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Drake, Douglass M., and Chad A. Riden. "Modeling toolkit and workbook for defense analysis students." Thesis, Monterey, California. Naval Postgraduate School, 2006. http://hdl.handle.net/10945/2594.
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Approved for public release; distribution is unlimitedThe purpose of this thesis is to provide a workbook to accompany the current textbook, A First Course in Mathematical Modeling. The workbook will offer basic reviews of each lesson followed by detailed examples of how to work each model. Topics covered include difference equations, systems of difference equations, Lanchester equations, graphical analysis, proportionality, geometric similarity, model fitting, Monte Carlo simulation, and probabilistic and deterministic behaviors. The thesis will also provide a modeling toolkit for the DA student upon graduation. The toolkit will present graduates simple instructions and multiple modeling templates they can take with them upon graduation and use to solve real-world modeling problems in the field. Templates in the toolkit cover decision theory, discrete dynamic systems, expected value, Lanchester models, and two-person games.
Outstanding Thesis
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Skött, Madeleine. "Interactive activities in EFL workbooks : A content analysis of interactive activities in Swedish EFL workbooks for primary pupils." Thesis, Högskolan Dalarna, Institutionen för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36513.
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English is a global language that surrounds us almost wherever in the world we are. The school has an important role when it comes to introducing the language to young learners. Using teaching materials such as workbooks has been a common teaching method for a long time. This thesis examines three popular workbooks from different Swedish publishers, Learn English, Magic! and Happy. Through a content analysis, verbal interaction activities within these workbooks were examined based on Becker and Roos’s (2016) model of creative speaking. Additionally, interviews were conducted as a way to give insight to how these workbooks can be used in the classroom. This study shows that pupils are provided with support and guidance in most of the interactive activities within these workbooks. However, activity types as well as in what manner the pupils were requested to interact differed when the workbooks were compared to each other. The activity types that occurred were reading dialogues, sharing information and expressing opinions in English. The teachers reported to work with the activities in full class or pairs.Engelska
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Borg, Farhana. "Integration of immigrants and cultural diversity : An analysis of one textbook and its workbook for upper secondary English A published in Sweden in 2004." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30035.
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The objective of this thesis was to describe how a contemporary textbook and its workbook forSwedish upper secondary English A course reflects integration of immigrants and fundamentalvalues for a society based on cultural diversity. A textual analysis of the texts in the textbook,questions and activities in the workbook, and a visual analysis of the images of the textbook werecarried out using quantitative and qualitative methods. The result of the study indicates that thethemes, texts, personalities, writers and images of the textbook appear to be selected consciouslyto avoid portraying stereotype messages and views of “them”, who are different. Although thereare a couple of stereotype messages, the textbook offers teachers and pupils of English A coursea wide range of texts and images, including activities in the workbook, which can be used to meetthe goals in LPF 94 regarding integration of immigrants and fundamental norms and values for asociety based on cultural diversity.
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Ghairat, Mohamad Sabir. "ANALYSIS OF TEXTBOOKS IN AFGHANISTAN : Analysis of science textbooks from a Socio-Scientific Issue (SSI) perspective." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32133.
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A Socio-scientific issue (SSI) is a controversial issue that engages with both science and society. SSIs are very useful tools in school education since they can improve students’ scientific knowledge and literacy, as well as promote critical thinking. In Afghanistan the curriculum is heavily textbook-driven. Accordingly, the aim of this study is to investigate if and which kind of SSIs, that are used in Afghan science textbooks. Since these textbooks are newly revised it is important to investigate whether the textbooks are in line with recent findings of science education research. A mixed-method approach including both qualitative and quantitative research methods was used. All available 22 science textbooks in all science subjects (i.e. biology, physics, chemistry, geology and health and environmental science) of grade 4-12 were collected for the analysis. First the presence of SSI topics, and thereafter analysis of SSI topics by using the SEE-SEP model as a framework, was carried out. Second the frequency of using an SSI perspective in the textbooks, the distribution of SSI between subjects, topics, grades and school levels was established. Also the inclusion of global respectively local perspectives on SSI issues was analyzed. The result showed that Afghan science textbooks seldom include a SSI perspective since it was found in only 6 % of the textbook chapters. Most of these SSI topics were included in the textbooks of the school subjects’ of biology and health and environmental science, but rarely present in chemistry and physics. Regarding school level the majority of SSI topics were found in upper secondary textbooks, but the proportion of chapters including SSIs were higher in upper primary textbooks. An even distribution between local and global perspectives was found. Concerning the nature of the SSI-topics they referred mostly to issues within science (35%), environment (27%) and ethics (20 %), but reference was made only in few occasions to economy, sociology and policy. Implications for research and education are discussed. As relaying of different subjects areas in afghan science education regarding SSI, found SSI topics in different school grades, levels and various subjects discussed. In the end of this study, besides conclusion I recommend other important aspects of textbooks to be considered in future studies, as maybe there are other features of textbooks which make interesting of further studies. As well as, there are many other science textbooks in different educational level (science textbooks of TTC and university) which are not explored in this research and needed to be analyzed.
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Kavaz, Sevim. "Analysis Of High School Physics Textbooks." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607693/index.pdf.
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The purpose of this study is (1) to investigate the characteristics of ideal physics textbooks, (2) to investigate the students, teachers, textbook writers, book committee members and science education instructors&rsquoopinions whether the 9th grade physics textbooks, used in TRNC (Turkish Republic of Northern Cyprus), possess the characteristics of an ideal physics textbook, and (3) to investigate how physics textbooks should be used and how they are being used. In this study, &ldquo
Physics Textbooks Evaluation Questionnaires&rdquo
, which were prepared for physics teachers, 9th grade students, National Ministry of Education book committee members, science education instructors and physics textbook writers separately, were used as measuring instruments. The study was conducted with 591 students, 18 physics teachers, 4 book committee members, 3 science education instructors in Magosa and LefkoSa cities in TRNC, and 4 physics textbook writers in 2005-2006 spring semester. The data were analyzed by using frequency analysis. Results revealed that most of the opinions of the participants matched with the literature review in terms of ideal physics textbooks characteristics. In addition, according to most of the textbook writers and book committee members, textbooks, that were analyzed, possessed most of the characteristics of ideal physics textbooks in the nine determined categories. However, according to most of the teachers&rsquo
and students&rsquo
opinions, analyzed physics textbooks possessed most of the ideal physics textbook characteristics in all categories except instructional approach category. Students&rsquo
views on usage of physics textbooks indicated that most of the teachers and students&rsquo
levels of using physics textbooks were almost similar. In addition, all groups of the participants stated that it is necessary to support textbooks with other sources.
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Hayibor, Bernice Anne. "Analysis of gender bias in home economics textbooks." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29774.
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Three Canadian home economics textbooks currently used in teaching human relationships were examined to explore the ways in which they are or are not contributing to gender equity. The research posed three questions: To whom is the textbook addressed? What are the characteristics of learners assumed by the textbook? and In what way does the textbook deal with gender bias? In each textbook the preface, index, table of contents, photographs, highlighted sections, and content were examined in detail. The texts were compared to determine commonalities.
The methodology was adapted from earlier textbook analyses of sex equity which were based on the study of intentions outlined in the preface, photographs, and language. Recent feminist work suggests that studies of bias must consider not only the biological concept of sex but also the social construction of gender which relates to those characteristics, activities, and roles traditionally associated with one sex. The feminist concepts of gender sensitivity and gender balance were used in this textbook analysis.
The textbooks were found to contribute to gender equity in five Ways. The first approach, including males, is not adequate because it involves the risk of males and a male perspective becoming dominant. The second approach, using inclusive language, is also inadequate because it involves the risk of masking the differences existing between females and males and the problems arising from gender. Exposing differences and addressing social issues relating to gender are two approaches which may hold promise in contributing to gender equity but in the texts examined were inadequate because the issues were presented as neutral or unproblematic. Encouraging critical thinking was the final approach used in only one textbook and its contribution to gender equity was minimal because critical thinking was applied inconsistently and rarely applied specifically to problems of gender. Gender sensitivity and gender balance require the appropriate use of inclusive and sex specific language, the balanced inclusion of females and males, and detailed, sensitive, and critical discussion of issues related to gender.
The findings of this study raise concerns about the analysis of textbooks. Home economics textbooks have the unique challenge of including males without allowing males and a male perspective to become dominant. Overcoming the problems of gender requires sensitivity in exposing gender differences. Neutralizing knowledge and presenting knowledge as factual rather than problematic masks differences and problems arising from them. The findings of this research suggest analysis of textbooks for gender bias should not be restricted to surface features such as explicit intentions stated in prefaces, photographs, and language. Elimination of gender bias requires substantive changes in textbook content.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Abbas-Nejad-Konjin, Anahita. "A gender analysis of Iranian middle school textbooks." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43597.
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This study examines gender inequity in three Iranian middle school textbooks, and explores the efforts that Iranian women make to adopt, negotiate and resist the sexist indoctrinations of the textbooks. This thesis consists of two phases. The first phase contains a content analysis of the grade 6 Farsi Language Arts, grade 7 English as a Foreign Language, and grade 8 Natural Sciences textbooks taught in the academic year 2011-2012 in Iran. The second phase of the thesis analyzes the oral history interviews conducted with three female engineers regarding their K-12 and university education in Iran. The findings of the content analysis reveal that sexist indications permeate Iranian textbooks. Compared to men, women have a pale presence in the books. Women and girls are depicted, for the most part, in the domestic sphere, and their role as mothers and nurturers are stressed in stories, poems, and illustrations. An analysis of the women’s interviews and archival documents; however, indicate that despite the sexist instructions of the textbooks, Iranian women are endeavouring to destabilise the cultural and political structures that curtail their rights. Today Iranian women are actively present in the public sphere; some of them are stepping into territories that have been long regarded as male-only grounds. By so doing, these women are gradually dismantling patriarchal systems of power.
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Larsson, Salome. "Vocabulary Profiles of English Language Learning Textbooks : A lexical analysis of textbooks used in EFL classrooms." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64840.
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This independent degree project investigates the vocabulary profiles in English language learning textbooks used in Sweden, and whether the vocabulary profiles follow the expected levels according to the CEFR and The Swedish National Agency for Education. This was done by a corpus-driven method, as well as a lexical analysis using search tools such as the English Vocabulary Profile, Text Inspector, and Compleat Lexical Tutor. The corpus contained texts from six different textbooks used in year 6, year 9, and in the English 7 course, as well as a number of news articles from The Guardian. The news articles served the purpose of comparing the vocabulary levels in the textbooks for English 7 with the vocabulary levels in advanced written English, which is a requirement for students to be able to understand in order to reach the grade E in English 7. The lexical analysis focused on lexical diversity, word families, word frequency, and the CEFR levels. The results showed that the vocabulary levels in the textbooks were appropriate, but that they might not provide enough challenge for students aiming for the higher grades. Results also showed that the vocabulary levels advanced in relation with the school years. The analysis revealed that between 90 and 97 percent of the vocabulary in the texts were categorized as within the CEFR levels that were expected of each of the school years. Pedagogical implictions drawn from this investigation are that teachers should teach about word families and that they can benefit from using the EVP when providing educational material in addition to textbooks.
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Brehmer, Daniel. "Problem solving in mathematics textbooks." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27739.
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The aim of this study is to analyse how mathematical problem solving (MPS) is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering a) the quantity of tasks that are actually mathematical problems (MPs), b) their location in the chapter, c) their difficulty level, and d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as MPs, and that those that are MPs are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.
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Salm, Adriane Marie. "A discourse analysis of advertisements in business english textbooks /." Florianópolis, SC, 1999. http://repositorio.ufsc.br/xmlui/handle/123456789/81108.
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Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Made available in DSpace on 2012-10-18T23:16:52Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-09T02:49:50Z : No. of bitstreams: 1 147375.pdf: 6736498 bytes, checksum: 17d90cc669fa776a14fc7ca5e1e90334 (MD5)
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Hall, Sara. "Cultural Representation in Swedish EFL Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34544.
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As our world becomes increasingly globalized, the value of understanding cultural diversity is perhaps more relevant than ever. Furthermore, since English plays an important role in the encounters between members of different cultural contexts, analysis of EFL teaching materials is a matter of importance. Therefore, the purpose of this study is to gain a deeper understanding of how two Swedish EFL textbooks represent cultural diversity. To achieve this, it aims to answer the following research question: To what extent do the textbooks represent cultural diversity within the framework of English as an international language? To answer the research question, this study uses critical discourse analysis as a method for the evaluation. The results indicate that the textbooks show some tendencies of acknowledging the international status of English by including texts from different countries and cultural settings. However, both books still favor representations of Anglophonic countries. Finally, the results suggest that it is important for teachers who use these books to promote critical reflection of how cultures are portrayed.
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Mitchell, Michele D. "The Color Line and Georgia History Textbooks: A Content Analysis." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/sociology_theses/38.
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The purpose of this research is to define racialized textbook bias, conduct a content analysis of Georgia history textbooks, and answer the following question: how is race framed in contemporary Georgia history textbooks? A content analysis of nine Georgia history textbooks was completed for grades two and eight. A Du Boisian theoretical framing of race prejudice as the macro-social condition of the micro-social process of race was an integral component of the content analysis. The findings revealed the existence of racialized textbook bias in the form of marginalization, compartmentalization, and omission suggesting the continuation of White supremacy and Black oppression in the process of education in Georgia public schools.
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Ryf, Andrea L. "Primary school textbooks in Zimbabwe, an analysis in social context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25945.pdf.
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Lewis, Rebecca Adams. "A Content Analysis of Inquiry in Third Grade Science Textbooks." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3171.
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Since the publication of the National Science Education Standards in 1996 efforts have been made to include inquiry into school science programs. An addendum on inquiry to these standards was published in 2000 presenting five essential features of classroom inquiry as indicators of the active use of inquiry in a science lesson. The purpose of this content analysis was to examine and identify the presence of these five essential features of classroom inquiry within publisher-identified inquiry activities found in the 2000 and 2010 teacher's editions of the third grade science textbooks published by Scott Foresman. The textbooks were read and coded using each of the five essential features of classroom inquiry as a priori categories. Data from both textbook editions indicated that although these activities were identified as inquiries, only a few contained all five essential features, while about half contained none. Approximately half of the publisher-identified inquiries were partial inquiries, containing less than five of the essential features. Teachers who use these resources should be aware of the presence or lack of the essential features in order to supplement the science curriculum. Publishers need to be more explicit in including these features and further research should be conducted in more textbooks to better understand the quality and quantity of inquiry activities found within these resources.
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CUDJOE, KAREN J. "THE PORTRAYAL OF AFRICANS IN TEXTBOOKS: A CONTENT ANALYSIS STUDY." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin989851864.
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Skouroupathis, Nicolas. "Outdoor Education in the Greek Mathematics Textbooks." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-94681.
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Outdoor education is a promising educational field that can support indoor education and provide benefits beyond the evidentknowledge. Outdoor and indoor education together can formulate the ground for an integrated learning. In Greece, like manycountries, outdoor education and its potential contribution to the learning process have not been clearly and intentionally testedyet, even though the country tends to follow a progressive educational philosophy. This research focuses on the subject ofmathematics and explores the connections between the existing philosophy and practices of mathematics education in Greece andoutdoor education theory and practice. Following the method of content analysis, the connections were identified through theexistence of basic outdoor education concepts in the mathematics textbooks of the last three grades of primary school. Althoughthe expectations, because of the lack of personal experiences, could not be high, the application of outdoor education seems to befar from impossible in Greece. It could rather flourish even without any changes in the books, when its potentialities are realizedby the teachers.
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Mari, Zenzeng Bofirie Tore, and n/a. "Analysis of grade 7 social science textbooks in Papua New Guinea." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060829.162904.
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This thesis reports on a study which made an analysis of the new
Grade 7 social science syllabus textbooks that are currently being
implemented in the high schools of Papua New Guinea. Data relating
to these textbooks has been gathered from the teachers who are
teaching the course and their Regional Secondary Inspectors. The
data was basically obtained through postal questionnaires.
The basic aim of the study was to find out how the syllabus materials
are received and used in the implementation process. The study also
attempted to identify the problems and difficulties the teachers
encountered and the concerns they had about the new course.
The study revealed some interesting results. For example, there are
some teachers of social sciences in the high schools who do not have
secondary teaching qualifications, the level of English language used,
which was one of the major problems identified with the old
syllabus, has not been completely overcome, the problems,
difficulties and concerns identified by this study differ from school
to school and between rural and urban schools.
In addition, the study also identified many practical problems,
difficulties and concerns which affect the effective and successful
implementation of the syllabus. These include the need for additional
support such as reference materials both for teachers and students
and a need for more short in-service courses to resocialise teachers
in order to change their classroom culture and thus facilitate change.
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Rebelo, Letícia Zimmer. "An analysis of texts and tasks in ESAP textbooks for computing." Florianópolis, SC, 2003. http://repositorio.ufsc.br/xmlui/handle/123456789/86102.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-21T03:38:54Z (GMT). No. of bitstreams: 1 194498.pdf: 387704 bytes, checksum: 6ad5f114f66c79bda40087efd21983c6 (MD5)
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Marcé, Pilar. "Language for specific purposes (LSP) business Spanish textbooks: a content analysis." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6797.
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Since the 1990s, the number of courses of Spanish for Specific Purposes (SSP), especially Business Spanish, has increased rapidly in institutions of higher education in the U.S. Ideally, the design of these courses is based both on an analysis of the learners’ needs and on a specific business-related purpose. However, instructors of Business Spanish may not be specialists in this area and may lack the means or the time to perform a needs analysis (NA) to prepare the course syllabus and materials. Consequently, choosing the Business Spanish textbook ends up being the first step in designing the course, and for the reasons stated above, this choice tends to be based on the instructor’s needs rather than those of the learners.
In this dissertation, I subjected four Business Spanish textbooks to an in-depth analysis (Littlejohn, 1998) in three stages. This analysis includes their approach to specificity (from narrow to wide), and how the business-related learners’ needs (language- and skill-based) are addressed. Results from these four analyses reveal that the authors adapted four different language teaching approaches and methods. Their wide-angled approach to specificity and different viewpoints of the target learners’ business-related needs are based on (1) their beliefs on the nature of language and language teaching, (2) the position of the course in the macro curriculum (macro-specific purpose), and (3) their respective target audiences. A two-step evaluation of Business Spanish textbooks is recommended to instructors based on the macro-specific purpose of their courses and the micro-specific purposes of communicative activities.
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Razzino, Marianne Pauline. "Environmetal Education in Mexico: A Content Analysis of Primary School Textbooks." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/32622.
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The focus of this study is change in environmental content in Mexican primary school textbooks before and after the decentralization of public education in 1993. The literature review in the opening chapter gives the background information on environmental education, internationally and in Mexico. The authors mention and discuss the major groups involved in the development and initiation of programs and curriculum such as the UNESCO, Man and the Biosphere (MAB), and the Commission on Sustainable Development (CSD). The gradual Mexican ownership of the environmental cause and the promotion of awareness in Mexico lead to the main part of the study.
This study employs both manifest and latent content analysis to find trends and themes in the textbooks. The primary focus of the manifest content analysis is individual words while the latent content analysis stresses excerpts and images from the textbooks. The use of an Excel database and PivotTables generated by Excel to correlate data indicates areas to examine for differences in content between the textbooks. In addition, the use of the two forms of analysis provides validation and significance when the data agree.
The final portion of the study offers some general conclusions for the analysis and a summary of how the environmental content has increased in the primary school textbooks over the period studied. There are also suggestions for future research on the content of textbooks, surveys of environmental knowledge and attitudes, and alternatives to the formal education implied by the use of textbooks in the classroom.Master of Arts
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Mustedanagic, Anita. "Gender in English Language and EFL- Textbooks." Thesis, Halmstad University, School of Teacher Education (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5567.
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Abstract
A textbook is a key component in the arsenal of a teacher of English. For this reason, it is of importance that textbooksused in Swedish schools are compliant with the fundamental values of equality, provided in the LPO 94. I will attempt to discover the extent to which English textbooks present males and females in non-stereotyped ways and as equal. I want to provide an overview to show how they deal with gender issues. In addition, I aim at establish whether there are any connection between learning and gender, and whether it hinders the pupil’s language learning.
My analysis will draw on previous research and theories presented by prominent figures in the field, such as, Butler (1990), Mills (1995), Renner (1997), Ravitch (2004) and Jones, Kitetu & Jane Sunderland (1997)among others. Thereafter, these theories, and my own research will be compared, to and contrasted with the guidelines from the Swedish National Agency of Education.
This dissertation comprises a qualitative critical discourse analysis of two randomly selected textbooks that have been, or are being used, in Swedish secondary schools. For my study, I have chosen Team 8 (1984) and Wings 8 (2000).
In my analyses, a number of different aspects will be taken into consideration, such as the gender distribution of narrators, main characters and sub characters, as well as the description of gender/gender roles, and the representation of gender in illustrations. Further, I will study what kind of language is used: the extent to which it is gendered or de-gendered language. These aspects will be collected quantitatively.
The findings from the analysis show that the language in Wings 8 gives a broad and non-stereotypic view of gender roles, which is in accordance with the fundamental values of LPO 94. However, the illustrations tend to portray males and females in what can be considered as quite stereotypical.
Team 8, on the other hand, contains gendered language and male dominance; women were placed in the background or left out completely. Therefore, Team 8 would not be deemed to be compliant with the requirements set by the Swedish National Agency of Education today.
Key words: Education, teaching material, Wings, Team 8, gender, critical discourse analysis.
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Wang, Sheue-shya. "A Content Analysis of School Reading Textbooks in Taiwan and in Texas." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278397/.
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The purpose of this study was to analyze and compare the values, beliefs, and ideas in school reading textbooks (Readers) in Taiwan and in Texas. It intended to examine the social control function of school Readers, with which a culture deliberately molds its young generation. This study employed primarily qualitative methods. The collection of data used the technique of content analysis, student surveys, and teacher expert panel discussions. The analysis of data followed a constant comparative approach. The themes shared by the two sets of Readers included family, friends, humans and living creatures, political ideals, reading/writing, appreciation of nature, science, indomitable spirit, turning danger into safety, setting goals, education, desirable and undesirable qualities or behaviors. Despite the similarities of these themes, the substance or focus of them may vary. The themes unique to the Texas Readers were content knowledge, cultural diversity, dilemma and choice, observations about people, words, tomorrow's technology, winning, and general truth. The themes unique to the Taiwan Readers included life philosophy, learning, necessary difficulties, sensitivity, and military strategies. The theme occurring most frequently in both sets of Readers was the desirable qualities or behaviors. The values advocated in the Taiwan Readers were idealistic and had a society-centered focus (for example, patriotism, appreciation of others, serving others, and honesty). Absolute moral principles were taught. A group orientation and altruism were evident. In contrast, the Texas Readers did not have such an emphasis on the concept of group. Personal feelings, individual accomplishments, and self-centered values (for instance, effort, courage, determination, talent, and independence) received more attention. The values were perceived to be relative to the situation. The Taiwan Readers, produced by a national education system, transmitted traditional Chinese beliefs and values. The Texas Readers, with the publishers' intent to avoid controversies, presented more general or universal values. Although the sources of control were different, they influenced textbook content in a similar way.
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Allred, Michael Kay. "Representations of New Technologies and Related Terminology in Textbooks for Learners of French and Spanish." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84160/.
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The purpose of the thesis is to look at the presentation of vocabulary related to new technologies in four French and four Spanish textbooks for first-year university students to examine the relevance of the language presented in terms of its authenticity to French and Spanish as it is used today. The focus is on authenticity to show the correlation between what is presented to students versus what they will need to communicate effectively in ways that are linguistically, socially, and sociopragmatically appropriate with native speakers. The thesis also provides teachers with a pedagogical framework that will help them integrate new technologies and their related vocabularies into curriculum when textbooks fail to do so.
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Zorin, Barbara. "Geometric Transformations in Middle School Mathematics Textbooks." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3421.
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Abstract
This study analyzed treatment of geometric transformations in presently available middle grades (6, 7, 8) student mathematics textbooks. Fourteen textbooks from four widely used textbook series were evaluated: two mainline publisher series, Pearson (Prentice Hall) and Glencoe (Math Connects); one National Science Foundation (NSF) funded curriculum project textbook series, Connected Mathematics 2; and one non-NSF funded curriculum project, the University of Chicago School Mathematics Project (UCSMP).
A framework was developed to distinguish the characteristics in the treatment of geometric transformations and to determine the potential opportunity to learn transformation concepts as measured by textbook physical characteristics, lesson narratives, and analysis of student exercises with level of cognitive demand. Results indicated no consistency found in order, frequency, or location of transformation topics within textbooks by publisher or grade level.
The structure of transformation lessons in three series (Prentice Hall, Glencoe, and UCSMP) was similar, with transformation lesson content at a simplified level and student low level of cognitive demand in transformation tasks. The types of exercises found predominately focused on students applying content studied in the narrative of lessons. The typical problems and issues experienced by students when working with transformations, as identified in the literature, received little support or attention in the lessons. The types of tasks that seem to embody the ideals in the process standards, such as working a problem backwards, were found on few occurrences across all textbooks examined. The level of cognitive demand required for student exercises predominately occurred in the Lower-Level, and Lower-Middle categories.
Research indicates approximately the last fourth of textbook pages are not likely to be studied during a school year; hence topics located in the final fourth of textbook pages might not provide students the opportunity to experience geometric transformations in that year. This was found to be the case in some of the textbooks examined, therefore students might not have the opportunity to study geometric transformations during some middle grades, as was the case for the Glencoe (6, 7), and the UCSMP (6) textbooks, or possibly during their entire middle grades career as was found with the Prentice Hall (6, 7, Prealgebra) textbook series.
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Tsang, Wing-chi Wendy, and 曾穎芝. "Genre analysis of the reading passages in two English textbook series in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961216.
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Ibrahim, Hala M. "A nation in turmoil is education to blame? ; an analysis of Sudan's national basic education curriculum /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1149543955.
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Pervan, Adnan. "The View of Culture in Two Textbooks for English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29801.
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The syllabuses for English describe culture vaguely and give room for a discussion about what culture is. Consequently, it becomes important to study the cultural view of textbooks because textbooks are one of the main teaching aids in Swedish schools. The purpose of this degree project is to analyse two English textbooks used at upper-secondary level in Sweden and their implied view of culture. In addition to this I want to find out how Tornberg’s three perspectives on culture are represented in the analysed textbooks. The method used is textual analysis in the form of ideational structure analysis focusing on the contents of text and exercises in the textbooks. My results show that Blueprint A, one of the analysed textbooks, is characterized by the cultural perspective that Tornberg refers to a meeting in the third place. In the other analysed book, Core 1, a majority of the texts may be connected to the same perspective but there is also a significant amount of texts connected to the other two perspectives identified by Tornberg, an accomplished fact and a future competence.
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Tietz, Wendy M. "The Representation of Gender in Introductory Accounting Textbooks." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1173483294.
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Delil, Huseyin. "An Analysis Of Geometry Problems In 6 - 8 Grades Turkish Mathematics Textbooks." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607251/index.pdf.
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The purpose of this study was to analyze geometry problems in a widely used sixth-, seventh-, and eighth-grade Turkish elementary mathematics textbooks series based on the cognitive assessment frameworks of the most recent TIMSS, the Trends in International Mathematics and Science Study 2003. To compare geometry problems in the textbooks and TIMSS 1999, in which Turkish students poorly performed, the cognitive behaviors that the problems required were determined and categorized. After the analysis, it was found that the two most frequent behaviors that the problems require are computing and applying with a total percentage of 72, in case of the textbooks. In TIMSS 1999 geometry problems case, however, applying and analyzing are the most frequent cognitive behaviors with a total percentage of 47. It was also found that a great majority of 22 behaviors of the framework were either not represented or underrepresented by the textbooks geometry problems. When we consider the four major categories of behaviors, 86 percent of the textbooks geometry problems required behaviors belong to two cognitive domains: Knowing Facts and Procedures or Solving Routine Problems. TIMSS 1999 geometry problems, however, mostly belong to Solving Routine Problems or Reasoning with a percentage of 65. In both the textbooks and TIMSS 1999 cases, a relatively small part of the problems required behaviors belong to Using Concepts. The results are discussed in the light of Turkey’
s performance in TIMSS 1999 and some suggestions related to the textbook problems were given.
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Langeborg, Liselott. "Readability : an Analysis of English Textbooks for Swedish School Years 7-9." Thesis, University of Gävle, University of Gävle, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7606.
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The purpose of this study was to analyze texts from four English textbook series for Swedish school years 7-9 as regards their readability and to investigate whether the text difficulty progresses within series with grade level and with each assigned difficulty level. The study also wished to make comparisons between these textbook series to determine if they are equivalent as regards their average readability level. The readability formulas Flesch Reading Ease and Flesch-Kincaid in Microsoft Word 2007 was used for calculation of the readability grade levels of a selection of 231 texts from the series Good Stuff, Happy, Time and Wings. The results from both formulas indicated that the texts in general become more difficult for each school year and with assigned level. However, the study showed that there are differences among the four series as regards their average difficulty levels and that there is a great difficulty range among texts.
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KALOVÁ, Michaela. "Zwillingsformeln im Deutschen, Tschechischen und Englischen." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-385167.
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This diploma thesis deals with the topic Binomials in German, Czech and English. The theoretical part defines the basic terminology related to phraseology and phraseologisms. Furthermore, the theoretical part describes the definition and classification of binomials. The first part contains the gathered German binomials which are compared with their Czech and English equivalents using methods of contrastive phraseology which is described in the theoretical part. The expressions are compared on the basis of the classification of types of equivalence according to Helgunde Henschel (1993). In the second part are introduced results of analysis of textbooks and workbooks that correspond to reference levels A1 B1 according to the Common European Framework of Reference for Languages (CEFR). The aim of this part is to gather binomials and further analyse them. The third part focuses on presentation of preparation of one teaching lesson that includes binomials.
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Skýbová, Jana. "Výzkum učebnic přírodopisu pro žáky se sluchovým postižením jako východisko pro tvorbu pracovních sešitů." Doctoral thesis, 2015. http://www.nusl.cz/ntk/nusl-350293.
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TITLE: Content analyses of the textbooks of biology (natural history) for pupils with hearing impairment as a starting point for creating workbooks AUTHOR: RNDr. Jana Skýbová DEPARTMENT: Biology and Environmental Studies, Faculty of Education, Charles University in Prague TUTOR: doc. RNDr. Vasilis Teodoridis, Ph.D. ABSTRACT: The main aim of the dissertation thesis was to perform content analyses textbooks of biology (natural history) for elementary schools dedicated for pupils with hearing impairment as a base for the special workbooks creation in accordance with curricular and legislative documents. The next aim of thesis was the realization of educational research in all elementary schools for pupils with hearing impairment in the Czech Republic that focusing on teaching process of natural sciences and work with existing (author's) special textbooks for these pupils with accent on analysis of requirements of teachers and pupils for newly created workbooks. Methods of the mentioned pedagogic research was qualitative and quantitative, i.e. questionnaire complemented by interviews. The results of empirical research using textbooks of biology (natural history) in elementary schools dedicated for pupils with hearing impairment in the Czech Republic derived from the current requirements of the teacher-...
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Hoffmannová, Valérie. "Analýza tématu vznik a vývoj lidského druhu v učebnicích a pracovních sešitech pro ZŠ." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-411444.
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(AJ) The main aim of this diploma thesis is to analyze the learning tasks related to the topic of the origin and development of the human species in textbooks and workbooks for the second grade of primary school. Textbooks and workbooks of biology and history were selected for analysis. The learning tasks were categorized into individual categories of Tollinger taxonomy and Bloom's original taxonomy. The results of this classification were used to compare older and newer editions of selected textbooks and workbooks. I also found out the difficulty of tasks in each publications. This analysis revealed that teaching tasks from lower taxonomic categories (for both taxonomies), which do not high demands of cognitive operations, are more represented. Furthermore, this work deals how extent the topic in individual publications. Further analyzes revealed that teaching tasks of the origin and development of human species are more represented in the textbooks and workbooks of history. The results of this work could help teachers to find way in the offer of available textbooks and workbooks and help select a suitable publication to teach the topic of the origin and development of the human species. Key words: analysis, biology, Bloom's taxonomy, history, human evolution, Tollinger's taxonomy, textbooks, workbook
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吳思逸. "Analysis on Questioning Types of Elementary Social Studies Workbooks." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/96590696644934677192.
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Lo, Pei-Ying, and 羅珮瑩. "A Study of Cohesion in Elementary English Textbooks and Workbooks for Fifth and Sixth Graders in Taipei City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/63362833262127357726.
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碩士國立臺北教育大學
兒童英語教育學系碩士班
102
The present study aims to explore the distributions of cohesion in Taipei city elementary school English textbooks, with differences among different publishers being discussed. Based on Halliday and Hasan’s (1976) theory of cohesion in English, along with the self-designed analytical checklist of cohesion in elementary school English textbooks for fifth and sixth graders, the researcher utilizes content analysis to analyze how five major cohesive categories – i.e., reference, substitution, ellipsis, conjunction and lexical cohesion, are distributed. The researcher also makes a comparison between different textbooks. The four textbooks to be examined in the study are Hello, Darbie! by Kang Hsuan (Book 5 to 10), Story House by Hess (Book 9 to 12), Our Discovery Island by Pearson (Book 3 to 5), and Everybody Up (Book 3 to 5). The results of the present study are as follows: First, the results for frequency of cohesion categories from high to low are reference, lexical cohesion, conjunction, substitution and ellipsis. Second, regarding the distributions of cohesion among four publishers, cohesive ties in Hello, Darbie! tend to be richer in terms of readings and conversations in textbooks; cohesive ties in Story House are scant by comparison; for Our Discovery Island, cohesive ties tend to be richer in textbook readings and workbook conversations; for Everybody Up, cohesive ties are the richest of the four publishers, in term of textbooks and workbooks. Based on the findings, the study proposes some suggestions for the design of English textbooks, teachers’ textbook selection, and further studies.
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Fiee, Clara Matitireng. "The extent to which learners of the Lesotho Distance Teaching Centre (LDTC) make appropriate use of the English literature self-instructional materials/workbooks." Thesis, 2003. http://hdl.handle.net/10413/1915.
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Philander, Surainda Malicia Revonia. "The analysis of intermediate phase Natural Sciences workbooks in promoting the nature of science." Thesis, 2015. http://hdl.handle.net/10210/14815.
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M.Ed. (Science Education)The nature of science (NOS) remains a problematic construct, which many science teachers do not address in their science teaching. This is owing to an uninformed understanding of the NOS by teachers, who therefore do not include NOS aspects in their science teaching. It is, however, imperative to introduce learners in the Intermediate Phase to NOS elements because it is during this phase that they formally learn science Although there is no specific definition of the NOS, there are guidelines in the framework provided by Chiappetta, Fillman and Sethna on the NOS elements that should be included in science textbooks. The NOS framework for science textbook analysis comprises four themes: Science as a body of knowledge, Science as a way of investigating, Science as a way of thinking and the Interaction among Science, Technology and Society. My study focuses on the analysis of workbooks in the Intermediate Phase Natural Sciences and Technology that were distributed by the South African Department of Basic Education during 2013. These workbooks were distributed as part of the implementation of the Curriculum and Assessment Policy Statements (CAPS) in the Intermediate Phase. The workbooks are a combination of textbook and writing book. These workbooks contain ample information about science concept knowledge and colourful illustrations of real life science phenomena. The NOS units of analysis as stipulated in the NOS framework by Chiappetta et al., were identified for the content analysis of science textbooks, in this case science workbooks. As part of the process of content analysis, a qualified science teacher and I analysed the identified pages in each of the six workbooks from Grades 4 to 6. The overall agreement of codes indicated that the NOS themes are substantially covered in the Natural Sciences workbooks, especially the theme Science as a way of investigating and Science as a body of knowledge. The NOS theme Science as a way of thinking receives more coverage than the NOS theme Interaction among Science, Technology and Society. The latter theme was poorly covered in the identified pages of analysis from the six different workbooks. It is suggested that future writing of science textbooks, especially in the Intermediate Phase, should cover all four NOS themes equally. This could assist Intermediate Phase learners in gaining an informed understanding of the nature of science in order to make educated decisions in the scientific enterprise as adults.
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Sung, Shiau-Ling, and 宋筱玲. "Analysis of Elementary Mathematics Textbooks :Line Symmetry." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/81282566974968346967.
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碩士國立新竹教育大學
數理教育研究所數學教育教學碩士班
104
The study aims to investigate the arrangement of the order of teaching and the presentation of examples as well as the differences in the contents and editing of sample questions in the lesson on line symmetric figures in three versions of math textbooks and exercise books for elementary school students in Taiwan. In this study, the techniques of content analysis and grounded theory were adopted. The results of this study are as follows: 一、The learning sequences in knowledge about line symmetric figures were similar in all the versions: The prior experience of the lesson on line symmetric figures were considered the same as the concept development model for line symmetric figures. Version B and version C stated the link of knowledge related to other lessons listed before and after the lesson on the starting page of the lesson. 二、Each version had its features in the teaching of definition: The teaching activities in all three versions adopted hands-on teaching activities, but the ways of introduction were different among them. 三、The meanings of media used in the teaching of line symmetric figures were different: The most common hands-on activities in the exercise provided by all three versions was paper folding. Only version A and version C contained reflection activities. Paper folding and reflection had similarities and differences in their meanings of use. 四、Line symmetric sample figures started with everyday life ideas and ended with abstract ideas: All versions introduced scenery objects and text symbols before introducing related characteristics with geometric shapes. Version A and version B gave more samples of composite figures while version C focused on geometric shapes. 五、For how to identify a line symmetric figure, the methods involved the vertical axis of symmetry the most. There were very limited counterexamples. 六、For how to draw line symmetric figures, the method of figure cutting and the method utilizing the characteristic of the link between symmetric points being vertically divided into half by the axis of symmetry were adopted the most. 七、There were some differences in the types of applied questions related to line symmetric figures in different versions: Version A and version C had the most similar design of questions which focused on single figures folded once. Version B had no related question with such design and was significantly different from the other versions. The researcher proposed suggestions with the focus on the lesson on line symmetric figures and further researches according to the study results.
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Yu, Hsiao-Wen, and 尤曉雯. "A Content Analysis of Literacy Activities and Exercises in Elementary English Textbook and Workbook in Taipei City –A case study of Hello Darbie, Story House and English Land." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/68174087052444983729.
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碩士國立臺北教育大學
兒童英語教育學系碩士班
101
This study adopted content analysis method to analyze three versions of elementary school English textbooks in Taiwan, including Kang Hsuan’s Hello Darbie, Hess’s Story House and Longman’s English Land. Based on the 1-9 curriculum Guidelines, this study used a self-adapted elementary school English literacy exercises checklist as a research tool to analyze the percentage of alphabet, phonics, vocabulary, sentence pattern and discourse exercises. Besides, literacy exercises that do not conform to 1-9 Curriculum Guidelines were presented. The results also presented the literacy exercises style of each version, and showed the variations in different versions. The three major findings of this study are as follows: First, the 1-9 Curriculum Guidelines percentage of phonics in three versions was low. Hello Darbie was 94.2 %, Story House was 60.1 %, and English Land was 72.3 %.The reasons that those exercises did not conform to 1-9 Curriculum Guidelines can be divided into two categories. One was placing pictures next to phonics exercises. Students did not use phonic skills to answer these questions. Instead, they looked at the pictures and spelled the words. The other was misusing phonics words as vocabulary for production. Second, Hello Darbie and Story House both lacked exercises of writing sentences in the correct format. Students seldom practiced writing sentences with space between words, initial capitals, and correct sentence punctuation. Third, most discourse exercises were about content or details of conversations and reading materials. Exercises such as inference themes, word meaning or predict future plot were rare. Students may only look for answers, and did not have sufficient inference and prediction skills. According to the conclusion, this study provides some suggestions for editors of textbooks, teachers, and further studies.
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Hsu, Jung-Mei, and 徐榕鎂. "The Content Analysis and Designing of The Social Studies Workbooks in Primary Schools for Grade1-9 Curriculum." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/18504270593370813470.
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碩士國立臺北教育大學
社會科教育學系碩士班
94
Abstract Textbooks are the main resources for students’ learning. Teachers conduct their teaching mostly according to textbooks, workbooks and teachers’ manuals. Till now, no research working on social studies workbooks has been found in our country. No workbook in any learning area published before August 2005 has been sent for examination and revision, either. The researcher aims at the workbooks, makes content analysis upon all the workbooks in Stage 2&3 of Social Studies in Grade 1-9 Curriculum, which are from Book 1 to 8 published by Nan-I, Kan Hsuan, and Han Lin, and has interviewed teachers who teach social studies in Stage 2 to know their viewpoints and suggestions for the workbook content. Then new workbook content for one unit of each edition is designed and written according to the analysis and interviews. In this research, it’s found that workbooks from a publisher distinguished from another owing to its own style. Not few teachers, according to the interviews, express that the writing of the workbooks should address the different needs for middle graders and upper graders respectively. The types of questions suitable for middle graders vary from those for upper graders. Besides, the number of competence indicators shown in a single book of one publisher varies from one another, so does the spectrum of the competence indicators. Most of the competence indicators are shown in the workbooks, but few are completely displayed. The number of curriculum goals in the workbooks of these publishers varies distinctively. To some extent, it’s not possible to show all the curriculum goals in the workbooks. The reason is that the curriculum goals are set too wide, too high and too many and out of proportion to the workbook content. All the interviewed teachers mentioned that the workbooks should be written in accordance to the textbooks in order to completely convey the curriculum goals. From the analysis and interviews, the researcher gets the competence indicators and suitable question types for “Family Life” unit for the 3rd graders and designs 3 versions of workbook for this unit. Finally, some suggestions are listed as follows: 1. There should be clear standard in Grade 1-9 Curriculum Guidelines for the content editing of social studies workbook. 2. The question types of the workbook should be applied according to the cognitive development of different students in different learning stages. 3. In question design, the feasibility of actual teaching should be put into consideration. 4. The workbook content should be in correspondence with the textbook to enhance the sutdents’ learning. 5. The competence indicators should be completely shown in the workbooks. 6. The curriculum goals should be wholly conveyed into the workbooks. Keywords: Grade 1-9 curriculum, Social Studies Workbook, content analysis, workbook design
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Hsieh, Lin Hsiu, and 林秀嫻. "The analysis of Japanese textbooks for adult beginners." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/31144817655936536663.
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Feng, Wei, and 馮韡. "ANALYSIS OF MODELS IN HIGH SCHOOL PHYSICS TEXTBOOKS." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/tsg4dt.
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碩士國立彰化師範大學
物理學系
106
Abstract The purpose of this study is to explore the differences in the characteristics of scientific models in textbooks and the views of scientific models in different units. The research uses qualitative analysis content analysis method and quantitative analysis. The research object selects four mainstream versions of Taiwan high school physics textbooks. According to the textbook unit and scientific model definition, the textbook content is divided into six major units and 44 models. Then use the five aspects of the scientific model perspective for content analysis, each of which can be subdivided into three levels, supplemented by narrative statistics to present the scientific model of the textbook, to understand the scientific model perspectives in the textbook and to explore the characteristics of different units. The findings show four main findings about the textbook model: First, The highest proportion of "Purpose of models" in the textbook, the lowest proportion of "Nature of models" narrative. Second, the "Testing models" of the textbooks are particularly focused on the "LV2" narrative: comparing the model with the experimental results to judge whether the model is good or bad. Third, the atomic unit has the highest proportion of "Nature of models"; the thermal unit has the highest proportion of "Multiple models"; the optical unit has the highest proportion of "Testing models"; the highest ratio of force and motion units is "Changing models". "narrative. Fourth, the optical unit has more model views of "LV3". The characteristic is to use the model as a predictive tool to help build knowledge; the fluctuation unit has more "LV1" model views. The characteristic is to use the model to describe the appearance and treat the model as A copy of the entity. All in all, this study analyzes the model view expressed in the textbooks of high school physics textbooks, and also confirms the differences in the characteristics of different units. This study suggests that textbooks should be written with a larger narrative of the Nature of models and incorporate different levels of scientific model perspectives for different units. Effectively improve students' learning and use of scientific models. Key words: scientific models, the views of models in science, textbook
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王彩芬. "Contents Analysis of Elementary Science and Technology Textbooks." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/93905235009362053245.
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Lai, Yu Chi, and 賴鈺麒. "Content Analysis on First Grades'''' Life Curriculum Textbooks." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/54551635754340144465.
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碩士國立嘉義大學
國民教育研究所
91
This study had two main purpose. First, this study employed content analysis to examine first grades'''' Life curriculum textbooks and find how the knowledge expressed in the textbooks met the aims of Nine Year Joint Curriculum. Second, this study used questionnaires to investigate 130 teachers'''' opinions concerning Life curriculum textbooks. The results of this study were as follows: 1.About content analysis (1) Three curriculum areas were distributed equally in four version of Life curriculum textbooks. More social studies were included in two versions of textbooks. (2)Every version of textbooks was sexually stereotyped. Furthermore, contents of aborigine were included in four versions of Life curriculum textbooks, and inclined to the contribution approach. (3)Every version of textbooks was designed on the basis of life experiences. 2.About survey research (1)Most teachers acknowledged that they had to clearly understand the Standard of Life curriculum. (2)40% of teachers objected setting up Life Curriculum. 50% of teachers thought that Life Curriculum integrating three areas was not necessary. (3)Most teachers’ knowledge in fields of arts and humanitarianism was inadequate. (4)70% of teachers would design curriculum to meet the needs. (5)Teachers thought that four versions of the amount of Life Curriculum were too much, and the difficulty of the content was proper. As regard to Arts and Humanities and Science and Technology, teachers thought that four versions were inadequate and easy. (6)Teachers’ responses to the quantity of aborigine content in every version were different. (7)70% of teachers thought that some versions accorded with the spirit of Life Curriculum. Based on the research findings, the researcher presents suggestions for future practices and topics for further research in the future. Key Words: the Nine-Year Joint Curriculum, Life Curriculum, Textbook Content analysis
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Pi-chu, Hsu, and 徐碧珠. "A Comparative Analysis of Hakka Textbooks for Elementary Schools." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/24288286103739930089.
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碩士國立聯合大學
客家語言與傳播研究所
100
This study aims at understanding the contents of Volume 1 to 12 of Hakka textbook pertaining to the Grade 1 to 9 curriculum of various 2010 versions authorized by the Ministry of Education. Different versions for different learning stages were compared and analyzed to make suggestions for the edition, revision and development of teaching materials, or providing a reference for teachers to select suitable textbooks. The content analysis method was used to analyze 42 volumes of Hakka textbooks consisting of Dayu Version, Kangxuan Version, Hanlin Version and National Edition Version. The results of “ A Study on the Simplification of Evaluation and Selection Criteria for School Textbooks through the Integrated Textbook Evaluation System” written by Kwang-Jen Lai were used as analytical items for this research. Eight analytical items were classified into three categories: Teaching materials, Instructional designs, and Teaching Resources. The main conclusions were as followed: 1. For teaching materials:（1）There were no significant differences among different versions of Volume 1 and Volume 2.（2）Most teaching materials were drawn mainly from daily life subjects. Listening and Speaking were emphasized but not Writing ability. Only one version (National Edition ) concerned about the writing. Some versions such as Dayu and Hanlin chose poems and Hakka literture articles as their teaching materials which had no practical use in daily life.（3）Six Issues were well merged into teaching materials of all versions’ textbooks, but Dayu and National Edition were not diversified enough.（4）There were many sexual stereotyping illustrations on all versions’ textbooks.（5）There were more uncommon words appeared on Hanlin Version, for the other versions, the length of the sentences in the textbooks were just right. 2. For instructional design:（1）All the teaching activities were student-centered, Dayu and Kangxuan Version paid more attention on the involvement of all students.（2）All versions used multi-media teaching tools. They functioned well in ordinary lassrooms, and can be easily operated. 3. For teaching resources: Teachers could found plentiful resources on teachers’ manual of all versions.（1）Dayu version hadn’t revised yet.（2）Kangxuan version and Hanlin version had rich references and illustrations. Comparing to these two versions, there were not too many illustrations in the National Edition Version, its teachers’ manual was mainly in written form. According to the research results, the suggestions were:（1）Local education authority should encourage publishers in editing textbooks designed for the area.（2）Local education authority should hold workshops on teaching more often.（3）All versions of Hakka textbooks should be examined and authorized by the Administration of Education.（4）Practice teaching should be held before a new version textbook was released.（5）Teachers should know how to select the most suitable textbooks for their students. We sincerely hope that the findings of the research could be helpful for the educational bureaucracies, publishers, teachers, parents and future researchers.
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Lin, Hong-Ting, and 林弘庭. "Analysis on Contents of “College Physics Textbooks” in Taiwan." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/52704643568186530801.
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碩士臺中師範學院
自然科學教育學系碩士班
93
The purpose of this study is aimed at the physical, publication and content properties of “college physics textbooks” in Taiwan. Research methods include of documentary analysis and content analysis. The target is five sets of “college physics textbooks” compiled by the scholars in Taiwan. From the research results: overall, physical property such as printing, paper kinds and page layout, etc of each book is similar while there are no significant differences in assignments and reference materials in front of and after each chapter. Number of pages, prices and number of graphs of these books do show significant differences. Moreover, most of scientists mentioned in these five books are western. A total of 130 scientists are mentioned with ten scientists, Coulomb, Oersted, Faraday, Joule, Thomson, Planck, Rutherford, Einstein, Bohr and de Broglie mentioned in the five books. This shows the common selection of the editors in scientists. Textual research of eras of scientists is obviously insufficient. The names of western scientists are in discrepancy and the translations are diverged. The descriptions of scientists are mostly “mentioning theories, research results or inventions.” Only one textbook has exclusive chapters on the history of science but without detailed descriptions of life and interactions among scientists. This shows that there is still room for improvement. In the end, several suggestions are made in this study for the reference of editors of textbooks, teachers, readers and future researches.
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Marty, John T. "Lighting in print an analysis of stage lighting textbooks /." 2001. http://catalog.hathitrust.org/api/volumes/oclc/47657422.html.
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Thesis (M.F.A)--University of Wisconsin--Madison, 2001.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 69-71).
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Chen-Yi, Liu, and 劉貞儀. "Analysis of the Songs in Elementary School English Textbooks." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/64938171461659777977.
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碩士南台科技大學
應用英語系
94
The study aimed to analyze the presentation of songs and to clarify their functions in TEFL throughout the elementary English textbooks. The subjects included 379 songs, 84 teacher’s manuals collected from 14 series, and the 14 publishers. The main findings were summarized as follows: 1. Fourteen series adopted most of the 40 themes in the NYICG except the issues of “famous or interesting people,” “gender equality,” “human rights,” and “science & technology.” 2. More than 99 % of the songs had the direct relationship with the units they belonged to. The majority of songs were composed of words in 1200 wordlist attached in the NYICG. 3. Only three series compiled the singing materials from easy to difficult according to different learning stages. The majority of songs (71%) were composed of the same difficult level of Type-Token Ratio (TTR) ranged from 0.11 to 0.30. 4. The forms of the 379 songs were suitable for children’s English learning. Most of the songs had a slower rate than the normal speech; 100% of the songs had some repeated vocabulary and specific structures; 99.5 % of the songs were rhymed, and the songs sung by children had the highest proportion (45%). 5. Ninety-nine point two of the songs were put in the end sections of the textbooks; which meant that most songs in the elementary textbooks served the function of review. 6. The lyrics pages, audio CDs and pictures cards were the most common and the most frequently used equipments in elementary English teaching. There was difference among 14 series in terms of teaching aids supplement. 7. In terms of the length for singing activities, almost half of the teacher’s manuals offered the flexibility in song teaching activities; another half of the 14 series provided the exact length for singing activities to teachers. 8. In terms of four-skill activities, the pronunciation practice activity was most used (297 songs/78.3%) in 14 series, while the least was the culture learning activity (10 songs/2.6 %). 9. The explanations and instructions in teacher’s manuals of 14 series were presented in two main styles: detailed or brief. The distinctive features of different series were significant.
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CHANG, CHUN-YUAN, and 張峻源. "An Analysis of English Textbooks from a Gender Perspective." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4wpkr6.
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碩士南臺科技大學
應用英語系
107
Gender equity education aims to provide students with accurate concepts and to decrease or eventually eliminate traditional gender stereotypes. Textbooks, as parts of the curriculum, play a key role in the implementation of gender equity education. Much attention has been directed to the assessment of the sexism in EFL materials and the gender fairness in language. Hence, this study aimed to explore whether gender bias existed in English textbooks. The investigation of English textbooks focused on two perspectives: verbal texts and visual texts. Content analysis was conducted to examine three popular versions of locally-designed English textbooks for junior high school students in Taiwan. The results indicated that the gender-biased courtesy titles and exclusionary words like suffix-man still could be found in the three versions of English textbooks. However, it is encouraging to see that there were no special forms to name females; most authors have abandoned the use of male pronouns to refer to females and males. Moreover, several criteria were utilized to examine gender bias in the verbal texts. The analysis of speech utterances revealed that women had less visibility in the stories and dialogues. Conversations by men occurred in the formal settings, and then conversations by women occurred in the informal settings. It is worth noting that a diversity of occupational roles tended to be depicted as men, whereas the prestigious occupations had the tendency of being portrayed as women. Besides, men dominated a greater range of activities than women. As for the analysis of visual text, though the illustrations with both men and women shown simultaneously occupied the majority of the illustrations in the textbooks, illustrations dominated by only men still outnumbered those with only women. Regarding the color types, the highest percentages on men’s clothing were presented in male’s colors, which were blue, green, brown, and gray. As for female’s colors, which were pink, red, orange, and purple, seldom were they seen in the illustrations of men’s clothing. The findings provided teachers and editors with more information about designing appropriate teaching materials to implement gender equity education.
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YU, YAUN-CHENG, and 原佑誠. "Analysis of Physics Models in Junior High School Textbooks." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/jsmt3t.
Full textAbstract:
碩士國立彰化師範大學
物理學系
107
Understanding of model has been emphasized in science education. Because models play a bridge between abstract scientific theory and real phenomena. Meanwhile, models have the functions of description, prediction and interpretation. Because Textbooks contain a large number of scientific models, textbooks are the most common learning medium when students are learning science and teacher are planning curriculum. Therefore, it is important to understand how the textbooks represent the scientific models. The research includes two parts. First, researcher adopted the content analysis to analyze the physics models in the junior high school textbooks which includes optical, mechanics, electromagnetic, thermal, and wave units. Second, discussed the physics models from the perspective of aspect of model. The results of the study are summarized as follows: (I) The content of the physic model in textbooks mainly focus on how do scientific theory explain the real phenomenon and the difference between the scientific theory and real phenomenon. In conclusion, current textbooks focus on linking the abstract theory with the real phenomenon. (II) From the perspective of understanding of model, the content of the mechanics unit is the most comprehensive among the five units. Because the mechanics unit not only use scientific theory to explain real phenomenon but also includes the development history of mechanics, the process of revising model and several consensus models may co-exist with respect to the same target This study contributes to analysis of textbook by finding out the imperfections of the textbooks. Meanwhile, the researcher also provided the writing suggestions to textbook writers. What is more, when teachers adopt textbooks to design curriculum, they can adopt the result of this research to understand the differences between high school and junior high school textbooks in advance. Keywords: textbooks, scientific models, understanding of model