Journal articles: 'Analysis of textbooks and workbooks'

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Çetin Köroğlu, Zeynep, and Mehmet Elban. "National and Global Identity Perspectives of Textbooks: Towards a Sense of Global Identity." Advances in Language and Literary Studies 11, no. 5 (October 31, 2020): 55. http://dx.doi.org/10.7575/aiac.alls.v.11n.5p.55.

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Textbooks can change, shape, and affect the formation of identity of those who learn the target language rather than teaching the language. In this study, the textbooks determined by the Ministry of National Education and used for English lessons in public high schools were analyzed with the content analysis method in terms of national identity and global identity elements. The study included textbooks and workbooks used in state high schools’ all grades. The data show that the books used as a textbook in public high schools, except 10th grade contain global identity elements more than national identity elements. Another important finding is that the 10th grade English textbook includes elements of national identity more than global identity elements. The results of the current study show that the textbooks prepare language learners for a global identity but also help them create a national identity in state high school, Turkey.

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Ulu, Hacer. "Creative writing exercises study in 1-8th grade Turkish textbooks." African Educational Research Journal 9, no. 2 (April 21, 2021): 339–49. http://dx.doi.org/10.30918/aerj.92.21.054.

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Improving students` writing ability enables self-expression development as well as high-order thinking skills such as creative thinking. Alongside the active teaching in the classroom, the suitability of textbooks for creative writing contributes to the development of students’ writing skills. In this regard, the purpose of this study is to examine the distribution of creative writing exercises in Turkish primary school textbooks in terms of grade level, theme, instruction, and text type. The data of this study conducted on the strength of the qualitative approach, was based on the document analysis. The data sources were derived from 1-8th grade Turkish textbooks and workbooks belonging to various publishers approved by the Ministry of National Education (MEB) between the academic years 2019-2020 and 2020-2021. In the scope of the research, Turkish textbooks and workbooks, which are affiliated with the MEB and private publishers, were analyzed. The content analysis method was used in evaluating the data. According to the results obtained from the research, it was identified as there is no balanced distribution in terms of grade level, theme, instruction, and text type. Some suggestions were made in accordance with the research findings.

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Pang, JeongSuk, Sunmi Cho, and JeongWon Kim. "An Analysis of Variable Concept in the Elementary Mathematics Textbooks and Workbooks." Mathematical Education 56, no. 1 (February 28, 2017): 81–100. http://dx.doi.org/10.7468/mathedu.2017.56.1.81.

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Wulandari, Tri Candra, and Sri Rahayu. "Penerapan Workbook Matematika Berbasis Kontekstual." JIPM (Jurnal Ilmiah Pendidikan Matematika) 6, no. 1 (September 1, 2017): 25. http://dx.doi.org/10.25273/jipm.v6i1.1051.

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Mathematics in primary schools still rely on textbooks and workbooks students were also issued by the government. In general, it seems simpler both from the teachers and students, because students only carry one book that contains a variety of subjects. Weak concept is very pronounced in mathematics. In integrated math into the thematic lessons, however, mathematics remains one of the subjects tested on a final school examinations. Teachers are preparing for the final exam had to work hard to repeat concepts ranging from grade 1 to grade 5. Therefore, it is necessary for teachers of proven strategies so that the material presented can be accepted students well. This research purposed to describe the application of contextual learning using math workbook. This study uses qualitative research with 30 research subjects third grade elementary school students in SDN Gandang I Malang. Data collection technique used documentation techniques and tests. Data analysis technique used qualitative descriptive analysis. After implementing the learning using the workbook, the average repeat is 86.96, the lowest score and the highest score each are 70 and 100. Based on the results obtained, contextual workbook that directly relate to the theme 7 that the energy source can be applied to the study of mathematics the third class at SDN Gadang I Malang.

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김부미. "An Analysis of Functions in Mathematics Textbooks and Workbooks from the 2007 Revised National Curriculum for Mathematics." Journal of Research in Curriculum Instruction 13, no. 4 (December 2009): 909–35. http://dx.doi.org/10.24231/rici.2009.13.4.909.

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Voutsina, Chronoula. "Context Variation and Syntax Nuances of the Equal Sign in Elementary School Mathematics." Canadian Journal of Science, Mathematics and Technology Education 19, no. 4 (November 6, 2019): 415–29. http://dx.doi.org/10.1007/s42330-019-00067-5.

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Abstract Existing research suggests that young children can develop a partial understanding of the equal sign as an operator rather than as a relational symbol of equivalence. This partial understanding can be the result of overemphasis on canonical equation syntaxes of the type a + b = c in elementary school mathematics. This paper presents an examination of context and syntax nuances of relevant sections from the grade 1 Greek series of textbooks and workbooks. Using a conceptual framework of context variation, the analysis shows qualitative differences between equations of similar syntax and provides a nuanced determination of contextual and structural aspects of ‘variation’ in how the equal sign is presented in elementary mathematics. The paper proposes that since equations have context-specific meanings, context variations should constitute a separate element of analysis when investigating how the equal sign is presented. The implication for practice and future research is that nuanced considerations of equation syntax within varied contexts are needed for elaborating analyses of the equal sign presentation that move beyond dichotomized categorizations of canonical/non-canonical syntaxes.

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Larionova, L. G. "Topical Issues of Methodology in Teaching Spelling on the Pages of the Russian Language at School Journal (1979–2019)." Russian language at school 81, no. 1 (January 22, 2020): 36–44. http://dx.doi.org/10.30515/0131-6141-2020-81-1-36-44.

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This article reviews works devoted to the methodology of teaching orthography (spelling) published in the Russian Language at School journal from 1979 to 2019. The reviewed works cover the following aspects: theoretical (linguistic, didactic, psychological and psycholinguistic) foundations of teaching orthography in secondary school; study techniques and methods for explaining spelling rules; essential characteristics of the various methodological systems for a phased process in studying complex spelling rules; types of developmental spelling exercises; lesson plan description, repetition of spelling topics and systematization of the lessons studied at different levels of secondary education from grades 5 to 11 in accordance with changing requirements of Federal State Educational Standards and respective textbooks for teaching Russian as a native language. The article focuses on the aspect of spelling training and preparing students for mandatory written exams in the Russian (native) language in grades 9 and 11, including the final essay in grade 11. In addition, the article provides a general overview of reviews of textbooks and spelling exercise workbooks for pedagogues and pupils published by methodologists. The research methodology was based on the theoretical analysis of scientific knowledge (problematic, comparative, aspective, recapitulative) and practice-based experience of pedagogues. It is concluded that the reviewed publications (in the indicated period) are relevant for modern readers.

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Maksimovic, Dragica. "Upotreba stripa u nastavnom materijalu nemačkog jezika za osnovnu školu." Zbornik radova, no. 21 (December 2019): 183–92. http://dx.doi.org/10.46793/zbradova21.183m.

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Parallel with the invention of new media and devices, the problem of achieving and sustaining attention in the classrooms and during individual work of students, increases. Using comics is one approach to address this problem. In this paper the analysis of comics usage in learning materials for German language classes for fifth – eight grade of elementary school is given. The purpose of this paper is to investigate the usage of comics in presentation and practising. Forty textbooks and workbooks from different authors and publishers have been analysed. The appearance of comics with a single picture and with several pictures has been counted. It was established that the authors recognized the possibility of using comics in German language teaching. Single picture comics have been used more often than comics with multiple pictures. It was also noticed that the authors recognized the usefulness of comics in practice tasks.

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Aldahmash, Abdulwali H., Nasser S. Mansour, Saeed M. Alshamrani, and Saeed Almohi. "An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry." Research in Science Education 46, no. 6 (January 16, 2016): 879–900. http://dx.doi.org/10.1007/s11165-015-9485-7.

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Sugiono, Sugiono. "Social Justice Across The English Curriculum In Indonesian Secondary Schools." International Journal of English Education and Linguistics (IJoEEL) 2, no. 1 (July 1, 2020): 28–35. http://dx.doi.org/10.33650/ijoeel.v2i1.1260.

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Social justice across curriculum is believed to entail changes in society, and thus the integration of social justice into curriculum comes to be crucial. Socially just curriculum deals with the principles of inclusive practices at schools, access to important knowledge and skills to all students, and the empowerment of students to act for socially just change. The purpose of this study was to investigate the extent to which the English curriculum in Indonesian secondary schools, year 10, is socially just. This study focused on documentary research, analysing the collected documents – the curriculum framework and school-based curriculum development – from the lens of socially just curriculum indicators. These indicators were constructed based on the state ideology, Pancasila (Five Principles) and prominent scholars’ viewpoints of social justice covered in relevant literature. The results showed that most of all, those documents reflected the indicators for socially just curriculum. Nevertheless, to make a judgment as to whether the English curriculum is socially just is not a simple matter, since further research, which promotes talks with teachers and students, observation of classroom activities, analysis of methods of assessment, student textbooks, workbooks, and other resources, would be necessary to be done.

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Papakonstantinou, Margarita, and Michael Skoumios. "Science and engineering practices in the content of Greek middle school physics textbooks about forces and motion." Journal of Technology and Science Education 11, no. 2 (July 26, 2021): 457. http://dx.doi.org/10.3926/jotse.1286.

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It has been argued that students’ understanding of science ideas and concepts is based on their engagement in science and engineering practices. However, research studying science and engineering practices engaging in the content of school science textbooks is particularly limited. The aim of the present study is to develop a framework and investigate (through it) the level at which science and engineering practices engage in the content of Greek middle school Physics textbooks about forces and motion. The analysis was carried out on a total of 61 reports and activities on forces and motion that are included in school textbooks (student’s book and lab workbook) used for teaching Physics to 13-year-old middle school students in Greece. Reports and activities were analyzed using content analysis. An assessment rubric called “Science and Engineering Practices Analytic Rubric” (SEPAR), which evaluates the level at which science and engineering practices engage in the above reports and activities, was used throughout the analysis. The analysis demonstrated the low level at which science and engineering practices engage in the analyzed content of these school textbooks. The SEPAR can be used for analyzing science instructional material. The results mean that no opportunities are provided to the students through the content of these school textbooks so that the students could use science and engineering practices and become familiar with them in order to better understand ideas and concepts about forces and motion.

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조아영 and Young-in Moon. "An Analysis of Leveled Writing Activities in Middle School English 1 Textbooks and Workbooks and the Perceptions of Middle School Students on the Leveled Writing Activities." Linguistic Research 27, no. 1 (April 2010): 41–63. http://dx.doi.org/10.17250/khisli.27.1.201004.003.

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Azam, Azmi. "Teaching Grammar and Vocabulary." JOURNAL OF ADVANCES IN LINGUISTICS 2, no. 1 (February 8, 2014): 61–79. http://dx.doi.org/10.24297/jal.v2i1.2009.

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The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by a teacher of English. In case of methods, generally four types of method i.e. Grammar Translation method, Directmethod, Audio-lingual method and Communicative Language Teaching method can be specified. Further, in case of teaching vocabulary, diverse methods particularly- keyword method, word map,restructuring reading materials, root analysis and so on can also be marked as necessary. While we come across syllabus designing, we find: Grammatical syllabus, Structural syllabus, Situational syllabus and Notional-functional syllabus. In case of materials we have textbooks, workbooks, reference books, teachers manual, supplementary materials, remedial materials and so on. After selection of materials, the selection of gradation comes including linear and cyclic gradation. The checklist is a kind of manual or work-plan provided by the teacher to the students. As a whole, the checklist includes daily programme of topics selected in specific to be taught in a lecture or several lectures whereas a lesson plan is a detail discussion of the topic with the division of time scheduling for each and every class.

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Arslan, Nahide, and Mustafa Mavaşoğlu. "A comparative study of formulaic expressions in textbooks of Turkish as a foreign language." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 8, no. 2 (December 24, 2018): 159–80. http://dx.doi.org/10.31704/ijocis.2018.008.

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The aim of this study was to examine, in a comparative way, formulaic expressions used in textbooks of Turkish as a foreign language and to determine in which contexts and how often they are included in these textbooks. Survey model was used to obtain data from three textbooks of Turkish as a foreign language (İstanbul A1-A2, İzmir A1-A2 ve Yeni Hitit A1-A2). Formulaic expressions in these books were collected then analyzed in terms of their structural, functional, semantic and contextual features. 193 expressions that met criteria of being formulaic expressions were determined as sub-categories in the textbooks and workbooks and linked to 21 speech acts that were grouped as main categories. Results showed that textbooks may have difficulties in providing a balanced representation of interrelated formulaic expressions, a number of formulaic expressions cannot be included in textbooks although they are frequently used in everyday life and informational contents about speech acts and formulaic expressions in textbooks can be represented being carried into workbooks but they are not reinforced as they are less used in workbooks. Based on these results, suggestions were made both for authors of future textbooks and workbooks of Turkish as a foreign language and authors of future studies concerning formulaic expressions and Turkish as a foreign language.

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Vojíř, Karel, and Martin Rusek. "Role of Workbooks and Teacher’s Books in Lower-secondary Chemistry Education in Czechia." Scientia in educatione 12, no. 1 (July 29, 2021): 53–62. http://dx.doi.org/10.14712/18047106.1928.

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Textbooks as a prominent product of educational content’s didactical transformation are usually published as a series. Textbooks are often accompanied by workbooks and teacher’s books. These publications are designed to support teacher’s work and can have a significant impact on the teaching practice. To deepen the understanding of chemical education at lower-secondary schools, the goal was to map chemistry teachers’ use of workbooks and teacher’s books. An electronic questionnaire containing close-ended questions as well as scales was used for this purpose. Information about workbooks and teacher’s books’ use, frequency of use, perceived importance and purpose were gathered. Whereas 63% of the 387 respondents reported using workbooks they consider important for the quality of education, teacher’s books are only used by 24% of teachers, with only 4% reporting their frequent use. The results indicate that workbooks are mostly used during chemistry lessons or for student homework, however a significant share of teachers mentioned using them for lesson preparation. The absence of a teacher’s book, coupled with the teachers’ reluctance to use them even when available, also pointed to their approach to teaching preparation based on the search for educational content and specific activities rather than methodological support in a broader sense.

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Háhn, Judit. "“Enymärä”." Apples - Journal of Applied Language Studies 11, no. 4 (December 26, 2017): 113–36. http://dx.doi.org/10.17011/apples/urn.201712114614.

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It has been a long tradition in Finland to use locally published textbooks in primary foreign language education. The books have been designed for linguistically homogenous groups of students, which explains why Finnish, as the learners’ L1, is the instructive metalanguage chosen for the EFL activity books. However, the growing number of immigrant children in the Finnish educational system raises the question to what extent these activity books can serve the needs of linguistically more diverse groups of learners. The connection between the two languages is so strong that Finnish seems to serve as a precondition for the acquisition of English. The high proportion of tasks requiring fluency in Finnish and the exclusive use of the language in the instructions might position Finnish as a gatekeeper language and thus hinder the acquisition of English in the case of non-Finnish students. The background trigger for the research was the case of an immigrant child, who had problems solving the English workbook exercises due to his weak Finnish skills. The paper investigates the role of Finnish in six EFL activity books that are used in Finnish comprehensive education to see to what extent it is present in the books, what functions it takes and what difficulties the lack of fluency might cause in task comprehension and solution. The analysis will be supplemented by interviews made with teachers of English and a textbook author to explore their views and experience regarding the use of the majority language in the activity books.

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Kamii, Constance, and Barbara A. Lewis. "Research Into Practice: Constructivism and First-Grade Arithmetic." Arithmetic Teacher 38, no. 1 (September 1990): 36–37. http://dx.doi.org/10.5951/at.38.1.0036.

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For arithmetic instruction in the first grade, we advocate the use of games and situations in daily living in contrast to the traditional use of textbooks, workbooks, and worksheets. Our position is supported by the research and theory of Jean Piaget, called constructivism, as well as by classroom research (Kamii 1985, 1990).

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Bartošová, Iva Košek, Anna Plovajková, and Tereza Podnecká. "Development of Reading Literacy Based on the Work of Textbooks (Workbooks)." Procedia - Social and Behavioral Sciences 171 (January 2015): 668–79. http://dx.doi.org/10.1016/j.sbspro.2015.01.176.

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Sprowls, Clay. "Complete systems analysis: The workbook, the textbook, the answers." Journal of Strategic Information Systems 3, no. 3 (September 1994): 254–55. http://dx.doi.org/10.1016/0963-8687(94)90030-2.

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Wen-Cheng, Wang, Lin Chien-Hung, and Lee Chung-Chieh. "Thinking of the Textbook in the ESL/EFL Classroom." English Language Teaching 4, no. 2 (June 1, 2011): 91. http://dx.doi.org/10.5539/elt.v4n2p91.

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Textbooks provide novice teachers with guidance in course and activity design; it assures a measure of structure, consistency, and logical progression in a class; It meets a learner’s needs or expectations of having something concrete to work from and take home for further study; It may provide multiple resources: tapes, CDs, videos, self-study workbooks etc. While the quality of ESL reading textbooks has improved dramatically in recent years, the process of selecting an appropriate text has not become any easier for most teachers and administrators. Thus, the paper discusses for evaluating reading textbooks for use in ESL/EFL classrooms. Classroom teachers spend much time using textbooks in class, so choosing an appropriate one is important. And the paper describes the role of the textbook. Using this will make the textbook selection process more efficient and more reliable.

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Mavasoglu, Mustafa. "Readability, referential cohesion and interaction in texts of websites, textbooks and workbooks for French language learning." World Journal on Educational Technology: Current Issues 10, no. 2 (May 11, 2018): 88–103. http://dx.doi.org/10.18844/wjet.v10i2.3419.

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As Internet carries on its growing in an unceasing manner, more and more students are guided by their teachers to accesslanguage learning websites to support self-studyThe present study examined some linguistic and interactional properties ofFrench learning websites in terms of readability, referential cohesion and interaction. These properties were comparativelyanalysed with French language textbooks and workbooks. The results showed that the websites were close to workbooks interms of the number of words and clauses used to teach/learn grammatical subjects. In order to examine readability andcomprehensibility, the websites were analysed for lexical density, clause length and referential cohesion. The resultsrevealed that they used less readable and comprehensible texts about lexical density and referential cohesion while theydesigned readable and comprehensible text regarding clause length. The websites were also analysed for involvementstrategies and the use of imperative verbs to look for their interactional features. The results indicated that they showedstrong interactional properties through involvement strategies but presented low density of imperatives. The findings of thepresent study also revealed that the texts of the websites were rather denatured electronic texts which seem to be a simpletransmission of information in printed sources as such into digital environment.

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Marek, Pam, Sherri L. Jackson, Richard A. Griggs, and Andrew N. Christopher. "Supplementary Books on Critical Thinking." Teaching of Psychology 25, no. 4 (October 1998): 266–69. http://dx.doi.org/10.1080/00986289809709712.

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To complement our companion study of critical thinking in introductory psychology textbooks and ancillary workbooks and readers, we describe 12 critical thinking books that instructors could use as supplements in psychology courses. Some books strongly emphasize skills in evaluating arguments, whereas others stress methodology and biases in thinking. Although the breadth and depth of most of these books limit their use in a one-term introductory course, they fit comfortably in a two-term course. We suggest alternative ways to incorporate supplementary critical thinking books into the psychology curriculum.

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윤권하 and 이선웅. "A Study of Collocation based on lexical functions in Korean intermediate textbooks and Workbooks." Language Facts and Perspectives 42, no. ll (November 2017): 187–210. http://dx.doi.org/10.20988/lfp.2017.42..187.

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Mendez, David, Miriam Mendez, and Juana Anguita. "Motivation of 14 Year-old Students using Tablets, compared to those using Textbooks and Workbooks." International Journal of Interactive Mobile Technologies (iJIM) 12, no. 4 (August 30, 2018): 86. http://dx.doi.org/10.3991/ijim.v12i4.9203.

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Intrinsic motivation is important and it can be divided in different dimensions. The Self-Determination Theory is based on intrinsic motivation. The test based on this theory was given to 14-year old students from three different schools: one where students used tablets in the science class during the 2015-16 school year, and two schools where students used textbooks and workbooks for the same subject in the classroom and at home. The test measured three dimensions of intrinsic motivation: interest and satisfaction in connection with the tasks they perform, how they perceive their competence to use the necessary tools to study and the value of the tasks they perform. The results show that students using tablets are more motivated in the three dimensions measured by the test than those using the textbook.

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Farida, Anisatul, and Ratna Puspita Indah. "Pengembangan Modul Pembelajaran Kalkulus 1 Berbasis Problem Based Learning Di STMIK Duta Bangsa." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 4, no. 1 (April 12, 2019): 26–36. http://dx.doi.org/10.31316/j.derivat.v4i1.162.

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The purpose of this research is to develop module Calculus 1 based on the problem based learning that valid, practical, and effective in Calculus 1 at Information Engineering of STMIK Duta Bangsa. This research is development research using 4D model. The steps are defined, design, develop, and disseminate. The define steps are syllabus and textbook analysis, review of the literature, and interview about lesson and college student about learning in the classroom. The design step is the design of workbook. The developing steps are consists of validation, praktikalitas, and effectiveness. After designed, the workbook will be validated by the validator. At the praktikalitas step, workbook was tried out to students semester 1 of Information Engineering in STMIK Duta Bangsa. This event will be observed by an observer. The effectiveness of workbook observed at the same time with praktikalitas steps. The effect that observed were the activities and student learning outcomes. The technique of collecting data was done by validation sheet, observation sheet, field notes, and an interview. The data were analyzed using the descriptive set. The dissemination step was spread of the product. The outer of this research is a prototype, model, module of Calculus 1 and national journal publication. The result showed that the module of Calculus 1 was having validity very valid by content and construct. According to observation and interviews, note showed that module Calculus 1 was already practical and easy to used by students. The module of Calculus 1 is effective according to the study and observation activity students. This research was indicated that by using modules can improving activity and learning outcomes students.Keywords: module, problem-based learning, Kalkulus 1

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Munakata, Mika. "Constructing Cooperative Logic Problems." Mathematics Teacher 98, no. 6 (February 2005): 386–89. http://dx.doi.org/10.5951/mt.98.6.0386.

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As teachers of mathematics, we spend hours searching for good examples of mathematics problems to use in the classroom. We often seek problems that will grab students' attention, that are relevant to their interests, and that demonstrate the mathematical concepts that we hope to teach. Although we rely on many sources for these problems—such as textbooks, workbooks, journals, colleagues, and the Internet—we also spend a good deal of time constructing our own problems, whether they be for lectures, class work, homework, or tests. Designing problems is typically a task for teachers; however, this process can also be a valuable experience for our students. In this article, I describe the complexities involved in writing mathematics problems and suggest a cooperative learning activity that gives students the challenge of writing mathematical logic problems for their peers.

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Handojo, Angelina Patricia. "DaVinci Academie’s Travel Journey Visual Design." Nirmana 18, no. 2 (September 27, 2021): 87–92. http://dx.doi.org/10.9744/nirmana.18.2.87-92.

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DaVinci is an educational company that has two backing departments. One is aimed at children, namely DaVinci Publisher, and the other is for adults, namely DaVinci Academie. DaVinci Publisher is a department that offers education methods for children, and its vision is to develop kids with their educational products and materials about a way of thinking and learning. DaVinci Publisher has already gotten products to support children’s education from the design of the visuals and supporting media like textbooks, workbooks, binders, etc. However, DaVinci Academie still has nothing to support the education for adults and its target audiences who consist of directors, manager teachers, etc., and do not know about the messages that it carries. Finding the requirements to produce a suitable design of the visuals and the supporting media are needed to support the messages within a travel journey concept given by DaVinci Academie.

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Kunilovskaya, Maria, and Marina Koviazina. "Sketch Engine: A Toolbox for Linguistic Discovery." Journal of Linguistics/Jazykovedný casopis 68, no. 3 (December 1, 2017): 503–7. http://dx.doi.org/10.2478/jazcas-2018-0006.

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Abstract The review states that there has been a higher demand practical corpus knowledge and skills in the recent time, where learning to use query tools requires a greater awareness of the interconnection of lexis and grammar. The revue values then the new textbook, workbook and glossary by James Thomas, who focuses on the domain of language teaching and on the work with Sketch Engine, a set of software tools, offering a wide range of services with regard to analysis into concordances, frequency statistics, co-occurrence patterns, contrasts ets. The reviewed books are aimed at teachers and students of English, linguists and translators. The review describes the books as witty, highly-readable narrative written by an enthusiast with vast experience in ELT, whose line of argumentation is very compelling and engaging.

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Haakedal, Elisabet. "Norwegian Religious Education Workbooks after World War II: Exploring Teachers’ Workbook Constructions by Interpreting Traces of Textbooks and National Curricula." Scandinavian Journal of Educational Research 54, no. 1 (January 28, 2010): 61–81. http://dx.doi.org/10.1080/00313830903488478.

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Fauziati, Endang. "INTERFERENSI GRAMMATIKAL BAHASA INDONESIA DALAM BAHASA INGGRIS: KASUS PADA BUKU LKS BAHASA INGGRIS UNTUK SLTP DI SURAKARTA." Jurnal Penelitian Humaniora 17, no. 2 (October 1, 2016): 96. http://dx.doi.org/10.23917/humaniora.v17i2.2502.

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The present study deals with Indonesian interference in English. It aims at giving a thick explanation about grammatical interference which especially exists inEnglish Workbooks for Junior High School students in Surakarta. The data consist of sentences containing interference taken from 10 English workbooks as data source. There were 185 sentences collected as data which were analyzed using error analysis framework and sociolinguistic perspective. The research findings show that there were seven types of grammatical interference: mismatching (62/33.51%), preposition(35/18.91%), superflous expression (27/14.59%), parallel construction (21/11.35%), passive (17/918%), conjunction (14/7.56%), and modifier and adverb (9/4.86%). Only one out of 10 workbooks, that is LKS Bahasa Inggris by MGMP, contained no language interference. The other 9 books contained language interference with the highest frequency occurred in LKS Bahasa Inggris RABEL (45/24.32%) and thelowest in LKS Bahasa Inggris Komunikasi Aktif (1/0.5%). The study also shows that the interference was due to two factors: the bilinguality of the book writers and the tendency of transferring old linguistic behavior in the new one (from Indonesian to English), which basically due to the writers’ constrains in English grammar.

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Dou, Remy, DaNel Hogan, Mark Kossover, Timothy Spuck, and Sarah Young. "Defusing Diffusion." American Biology Teacher 75, no. 6 (August 1, 2013): 391–95. http://dx.doi.org/10.1525/abt.2013.75.6.6.

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Diffusion has often been taught in science courses as one of the primary ways by which molecules travel, particularly within organisms. For years, classroom teachers have used the same common demonstrations to illustrate this concept (e.g., placing drops of food coloring in a beaker of water). Most of the time, the main contributor to the motion in these demonstrations is not actually diffusion, but rather convection. Yet teachers, textbooks, and workbooks continue to cite these as examples of diffusion, despite having been adequately refuted. In order to reaffirm the refutations and promote greater awareness of the continued existence of these misconceptions among teachers, the authors designed an experiment to test the premise that typical classroom diffusion experiments are, in fact, examples of convection. Taking advantage of the free-fall environment through NASA’s Teaching from Space Microgravity Experience, we were able to show that the great majority of dispersion patterns depicted in these demonstrations are due to convection. Subsequently, we propose classroom activities that serve as more accurate demonstrations of diffusion.

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Gilyasev, Yu V. "Academic authenticity of neuro-linguistic programming as a discursive practice." Professional Discourse & Communication 1, no. 4 (December 25, 2019): 33–44. http://dx.doi.org/10.24833/2687-0126-2019-1-4-33-44.

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Neuro-linguistic programming (NLP) is considered to be one of the socially valued practices whose conceptual and methodological grounds can be articulated when seen in the light of its discursive representation. Characterization and evaluation of this area in applied psychology proceeds through analysis of expert standpoints and views rendered in secondary sources where they express the conformity level of the discourse in question to academic standards existent in psychology as a theory. Special attention is given to the propositional expression of the ideas defining NLP studies as well as to the exposure of presuppositional attitudes of the NLP expert whose textbook is under discussion in the article. The logical correctness and validity of those presuppositions are analyzed in relation to their adequate representation of scientific or mass worldview. After having exposed the author’s intentions one can state the pragmatic strategy and ideology pursued by the NLP expert in the textbook alongside with the identity of NLP as a discursive and social practice, its position among other discursive practices. The results obtained after the analysis of a particular piece of NLP discourse are congruent with the current trends typical of postmodernist consumerist society. Characteristic postmodernist ways to organize verbal interaction – in particular, forms of discourse imitation, its variation and hybridization – are found in the examples provided. A practical workbook on NLP in English was taken as a source for evidence. Critical discourse-analysis (CDA) served as the guiding approach to the problem, which was realized at some points of the study as contextual analysis, definitive analysis, interpretation method, statistical procedures altogether with quantitative estimation.

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Erol, Hüseyin. "An evaluation on functionality of the workbook for social studies for the 7th graders." Pegem Eğitim ve Öğretim Dergisi 7, no. 1 (December 2, 2016): 01–22. http://dx.doi.org/10.14527/pegegog.2017.001.

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The aim of this study is to examine the 7th graders' perceptions over the workbook for social studies course. Of the qualitative research designs, the phenomenology design was used in the research. The data was collected through the semi-structured interview form developed by the researcher. Within the scope of the research, 93 7th graders from 3 different schools in Adıyaman were interviewed. The working group of the research was determined through the easy accessible case sampling method. The collected data was analyzed through the descriptive analysis technique. In the research most of the students (75.24%) were found out to have negative perspective on the workbook for social studies course for the 7th grade. It was revealed that the students find activities in the workbook boring and do not want to do the activities. It was concluded that activities in the workbook were mostly assigned as homework for the students by their teachers. It can be said that teachers' negative attitudes and statements about workbooks contribute to students' not taking this important course material seriously. It was discovered that the workbooks which should be used with course subjects together in the classroom are used to give performance grades. It can be said that combination of course books and workbooks can increase effectiveness of these books.

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Приходько, І. М., and Ю. О. Куса. "Transformation of folklore and the course of solfeggio." Музикознавча думка Дніпропетровщини, no. 15 (November 1, 2019): 32–49. http://dx.doi.org/10.33287/22193.

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The purpose of the work is to update conception of using folklorematerial in the course of solfege. The object of the research is functioningspecific of the winter cycle rites musical component in the conditions ofthe modern information society. The subject of the study is theimprovisational component in the process of reproducing folklore materialin the solfeggio classes. In particular, there is a revival and renewal oftraditional folk rites. Changes in the ways of functioning of folkloredetermine the relevance of the chosen topic. Folklore material wassystematically used in solfeggio courses in Soviet times, but folk songsserved in Soviet textbooks as symbols rather than as examples with whichthe rite could be reproduced. In addition, the songs had to be sung in strictaccordance with the notation, that is, the improvisational component,which is an integral feature of folklore, was excluded from thereproduction of folk samples. Over past decades, textbooks have appearedthat are based on folklore solely, but in these workbooks, notated folkmelodies should be reproduced accurately and serve as a tool of intonationdifficulties overcoming. The methods of this exploration are designated asthe comparative, historical, structurally-analytical, generalizing as well asthe method of observation. Scientific novelty lies in the fact that such anapproach is offered to the development of folklore material, which relies on rhythmic and melodic improvisation. Conclusions. The use of folklorematerial in educational practice can be considered as a modern form of theexistence of folklore. The reproduction of improvisation processesinherent in folklore in solfeggio lessons is carried out by creating rhythmicand melodic versions of a given model and by performing creative tasks.

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Knowles, J. D. "LINEAR ANALYSIS (Cambridge Mathematical Textbooks)." Bulletin of the London Mathematical Society 26, no. 4 (July 1994): 407. http://dx.doi.org/10.1112/blms/26.4.407a.

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Pinskaya, Мarina. "Analysis of elementary school textbooks." Voprosy Obrazovaniya/ Educational Studies. Moscow, no. 1 (2009): 137–61. http://dx.doi.org/10.17323/1814-9545-2009-1-137-161.

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MEYER, CYNTHIA J., and PAUL C. ROSENBLATT. "Feminist Analysis of Family Textbooks." Journal of Family Issues 8, no. 2 (June 1987): 247–52. http://dx.doi.org/10.1177/019251387008002007.

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이정우. "An Analysis on Social Studies Textbooks : Focused on Diversity Between Textbooks." Theory and Research in Citizenship Education 42, no. 3 (September 2010): 159–85. http://dx.doi.org/10.35557/trce.42.3.201009.006.

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Kennedy-Clark, Shannon, and Kate Thompson. "Collaborative Process Analysis Coding Scheme (CPACS)." International Journal of Virtual and Personal Learning Environments 4, no. 2 (April 2013): 19–49. http://dx.doi.org/10.4018/jvple.2013040102.

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The purpose of this paper is to demonstrate the value of using discourse analysis to understand users’ interactions in a scenario-based virtual environment. This study investigated six dyads’ synchronous discourses while they worked side-by-side to plan and implement goal-related decisions in a virtual inquiry. The Collaborative Process Analysis Coding Scheme (CPACS) was adopted for the analysis. The cumulative analysis indicates that the participants in the control group spent more time on average defining the problem and developing solutions, and spent less time off task than the participants in the experimental condition. Overall, the pairs that were able to plan goals, reflect on past experiences and use the workbooks were better able to progress through the inquiry.

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Griggs, Richard A., Sherri L. Jackson, and Teresa J. Napolitano. "Brief Introductory Psychology Textbooks: An Objective Analysis." Teaching of Psychology 21, no. 3 (October 1994): 136–40. http://dx.doi.org/10.1177/009862839402100302.

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Given the rising cost of textbooks, the one-term nature of most introductory psychology courses, and the length of “regular“ introductory psychology textbooks, many psychology teachers may be interested in briefer, less expensive paperback introductory textbooks. We performed an objective analysis of these briefer textbooks. Our approach was similar to Weiten's (1988) analysis of regular introductory textbooks and to Webb's (1991) analysis of the three editions of the Boring, Langfeld, and Weld textbook. Overall data and the results for each text are provided, as well as a comparison with Weiten's data for regular texts. Prices are also briefly discussed. These data supplement Weiten's normative data.

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Dong Bae Lee. "Critical Analysis of the Environment in Korean Language Textbooks: Choseonjok’s Korean Textbooks." korean language education research 50, no. 5 (December 2015): 183–207. http://dx.doi.org/10.20880/kler.2015.50.5.183.

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Meiratnasari, Ayu, Agus Wijayanto, and Suparno Suparno. "An analysis of Politeness Strategies in Indonesian English Textbooks." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 4 (December 16, 2019): 529–40. http://dx.doi.org/10.34050/els-jish.v2i4.8393.

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The research aimed explores politeness approaches in EFL textbooks, especially Indonesian English textbooks. There were two textbooks which analysed as the sample for this study. The textbooks entitled “Talk Active 1” and “Talk Active 2: Language and Culture Programme”. The researcher limited the analysis on the dialogs which provided as materials in the textbooks. Brown & Levinson's (1987) politeness strategies were applied to categorize the data. The researcher applied content analysis method proposed by Denscombe, (2010) as the research method. The results of the study revealed bald on-record, positive politeness, negative politeness, and off-record were reflected in the Indonesian English textbooks. Both types of bald on-record strategies were found in the Indonesian English textbooks. However, there were only three types of off-records strategies were reflected in the textbooks. The finding revealed 11 types of positive politeness as strategy follows: S1: Notice, attend to hearer; S2: Exaggerate, S3: Intensify interest to hearer; S4: Use in-group identity markers; S6: Avoid disagreement; S7: Presuppose/assert/raise common ground; S8: Joke; S10: Offer, promise; S12: Include both speaker and hearer in the activity; S13: Give (or ask for) reasons; S14: assume or assert reciprocity. The result also presented 8 types of negative politeness as follows: S1: Be conventionally indirect; S2: Question, hedge; S3: Be pessimistic; S4: Minimize the imposition; S5: Give deference; S6: Apologize; S7: Impersonalize speaker and hearer and S10: Go on record as incurring a debt, or as not indebting hearer. The analysis showed positive and negative politeness strategies were central strategies that reflected in the textbooks. It proved that Indonesian English textbooks have pragmatics input for the students.

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Ko, Junghwa. "Analysis of Mathematical Competencies of 3rd and 4th Grade Mathematics workbooks in Elementary School." Educational Research Institute 40, no. 2 (October 31, 2020): 221–40. http://dx.doi.org/10.34245/jed.40.2.221.

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Yang, Yong-Joon. "An Analysis of Dialogue on English Textbooks - Focused on the First Grade’s Textbooks -." British and American Language and Literature Association of Korea, no. 131 (December 31, 2018): 289–308. http://dx.doi.org/10.21297/ballak.2018.131.289.

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Dorji, Tshewang. "Content Analysis of Entrepreneurship Education in Primary and Secondary School Textbooks." Research in Educational Policy and Management 3, no. 1 (May 27, 2021): 42–59. http://dx.doi.org/10.46303/repam.2021.3.

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Textbooks are the main source of teaching-learning materials used in primary and secondary schools. This study was carried out in Bhutan to examine if the existing textbooks in primary and secondary schools contain sufficient knowledge and skills in entrepreneurship education. This descriptive study collected 96 textbooks used by students and teachers in classes Pre-Primary (PP) to XII. The reviewers identified descriptions about entrepreneurship if any in the content and the pedagogical aspects. The content included the meaning of entrepreneurship, characteristics, student activity and images on entrepreneurship. The study revealed that entrepreneurship education is not thoroughly integrated into primary and secondary school textbooks. Three (3.1%) out of 96 textbooks contained descriptions about entrepreneurship. The study, therefore, recommends existing textbook contents and images on entrepreneurship education to be improved and experiential learning opportunities be included. Ministry of Education and the Royal Education Council needs to review and revise classes PP-XII existing school textbooks at various levels. Integrate entrepreneurship education-related topics in the existing textbooks of primary and secondary schools based on the current labour market needs. However, Media Information Literacy, Environmental Science, and Agriculture for Food Security textbooks were not analyzed since many schools did not offer these elective subjects due to no or poor ability rating for higher education admission in Bhutan.

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Sulistiyo, Urip, S. Supiani, Ahmad Kailani, and Reni Puspitasari Dwi Lestariyana. "Infusing moral content into primary school English textbooks: A critical discourse analysis." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 251–60. http://dx.doi.org/10.17509/ijal.v10i1.25067.

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Situated in character-based education, the Indonesian Government mandates all teachers to incorporate moral values into school subjects. Teaching English to young learners (TEYL) is no exception. Little empirical evidence reports how school textbooks (e.g., language textbooks) discursively teach particular values explicitly and implicitly. To validate whether English for young learners (EYL) textbooks teach particular moral values, the present critical discourse study (CDA) reported in this article examines how moral content is discursively infused into EYL textbooks. Framed in Hallidayan Systemic Functional Linguistics (SFL) theory, it looks specifically at how particular moral values are represented in three nationally-adopted EYL textbooks through lexical choices, the representation of images, and selected texts that the textbook writers use to represent their attitudinal discourse. The findings show that the value of helping others is predominantly represented in the textbooks. The other dominant values encapsulated in the textbooks include politeness and caring. We conclude that the textbook writers place greater emphasis on such values as helping others, being polite, and caring in the textbooks in as much as they may want to teach these values at an early age.

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Kessler, Fritz. "Map Projection Education in General Cartography Textbooks: A Content Analysis." Cartographic Perspectives, no. 90 (August 16, 2018): 6–30. http://dx.doi.org/10.14714/cp90.1449.

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As developments in the field of map projections occur (e.g., the deriving of a new map projection), it would be reasonable to expect that those developments that are important from a teaching standpoint would be included in cartography textbooks. However, researchers have not examined whether map projection material presented in cartography textbooks is keeping pace with developments in the field and whether that material is important for cartography students to learn. To provide such an assessment, I present the results of a content analysis of projection material discussed in 24 cartography textbooks published during the twentieth and early twenty-first centuries. Results suggest that some material, such as projection properties, was discussed in all textbooks across the study period. Other material, such as methods used to illustrate distortion patterns, and the importance of datums, was either inconsistently presented or rarely mentioned. Comparing recent developments in projections to the results of the content analysis, I offer three recommendations that future cartography textbooks should follow when considering what projection material is important. First, textbooks should discuss the importance that defining a coordinate system has in the digital environment. Second, textbooks should summarize the results from experimental studies that provide insights into how map readers understand projections and how to choose appropriate map projections. Third, textbooks should review the impacts of technology on projections, such as the web Mercator projection, programming languages, and the challenges of projecting raster data.

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Peden, Blaine F., and Sarah E. Hausmann. "Data Graphs in Introductory and Upper Level Psychology Textbooks: A Content Analysis." Teaching of Psychology 27, no. 2 (April 2000): 93–97. http://dx.doi.org/10.1207/s15328023top2702_03.

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In this article, we report a content analysis of data graphs in introductory and upper level psychology textbooks. Three raters classified data graphs as either line, bar, scatter, 100%, or picture graphs. The results indicated that (a) only 5 types of data graphs appear in psychology textbooks, (b) the number of data graphs per page varies considerably in both types of textbook, and (c) comparisons of observed and expected frequencies revealed that proportions of 100% graphs were greater in introductory textbooks and proportions of scatter graphs were greater in upper level textbooks. We discuss implications of these findings for teachers of psychology and authors of undergraduate psychology textbooks.

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Seifert, Susanne. "Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade." Technology, Knowledge and Learning 26, no. 2 (January 19, 2021): 383–405. http://dx.doi.org/10.1007/s10758-021-09490-w.

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AbstractThe range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.

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Sirajuddin, Sirajuddin. "Pengembangan Perangkat Pembelajaran Matematika Dengan Kombinasi Pendekatan Matematika Realistik Dan Scientific Pada Siswa Kelas VII SMP." JTAM | Jurnal Teori dan Aplikasi Matematika 1, no. 1 (October 26, 2017): 60. http://dx.doi.org/10.31764/jtam.v1i1.316.

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Abstrak: Penelitian ini merupakan penelitian pengembangan (developmental research). Untuk mengembangkan perangkat pembelajaran yang valid, praktis, dan efektif. Perangkat pembelajaran yang dimaksud dalam penelitian ini yaitu: Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kegiatan Siswa (LKS), Buku teks pelajaran, dan Tes Hasil Belajar (THB). Proses pengembangan perangkat pembelajaran menggunakan model 4-D dari Thiagarajan yang terdiri dari 4 tahapan yaitu: (1) tahap pendefinisian, (2) tahap perancangan, (3) tahap pengembangan, (4) tahap penyebaran. Perangkat pembelajaran yang dikembangkan divalidasi oleh dua orang ahli dengan nilai rata-rata keseluruhan dari tiap aspek perangkat pembelajaran himpunan dengan kombinasi pendekatan realistik dan saintifik yang dihasilkan (buku teks pelajaran, rencana pelaksanaan pembelajaran, lembar kegiatan siswa dan tes hasil belajar) dinyatakan valid dan layak untuk diujicobakan. Uji coba dilakukan pada Kelas VIISMP N 21 Mataram dengan jumlah siswa sebanyak 29 orang. Dari hasil analisis keterlaksanaan perangkat menunjukkan bahwa keterlaksanaan perangkat pembelajaran himpunan berbasis kombinasi realistik dan saintifik memenuhi kriteria praktis dan berada pada kategori sangat baik. Serta memenuhi kriteria efektif yaitu diperoleh respon siswa positif terhadap pembelajaran, aktifitas siswa berada pada kategori sangat aktif dan hasil belajar telah tuntas secara klasikal (84,7% siswa yang memperoleh nilai di atas 75 dari nilai ideal 100). Dengan demikian, perangkat pembelajaran himpunan dengan kombinasi pendekatan realistik dan saintifik telah valid, praktis dan efektif..Abstract: This studi was develomental research to develop learning package which is valid, practical, and effective. The intended learning package in this study is as follows: lesson plan, student’s workbook, textbook, and test of learning result. The development process of learning package employed 4-D model based on thiagarajan which consist of 4 phases, namely (1) defining phase, (2) design phase, (3) development phase, and (4) dissemination phase. The learning package developed was validated by two experts with the overall aspect of each aspect of the set learning with combination of realistic and scientific approaches produced (textbook, lesson plan, student’s workbook, and test of learning result) is confirmed as valid and feasible to be tested. The test is conducted to grade VII at SMP N 21 Mataram with the total of 29 students. The result base on the analysis of package implementation reveals that the set of learning sets based on reaistic and scientific approach meets effective criteria wich is obtained from positive response of the students toward learning; students’ activities is in very active category and the learning result has completed calssically (84.7% students obtain the score above 75 from the ideal 100). Therefore, the set learning package with realistic and scientific mixed approaches is valid, practical, and effective.

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Journal articles on the topic 'Analysis of textbooks and workbooks'

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