Saddler Textbooks

My problem results from the inability of teachers to have an actual part to play in the lives of the students we teach. Several teachers from my department spent countless hours discussing textbook needs, desires, etc. They spent hours poring over several different textbooks-ones with the standards built into the story, ones with cds for audio books or for teacher lesson plans. They spent hours looking at textbooks that offered writing support-through nicely packaged writing units to computer graded essays. The textbooks being considered by the teachers in our district were available for perusing. After spending time with each textbook, we as a department and district decided on a company. Later we learned that the district had over-ridden our decision based upon the Economic Frame Posner shared that districts are interested in the cost and benefit (money saved). It was clear that because the textbook company selected was offering discounts for commitment to use them for “x” amount of years and offering additional materials that the district chose to with benefit over teacher desire. By reading Posner’s Analyzing the Curriculum, now I can see the larger aspects that creating curriculum or purchasing textbooks entails.

Of course this sort of thing happens often, teachers are asked or surveyed of their opinion and it is not necessarily taken into consideration. The teachers felt as if their time was wasted, that their needs for the classroom were overlooked by the bottom line, saving money (Political Legal Frame). This all goes into play when considering implementing curriculum (Physical Frame). If a teacher is upset about the textbook selection, the teacher will let the new textbooks collect dust and continue to utilize the old textbooks. The materials (cd’s and additional resources) will go to waste. Teachers who198 know their student population (social, economic, familial) (Personal Frame) know what would be more successful in the classroom than the legislators or those that make decisions.

I actually boycotted the books myself until two peers took the time and viewed all that the books had to offer. I can say that they are of value. The materials are for diverse learners, they have AIMS prep tests and even follow-up tests that correspond with certain units (for a final exam, etc). So I guess judging a book by its cover is not wise when really finding textbooks that our students may have success with.

Reference:
Posner, G.J. (2004). Analyzing the curriculum. Boston: McGraw Hill.

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