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An Analysis of the Levels of Thinking Required by Questions in Selected Literature Anthologies for Grades Eight, Nine, and Ten

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dc.contributor.author Ambrulevich, Almeda King
dc.date.accessioned 2016-10-18T20:19:46Z
dc.date.available 2016-10-18T20:19:46Z
dc.date.issued 1985-11
dc.identifier.citation A.K. Ambrulevich, "An Analysis of the Levels of Thinking Required by Questions in Selected Literature Anthologies for Grades Eight, Nine, and Ten", Ph.D. dissertation, School of Education, Univ. of Bridgeport, Bridgeport, CT, 1985. en_US
dc.identifier.uri https://scholarworks.bridgeport.edu/xmlui/handle/123456789/1724
dc.description This thesis is being archived as a Digitized Shelf Copy for campus access to current students and staff only. We currently cannot provide this open access without the author's permission. If you are the author of this work and desire to provide it open access or wish access removed, please contact the Wahlstrom Library to discuss permission. en_US
dc.description.abstract The purpose of this study was to determine whether selected literature textbooks published for students in grades eight through ten provided questions which ranged from the simplest to the most complex levels of thinking. The levels of thinking to be investigated in this study were those identified in Bloom's Taxonomy of Educational Objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation. The following null hypotheses were tested in this study: Ho1 There is no significant difference between the expected uniform distribution of questions among the six major cognitive categories of The Taxonomy and the observed distribution. Ho2 There is no significant difference between the expected uniform distribution of questions among the six major cognitive categories of The Taxonomy and the observed distributions within each of the grade levels. Ho3 There is no significant difference between the expected uniform distribution of questions among the six major cognitive categories of The Taxonomy and the observed distribution within each of the publishing houses. Ho4 There is no significant difference between the grade levels with respect to the distribution of questions among the six major cognitive categories of The Taxonomy. Ho5 There is no significant difference between the publishing houses with respect to the distribution of questions among the six major cognitive categories of The Taxonomy. H06 There is no significant difference between the grade levels for each of the publishing houses with respect to the distribution of questions among the six major cognitive categories of The Taxonomy. Because of the complexity of the type of content analysis undertaken, this study, unlike many content-analysis studies, attended to and reported on the question of reliability. en_US
dc.language.iso en_US en_US
dc.subject Education en_US
dc.subject Literature en_US
dc.subject Textbook en_US
dc.title An Analysis of the Levels of Thinking Required by Questions in Selected Literature Anthologies for Grades Eight, Nine, and Ten en_US
dc.type Thesis en_US
dc.institute.department School of Education en_US
dc.institute.name University of Bridgeport en_US


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