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Journal articles on the topic 'Comparison of textbooks'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Li, Xiying, Liusu Wang, Jiliang Shen, et al. "ANALYSIS AND COMPARISON OF SCIENTIFIC INQUIRY ACTIVITIES IN EIGHT-GRADE PHYSICS TEXTBOOKS IN CHINA." Journal of Baltic Science Education 17, no. 2 (2018): 229–38. http://dx.doi.org/10.33225/jbse/18.17.229.

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In order to analyse whether or not the characteristic of scientific inquiry activities of textbooks in China satisfy the requirements of China’s new curriculum reforms, content analysis method was adopted to analyze scientific inquiry activities in junior middle school physical textbooks (grade 8) of five editions authorized by the Chinese Ministry of Education. The results show that the inquiry activities in the five versions of textbooks in China cannot meet the requirements of authentic scientific inquiry regardless of the degree of openness or operationality of cognitive processes and are

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Waqar, Sajid, Anita Bilal Burki, and Musarrat Jahan. "Hidden Curriculum in Schools: A Comparison of Religious Otherness in Pakistani ELT Textbooks." International Journal of English Linguistics 10, no. 1 (2019): 194. http://dx.doi.org/10.5539/ijel.v10n1p194.

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The emphasis of this research was religious otherness depiction in high school English textbooks issued by four State controlled Pakistani textbook boards of i.e., BTB Quetta, STB Jamshoro, KTB Peshawar and PTB Lahore. It besets a broad contrast among the religious otherness descriptions as depicted in provincial ELT textbooks and the otherness related notions of their corresponding students. To achieve the goals, the study was alienated in 2 phases: In phase 1, the textbooks of government textbook publishing boards were investigated and in the second phase their corresponding readers&rsqu

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Dolšina, Marjana. "The Slovenian Art History Textbook in Comparison to Polish Textbooks: Authorship and Content, Didactic Structure and Publishing Circumstances." Journal of Education Culture and Society 5, no. 1 (2020): 285–98. http://dx.doi.org/10.15503/jecs20141.285.298.

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The paper analyses two concepts of art history textbooks for secondary schools. It discusses their role in the learning and teaching process of art history and related school subjects within the formal educational programmes in Slovenia and their didactic structure. The comparison between one Slovenian and two Polish textbooks might contribute to better understanding of the present situation regarding art history textbook production in Slovenia, which is a result of several factors: the historical continuity of textbook writing and research in textbook didactics, the current school policy and

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Waqar, Sajid, and Mamuna Ghani. "Gender Exclusion in Textbooks: A Comparative Study of Female Representation in Provincial ELT Textbooks of Pakistan." International Journal of English Linguistics 9, no. 5 (2019): 377. http://dx.doi.org/10.5539/ijel.v9n5p377.

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The focus of this study was female gender representation in secondary level ELT textbooks published by four different textbook boards of Pakistan, namely Baluchistan Textbook Board, Sindh Textbook Board, Khyber Pakhtunkhwah Textbook Board and Punjab Textbook Board. It targeted a comprehensive comparison between the female gender images as represented in four sets of textbooks and gender conceptions of their respective female readers. To achieve the objectives, the study was divided into two parts: In part 1, the textbooks by four state-run textbook boards were analyzed and in part 2, their res

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Kafadar, Tuğba. "The comparison of social studies textbooks in Turkey, the United States and France based on values education." African Educational Research Journal 9, no. 2 (2021): 630–40. http://dx.doi.org/10.30918/aerj.92.21.075.

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The present study aimed to compare social studies or equivalent course textbooks in Turkey, the United States, and France (ethics-citizenship education) based on values education content. The study was designed with the holistic multi-case method, a qualitative research approach, and the study data were collected with document analysis. The study group was assigned with criterion sampling, a purposive sampling method. The study data were analyzed with the content analysis technique. The study findings were as follows: Value dimensions in the textbooks employed in the three countries were simil

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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 (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 Weit

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Kuralbayeva, A. "Comparative study of 1-grades textbooks of the native language of Kazakhstan and Turkey in terms of format and design." Pedagogy and Psychology 43, no. 2 (2020): 151–58. http://dx.doi.org/10.51889/2020-2.2077-6861.20.

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The purpose of this article is to comparative study of 1 grades textbooks of native language of Kazakhstan and Turkey in terms of format and design. Textbooks are one of the most effective sources of education. It is accepted that an important role in gaining a strong mother tongue consciousness and love by sensing the richness, subtleties and beauties of the native language play the texts. The majority of the textbook consists of texts or reading pieces. In comparison of textbooks of Kazakhstan “Sauat Ashu. 1-part”, “Sauat Ashu. 2-part” and textbooks of Turkey “İlkokul 1 Sınıf İlk Okuma Yazma

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Nguyet, Huynh Thi Thu, and Nguyen Van Long. "APPLYING CORPUS LINGUISTICS TO ENGLISH TEXTBOOK EVALUATION: A CASE IN VIET NAM." VNU Journal of Foreign Studies 36, no. 6 (2020): 109. http://dx.doi.org/10.25073/2525-2445/vnufs.4632.

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Looking at textbook evaluation from a corpus linguistics perspective, this paper compares two sets of textbooks used at senior high school in Vietnam and evaluate the effectiveness of the new one, centering on lexical resources at word level, particularly individual words and phrasal verbs. As for the comparison of the wordlist in general, the two corpora, taken from the two sets of textbooks, were analysed by Antconc software to extract the wordlist, then the two wordlists are compared by Venny 2.1.0 to see the similarities and differences. The research reveals a quantifiable evaluation of th

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Weber, Silja. "Visual Representation of Whiteness in Beginning Level German Textbooks." International Journal of Bias, Identity and Diversities in Education 2, no. 2 (2017): 1–12. http://dx.doi.org/10.4018/ijbide.2017070101.

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Textbooks are inherently ideological, and language textbooks in particular are designed to create a particular representation of the target culture for learners. This paper draws on a foundation of Whiteness studies, textbook bias studies, and critical discourse analysis. It investigates in depth the visual and cultural representation of Whiteness in one beginning level textbook for German as a foreign language and draws on three further textbooks for comparison. Differences between North American and German concepts of race and Whiteness are taken into account. Results identify a Whiteness bi

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Abdullah, Abdul Halim, and Bomi Shin. "A COMPARATIVE STUDY OF QUADRILATERALS TOPIC CONTENT IN MATHEMATICS TEXTBOOKS BETWEEN MALAYSIA AND SOUTH KOREA." Journal on Mathematics Education 10, no. 3 (2019): 315–40. http://dx.doi.org/10.22342/jme.10.3.7572.315-340.

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This study compares Malaysian and Korean geometry content in mathematics textbooks to help explain the differences that have been found consistently between the achievement levels of Malaysian and South Korean students in the Trends in International Mathematics and Science Study (TIMSS). Studies have shown that the use of textbooks can affect students’ mathematics achievements, especially in the field of geometry. Furthermore, to date, there has been no comparison of geometry content in Malaysian and Korean textbooks. Two textbooks used in the lower secondary education system in Malaysia and S

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Coleman, S. R., Anthony Fanelli, and Scott Gedeon. "Psychology of the Scientist: LXXXII. Coverage of Classical Conditioning in Textbooks in the Psychology of Learning, 1952–1995." Psychological Reports 86, no. 3 (2000): 1011–27. http://dx.doi.org/10.2466/pr0.2000.86.3.1011.

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Objective information was obtained from 89 textbooks in the psychology of learning published from 1952 through 1995 to answer questions about their coverage of classical conditioning. We found (a) that classical conditioning consistently received less coverage than instrumental and operant conditioning, (b) that the distinction of classical and instrumental conditioning has become established as a textbook-construction device, (c) that use of the classical-instrumental distinction by textbook authors has “hardened” after a period of “fluidity” in the 1970s, (d) that the currency of references

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Yang, Der-Ching. "The Study of Geometry in Elementary Mathematics Textbooks in Finland, Singapore, and Taiwan." Journal of Mathematics Education 5, no. 1 (2020): 16–29. http://dx.doi.org/10.31327/jme.v5i1.1148.

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This study examined the differences in the presentation of geometry concepts and characteristics of geometry questions among elementary mathematics textbooks in Finland, Singapore, and Taiwan. Horizontal and vertical analysis methods were used to collect and analyze the data. A popular Mathematics textbook from a dominant publisher in each country were selected: Laskutaito from Finland, My Pals are Here! Maths from Singapore, and Kang Hsuan from Taiwan. The results indicated differences in the presentation of geometry concepts among the three textbook series. In addition, the questions in thes

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Finby, Brooks, Laurie J. Heyer, and A. Malcolm Campbell. "Data‐rich textbook figures promote core competencies: Comparison of two textbooks." Biochemistry and Molecular Biology Education 49, no. 3 (2021): 392–406. http://dx.doi.org/10.1002/bmb.21488.

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Hsu, Shan-Hui (Tiffany), and Rose Chepyator-Thomson. "Multiculturalism in Secondary School Physical Education Textbooks." Journal of Teaching in Physical Education 29, no. 2 (2010): 199–220. http://dx.doi.org/10.1123/jtpe.29.2.199.

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The purpose of the study focused on how textbook authors in secondary school physical education used multicultural education concepts, using Banks’ (2006a) dimensions and Sleeter and Grant’s (1999) approaches. Data collection methods included examination of textbooks’ chapters, indexes, and references in five textbooks. Constant comparison method was used in data analysis. The findings of the study follow: 1) Most textbook authors treated multicultural education as an additive concept in the curriculum section and emphasized issues of gender and disability, 2) all of the textbook authors adopt

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Kmecová, Iveta. "Efficiency of Teaching Based on the Comparison of Textbooks." Acta Educationis Generalis 8, no. 1 (2018): 50–62. http://dx.doi.org/10.2478/atd-2018-0003.

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AbstractIntroduction: The paper’s introduction contains a set of notes concerning high-quality preparation of pupils and students and doing best to achieve adequate efficiency related to the educational process, where pupils’ or students’ personality development and activation together with their key-competence and self-cultivation development, as well as preparation for the labour market, successful versatility plays a role of great importance. The pupils’ or the students’ capability to work with information included in the natural language test is considered to be of a great importance for t

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Nordlund, Marie. "Vocabulary acquisition and the textbook." ITL - International Journal of Applied Linguistics 166, no. 2 (2015): 199–228. http://dx.doi.org/10.1075/itl.166.2.01nor.

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Recycling words, that is, using and/or encountering words many times in different contexts, is important for vocabulary acquisition and long-term retention to be successful. In the language classroom, the textbook plays an important role, but despite that, surprisingly few studies have investigated the vocabulary component of textbooks. This is particularly the case for textbooks for young learners. To somewhat remedy this scarcity, this case study reports the analysis of vocabulary in teaching materials aimed at students aged 10–12 years in Sweden. A corpus of all texts in three textbooks was

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Shekhovtsova, D. N., and E. O. Izvekova. "Improving the effectiveness of student learning with the help of electronic textbooks." Transport Technician: Education and Practice 2, no. 2 (2021): 163–70. http://dx.doi.org/10.46684/2687-1033.2021.2.163-170.

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Changes in education contribute to its modernization and renewal. Along with new forms, methods and means of enriching the educational process, the well-known teaching methods using electronic textbooks also hold a positive trend. In the Tomsk Technical School of Railway Transport — branch of the Siberian Transport University electronic textbooks are widely used. The tendency of their application and implementation in educational activities, both with full-time and distance learning, gives good results. Because they use an electronic textbook created for everyone requirements. A plus is the fa

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Simon, Marine, and Alexandra Budke. "How Geography Textbook Tasks Promote Comparison Competency—An International Analysis." Sustainability 12, no. 20 (2020): 8344. http://dx.doi.org/10.3390/su12208344.

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Comparison is an important competency for gaining and linking knowledge. It can be learned in geography classes to help students understand complex concepts and develop autonomous geographical thinking. However, we do not currently have any model to assess comparison as a competency in geography classes. In addition, little is known about how textbook tasks promote comparison competency. Therefore, in this study, a competency model for comparison in geography education was developed. It consists of four dimensions of comparison competency, which relate either to the mastering of comparison pro

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Hidayah, Miftahul, and Helen Forgasz. "A COMPARISON OF MATHEMATICAL TASKS TYPES USED IN INDONESIAN AND AUSTRALIAN TEXTBOOKS BASED ON GEOMETRY CONTENTS." Journal on Mathematics Education 11, no. 3 (2020): 385–404. http://dx.doi.org/10.22342/jme.11.3.11754.385-404.

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This study examined the type of mathematical tasks in two Australian and two Indonesian mathematics textbooks for 7th-grade students. The quantitative data were collected from the coding results of the tasks in the textbooks. The tasks were coded based on six categories: the presentation forms, the cognitive requirements, the contextual features, the information provided, the number of steps required, and the numbers of answers. Both the similarities and differences in the mathematical tasks provided in the selected textbooks were analysed. The coding results reveal that the majority of tasks

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Islahia, Fatikha Hanum, Dyana Wijayanti, and Nila Ubaidah. "Study of Theory and Technology of Exponential Function in Senior High School based on Practseology Organization." Hipotenusa : Journal of Mathematical Society 2, no. 1 (2020): 26–33. http://dx.doi.org/10.18326/hipotenusa.v2i1.26-33.

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The purpose of this study was to determine the change in exponential function material in the KBK 2004 curriculum textbooks up to the 2013 revised 2017 curriculum in Indonesia in a study of theory and technology and based on reference to the epistemological model of exponent functions containing pre-psychological organisation. The data source was taken from the mathematics handbook of class XII IPA for KBK 2004 curriculum and KTSP 2006 curriculum, the BSE math class XII book for 2013 curriculum until the 2013 revised 2016 curriculum and the mathematics module specialization book for class X fo

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Ghasedi, Parviz, and Aliye Azizi. "Intercultural Communicative Competence in ELT Textbooks: The Case of Iranian High Schools." International Journal of Comparative Literature and Translation Studies 8, no. 4 (2021): 14. http://dx.doi.org/10.7575/aiac.ijclts.v.8n.4p.14.

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The major aim of the current study was investigating the extent to which the content of ELT textbooks used in Iranian high schools boosts language learners’ intercultural communicative competence. To this end, an in depth content analysis of Vision 1, Vision 2, and Vision 3 were done based on Hillard’s (2014) model in four phases. The results of statistical analysis indicated that the cultural topics covered in Vision Series were limited. Besides, most of the aural or written sentences and pictures were culture free. The textbooks contained no multicultural comparison and the authors used mono

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Sebesta, Judith Lynn. "Comparison of Secondary and College Latin Textbooks." Classical World 92, no. 1 (1998): 5. http://dx.doi.org/10.2307/4352177.

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Hartley, N. T. "A Comparison of Selected Organizational Behavior Textbooks." Journal of Management Education 14, no. 3 (1990): 109–20. http://dx.doi.org/10.1177/105256298901400315.

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Meyers, Walter E. "Linguistics in Textbooks: A Forty-Year Comparison." American Speech 70, no. 1 (1995): 30. http://dx.doi.org/10.2307/455870.

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Schrecker, Cherry. "Textbooks and Sociology: A Franco—British Comparison." Current Sociology 56, no. 2 (2008): 201–19. http://dx.doi.org/10.1177/0011392107085031.

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Cady, Jo A., Thomas E. Hodges, and R. Lee Collins. "A Comparison of Textbooks' Presentation of Fractions." School Science and Mathematics 115, no. 3 (2015): 105–16. http://dx.doi.org/10.1111/ssm.12108.

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Flory, Steven M., Thomas J. Phillips, and Maurice F. Tassin. "Measuring readability: A comparison of accounting textbooks." Journal of Accounting Education 10, no. 1 (1992): 151–61. http://dx.doi.org/10.1016/0748-5751(92)90022-w.

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Михайлова, Ю. Д. "О культурной составляющей современных учебников японского языка". Известия Восточного института 47, № 3 (2020): 122–36. http://dx.doi.org/10.24866/2542-1611/2020-3/122-136.

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В статье приводится сравнительный анализ культурных компонентов двух учебников японского языка – японского и российского по методу контент-анализа по шкале М. Байрона. Российский учебник сосредоточивает внимание только на японской культуре, но в то же время вычленяет пласты жизни общества, из которых «вырастают» ценностные ориентации и особенности мышления. Материал японского учебника позволяет показать японскую культуру в сопоставлении с другими, дает возможность расширить межкультурную компетентность; его можно использовать как подспорье для работы и жизни в Японии. В статье даются рекоменда

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Suslov, A. B., and E. V. Shuiskaya. "Democratic Transition in Russia in the 1990s in Textbooks on Russian History." Izvestiya of Altai State University, no. 6(116) (December 18, 2020): 68–72. http://dx.doi.org/10.14258/izvasu(2020)6-11.

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The article analyzes how the problems of democratic transition are presented in modern textbooks on the history of Russia. The relevance of the problem under study is determined primarily by the importance of history textbooks for constructing a memory policy. At the same time, attention is drawn to insufficient coverage in the modern historiography of the transformations of the 1990s that is an important period of historical development. Presentation of Russian history in 1992-1999 in textbooks has been analyzed in comparison with expert evaluations of economists, sociologists and political s

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Stamelos, Georgios, Elena Karachontziti, and Saeed Paivandi. "Policy transfer as the growth of dynamics and challenges: The case of school textbooks in Greece." Policy Futures in Education 15, no. 6 (2017): 729–43. http://dx.doi.org/10.1177/1478210317721310.

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The Greek school textbook is at the core of this article and is treated as a matter of policy. In 2003, the Greek Government decided to include the publishing of school textbooks in the current Community support framework and as a result school textbook publishing goes beyond Greek priorities and gains European interest, which means that the whole process, being mainly supported by Community funding, has to respect certain of its rules and procedures. Our aim here is to show how European policies were transferred to the Greek context and how they inter-reacted with the corresponding Greek rule

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Berndt, Adele, and Jane P. Wayland. "Evaluating the readability of marketing research textbooks: an international comparison." Journal of International Education in Business 7, no. 1 (2014): 47–59. http://dx.doi.org/10.1108/jieb-03-2013-0009.

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Purpose – Locally authored textbooks are used at tertiary South African institutions to assist in marketing research studies. The purpose of this paper is to investigate the readability of locally authored marketing research textbooks in South Africa and compare them with international (USA) texts. Design/methodology/approach – South African marketing research textbooks (authored locally) used at South African institutions were identified. Electronic versions of the textbooks were used and analysed using accepted readability formulae. The same procedure was used with texts produced in the USA

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Shah, Shilpa, and Gerhard Meisenberg. "Opinions about Teaching Modalities: A Comparison between Faculty and Students." Education Research International 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/604052.

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Little is known about the acceptance of different teaching/learning modalities by students and faculty in the preclinical semesters of medical school. We report the results of an anonymous survey at Ross University School of Medicine, where most of the currently popular instructional methods are used. Study subjects included 327 students and 30 faculty members. 5 questions each were asked about lectures, handouts, textbooks, mediasite (video-recorded lectures), simulation, PBL (problem based learning), TBL (team-based learning), and ICM (introduction to clinical medicine, physical examination)

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Bahry, Stephen A. "Travelling Policy and Local Spaces in the Republic of Tajikistan: A Comparison of the Attitudes of Tajikistan and the World Bank towards Textbook Provision." European Educational Research Journal 4, no. 1 (2005): 60–78. http://dx.doi.org/10.2304/eerj.2005.4.1.6.

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For newly independent Central Asian republics a debate has arisen about how much of the aims, content and pedagogy of old Soviet-era curricula to retain, how much to revise or replace, and with what. There is a need to replace and revise textbooks, which are wearing out and outdated. Financial crisis has made the financial support of external funding agencies necessary to do so, allowing these agencies great influence on choice of appropriate aims, objectives and pedagogy to be embodied in new textbooks, and thus on educational change in Central Asia. However, attitudes towards strengths and w

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Fim’yar, Olena, Iryna Kushnir, and Mariia Vitrukh. "Understanding Ukrainian pedagogical sciences through textbook analysis of four ‘Pedagogy’ textbooks." European Educational Research Journal 18, no. 5 (2019): 576–95. http://dx.doi.org/10.1177/1474904119866516.

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In comparison to a vast literature on Soviet education little is known about Ukrainian pedagogical sciences apart from a mounting critique about the issues of academic dishonesty and plagiarism, which relates to all higher education disciplines, the absence of an empirical tradition in education research, a poor record of publication in peer-reviewed journals, and the dominance of a positivist approach, which seeks to discover ‘laws’ rather than reach ‘understanding’. This paper offers a thematic analysis of four ‘Pedagogy’ textbooks – three textbooks for under-graduate studies and one textboo

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Murfi, Ali. "COMPARISON OF PAI AND PAK: AN OVERVIEW OF VALUES OF MULTICULTURAL EDUCATION." Ta'dib 20, no. 1 (2015): 79. http://dx.doi.org/10.19109/td.v20i1.218.

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<p><em>This research to reveal comparative Islamic Education (PAI) with Christian Education (PAK) through a textbook’s lesson in terms of content values of multicultural education. The comparative’s analysis includes three aspects, differences, similarities, and common platform. The results showed that substance of values of multicultural education contained in the textbooks have much in similarities which eventually became common platform both than the differences that exist, so that PAI and PAK should move bind themselves to each other in one joint effort to raise the noble value

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Kirova, Gabriela. "COMPARATIVE ANALYSIS OF THE GEOMETRICAL CONTENT IN THE NEW BULGARIAN TEXTBOOKS OF MATHEMATICS FOR THIRD GRADE." Knowledge International Journal 28, no. 3 (2018): 991–96. http://dx.doi.org/10.35120/kij2803991g.

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Starting with 2018/2019 school year in Bulgaria, the math education in the third grade is implemented through new training kits. They were developed on the basis of the new third-grade mathematics curriculum, approved by Order No. РД 09-1093 / 25.01.2017 of the Minister of Education and Science, Annex No. 8, supplemented by Order No. РД 09-2555 / 15.06.2018 of the Minister of Education and Science. Training kits are approved by the Ministry of Education and Science and are 7 in total. Geometric learning content in new math textbooks is the second most important element after arithmetic content

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Kusaka, Satoshi. "Analysis of Mozambican Elementary Mathematics Textbooks Compared with Japanese Textbooks Focusing on Tasks and Exercises Related to the Real World." Global Journal of Educational Studies 6, no. 1 (2020): 1. http://dx.doi.org/10.5296/gjes.v6i1.16032.

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The importance of sociocultural perspective in curriculum emphasized in the context of Sustainable Development Goals (SDGs). Textbook has a strong relation of all three types, intended, implemented and attained curriculum. Therefore, analyzing sociocultural features of the textbooks leads to improving quality of education in the context of SDGs. This study aims to clarify the pertinent characteristics of Mozambican elementary mathematics textbooks from a sociocultural perspective (in comparison to Japanese ones) by focusing on how they treat ‘real-world’ mathematics. The following four perspec

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Shukman, V. E., and S. I. Dubinin. "The Concept of LERNEN as a Cognitive Dominant of the Educational Discourse (Based on the Material of German Language Textbooks)." Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki 162, no. 5 (2020): 224–38. http://dx.doi.org/10.26907/2541-7738.2020.5.224-238.

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Comparative analysis of the specifics of representation of the concept of LERNEN as a cognitive dominant of the educational discourse in the modern German language textbooks of elementary level for foreigners was carried out. The aim of this research is to identify lexical elements marking the educational discourse of Germany and verbalizing the concept of LERNEN in the textbooks. In line with this aim, the following tasks were set: to reveal and categorize lexical elements representing the concept of LERNEN in all structural components of the selected textbooks; to quantify the revealed repre

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Labischová, Denisa. "The Treatment of the Munich Agreement in British and German Textbooks: Content Analysis and Comparison." Czech-polish historical and pedagogical journal 12, no. 1 (2020): 91–107. http://dx.doi.org/10.5817/cphpj-2020-009.

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This paper presents the results of a qualitative content analysis and comparison of British and German history textbooks for secondary schools, focusing on the textbooks’ treatment of the Munich Agreement. The research explored the overall concept applied to the treatment of this subject, the length of the text, the selection of factual data, the use of historical sources (including iconographic sources), types of learning tasks, the use of various didactic elements (cartograms, diagrams, timelines), and topics for problem-based and project-based teaching. The results of the analysis show that

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Hanson, David J. "Core Literature of the Two Social Psychologies." Psychological Reports 63, no. 1 (1988): 225–26. http://dx.doi.org/10.2466/pr0.1988.63.1.225.

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A comparison is made of the literature cited in common by a sample of sociologically oriented social psychology textbooks and that cited in common by a sample of psychologically oriented social psychology textbooks. Results suggest that, as reflected in these textbooks, sociological social psychology exhibits less agreement upon a core literature, with such literature tending to be older, more provincial, and limited to books.

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Epstein, Terrie L. "Tales from Two Textbooks: A Comparison of the Civil Rights Movement in Two Secondary History Textbooks." Social Studies 85, no. 3 (1994): 121–26. http://dx.doi.org/10.1080/00377996.1994.9956289.

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Lynn, Ethan M. "Comparing lexical bundle use in EAP reading textbooks to lower-division university textbooks." Pedagogical Linguistics 2, no. 1 (2021): 30–63. http://dx.doi.org/10.1075/pl.21001.lyn.

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Abstract This study employed a corpus analysis to describe differences in lexical bundle patterns between English for academic purposes (EAP) reading textbooks and lower-division university textbooks by focusing on three characteristics: (1) the frequency of occurrence of bundles, (2) the frequency of bundle structures (e.g., phrasal vs. clausal), and (3) the frequency of bundle discourse functions (e.g., stance, discourse organizers, and referential; see Biber et al., 2004; Biber, 2006). Results revealed that the corpus representing lower-division university textbooks employed more passive bu

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Mariana, Wahyuni, and Benny Angga Permadi. "Pengembangan Buku Ajar Berbasis HOTS Dimensi Taksonomi Bloom Tema 8 Subtema 1 Kelas 4." Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah 3, no. 2 (2020): 9–18. http://dx.doi.org/10.54069/attadrib.v3i2.105.

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The research aimed to compile HOTS textbooks based on Bloom's Taxonomy dimensions for grade 4 students at MI Dwi Dasa Warsa. The development of this book is limited to thematic subjects, namely the theme of 8 sub-themes 1 class 4. This research is a Research and Development research with a 4-D development model approach to the Thiagarajan Model which has 4 stages, namely Define, Design, and Develop ( Development) and Disseminate (Spread). This textbook was validated by 2 material experts (subject matter expert lecturers and subject teachers), 1 media expert and 24 students who were the researc

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Jumanto, Jumanto, and Zuhdan Kun Prasetyo. "ANALISIS KUALITAS BSE DAN NON-BSE SAINS SD DENGAN SISTEM PENILAIAN BUKU TEKS SAINS." Jurnal Prima Edukasia 3, no. 2 (2015): 133. http://dx.doi.org/10.21831/jpe.v3i2.6459.

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<p class="E-JOURNALAbstractBody">Penelitian ini bertujuan untuk mendeskripsikan perbandingan kualitas Buku Sekolah Elektronik (BSE) dengan non-BSE mata pelajaran sains untuk sekolah dasar. Subjek dalam penelitian ini adalah empat buah BSE sains SD, dan empat buah buku sains SD non-BSE. Instrumen dikembangkan dengan merujuk pada <em>Science Textbook Rating System </em>yang dibuat oleh Collette &amp; Chiapetta, dan grafik keterbacaan <em>Fry</em>. Analisis data yang dilakukan dalam penelitian ini menggunakan fasilitas program <em>SPSS 17.0 for Windows, &lt

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Harris, Mark N., and Lachlan R. Macquarie. "A COMPARISON OF SOME INTRODUCTORY AND UNDERGRADUATE ECONOMETRIC TEXTBOOKS." Journal of Economic Surveys 9, no. 3 (1995): 311–24. http://dx.doi.org/10.1111/j.1467-6419.1995.tb00119.x.

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Richgels, Donald J., Carl M. Tomlinson, and Michael O. Tunnell. "Comparison of Elementary Students' History Textbooks and Trade Books." Journal of Educational Research 86, no. 3 (1993): 161–71. http://dx.doi.org/10.1080/00220671.1993.9941154.

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Nathanson, Neal, Thomas Hall, and the collaboration of 37 participant. "A comparison of five introductory textbooks in global health." Global Public Health 6, no. 2 (2011): 210–19. http://dx.doi.org/10.1080/17441692.2010.545360.

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Jain, Amit, Amita Jindal, Nagma Bansal, and Hobinder Arora. "Comparison of drug information in package inserts with standard medical textbook of pharmacology." International Journal of Basic & Clinical Pharmacology 7, no. 5 (2018): 1002. http://dx.doi.org/10.18203/2319-2003.ijbcp20181650.

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Background: Accurate and reliable drug product information is important for the safe and effective use of medicines. But there are variations in the quantity and quality of information mentioned in different drug information sources and a single credible benchmark is lacking. This study was carried out to compare the presentation and completeness of clinical information in package inserts (PIs) marketed by pharmaceutical companies in India with standard medical textbook of pharmacology.Methods: Out of eighty five PIs of different drugs, only 55 were found eligible to be included in this study

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ARTVİNLİ, EYÜP, and LEYLA DÖNMEZ. "How Do Geography Textbooks Deal with Map Skills? A Comparison of Turkey and England." Romanian Review of Geographical Education 9, no. 2 (2020): 23–45. http://dx.doi.org/10.23741/rrge220202.

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The skills used in all areas and stages of education are important also in geographical education. The concept of skill is important for the individual’s life at all stages of Education. Geographical skills contribute to the abilit y of individuals to think critically and solve problems. They also enable the individual to think at a metacognitive level. In this study, it was aimed to show the degree to which secondary geography textbooks gain the level of use of map skills. Maps are communication tools that show where and how positional information is found. One of the most important materials

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Lee, Jackie F. K., and Xinghong Li. "Cultural representation in English language textbooks: a comparison of textbooks used in mainland China and Hong Kong." Pedagogy, Culture & Society 28, no. 4 (2019): 605–23. http://dx.doi.org/10.1080/14681366.2019.1681495.

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