Case Study Textbooks

Journal of Thought

Description:Journal of Thought is a nationally and internationally respected, peer-reviewed scholarly journal sponsored by the Society of Philosophy and History of Education. Each quarterly issue contains articles selected for publication by the editor based on recommendations from an international panel of reviewers. The journal is now in its 48th year of publication. The acceptance rate is approximately 25 percent. The journal is published electronically, with each issue posted to the journal's website and files mailed on disk to library and individual subscribers.

Coverage: 1966-2016 (Vol. 1, No. 3 - Vol. 50, No. 3-4)

Moving Wall: 1 year (What is the moving wall?)

The "moving wall" represents the time period between the last issue available in JSTOR and the most recently published issue of a journal. Moving walls are generally represented in years. In rare instances, a publisher has elected to have a "zero" moving wall, so their current issues are available in JSTOR shortly after publication.
Note: In calculating the moving wall, the current year is not counted.
For example, if the current year is 2008 and a journal has a 5 year moving wall, articles from the year 2002 are available.

Terms Related to the Moving Wall
Fixed walls: Journals with no new volumes being added to the archive.
Absorbed: Journals that are combined with another title.
Complete: Journals that are no longer published or that have been combined with another title.

ISSN: 00225231

Subjects: Education, Social Sciences, Philosophy, Humanities

Collections: Arts & Sciences XIII Collection

Textbooks provide novice teachers with guidance in course and activity design; it assures a measure of structure, consistency, and logical progression in a class. This paper reports on a study that investigated one of the textbooks (Top Notch) which is used in some of the Iranian English language institutions. The purpose of this research project was to determine the overall pedagogical value and suitability of the book towards students’ needs. For this purpose, 105 students and 32 teachers were selected and data were gathered by two questionnaires which were prepared by Litz (2001). The teacher questionnaire consisted of 40 items and the student version consisted of 25 items. An additional component of the study consisted of a student “needs analysis” that was conducted at the same time as the textbook evaluation survey. After analyzing data, it was shown that although the textbook had some shortcomings, it had met students’ needs and it could be a good book in the hand of a good teacher.

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