TEXTBOOK, OR REINFORCING AND EXTENDING TEXTBOOK INFORMATION.