Relevant bibliographies by topics / Contemporary textbook

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Academic literature on the topic 'Contemporary textbook'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Contemporary textbook"

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Mallory, Peter, and Patricia Cormack. "The Two Durkheims: Founders and Classics in Canadian Introductory Sociology Textbooks." Canadian Journal of Sociology 43, no. 1 (2018): 1–24. http://dx.doi.org/10.29173/cjs29386.

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For contemporary Durkheim scholars, the presentation of Durkheimian sociology in introductory textbooks is notoriously flawed. In this article, we examine the presentation of Durkheim’s work in popular English-language Canadian sociology textbooks. We show that textbooks present two distinct “Durkheims.” First, they characterize him as a founder of the discipline and the sociological project of challenging common-sense explanations of social life. Second, Durkheim appears as the father of structural functionalism who advocates a conservative, integrating vision of society. We argue that to understand why these two versions of Durkheim persist in sociology textbooks, we must appreciate the symbolic place of classical authors in the discipline. The two “textbook Durkheims” endure because they operate as symbols for both the coherence and divisions of the discipline. We suggest that integrating contemporary Durkheimian scholarship into textbooks would require revising conventional textbook approaches of sorting classical authors as founders of contending sociological perspectives.
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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 рекомендации, позволяющие усовершенствовать процесс включения культурного компонента. This paper analyzes cultural components of two Japanese language textbooks, which were acknowledged to be the best during the student surveys carried out in Russia. The comparison of cultural components is based on the content analysis method introduced by M. Byram. The authors of the Japanese textbooks use materials, which allow them to examine Japanese culture in conjunction with other cultures. Therefore, their textbook provides an opportunity to raise students’ cultural awareness in a broader international context. The authors of the Russian textbook concentrate on Japanese culture emphasizing only its “uniqueness” and attempt to reveal layers of culture and society that gave birth to values and peculiarities of mentality Differences in the cultural components of the textbooks correlate with the goals of language education in each country. In Russia, textbooks aim at students who are interested mainly in Japan itself. In Japan, textbooks serve the needs of those who intend to live and work in Japan, so that intercultural competence for them becomes a must. The article provides some recommendations on how to engage students better in the process of learning culture.
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Dos Santos, Luis Miguel. "Evaluation of a Foreign Language Textbook Used in the Greater Boston Region: An Evaluation of a Japanese as a Foreign Language Textbook." International Research in Education 5, no. 1 (2017): 152. http://dx.doi.org/10.5296/ire.v5i1.10191.

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Textbook materials continue to play an important role in foreign language teaching and learning classroom. Textbooks are significant because these materials are considered elements in the field of foreign language learning. Teachers are often engaged in the application of textbooks for common teaching goals. Although the significance of the application of textbooks is accepted, ideas on whether textbooks could assist or hinder the teaching–learning process seem polarizing. This study employed a Likert scale survey to collect data on the evaluation of Japanese for busy people I: Romanized version (3rd Edition), a Japanese language textbook for new learners. The survey checklist yielded a highly unusual result, that is, all the participants advocated the use of the textbook. This study was conducted in the Greater Boston region in Massachusetts, MA, USA. Upon investigation, over 30 language learning centers, nearly 20 postsecondary institutions, and above 20 secondary schools were determined to be offering Japanese language courses. A total of 49 participants responded to the survey. None of the participants provided negative comments about the textbook. In addition, over 90% of the participants believed that the textbook materials and exercises were organized, contemporary, and applicable.
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Cardinal, Monique. "Islamic Legal Theory Curriculum: Are the Classics Taught Today?" Islamic Law and Society 12, no. 2 (2005): 224–72. http://dx.doi.org/10.1163/1568519054093716.

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AbstractDuring the past century, legal education has been redefined in the Arab-Muslim world as a result of the adoption of European codes, procedures and courts. Although Islamic law has been largely excluded from the curriculum of modern law schools, Islamic legal theory (usūl al-fiqh) has been retained, albeit on a highly reduced scale, and taught through modern textbooks designed by professors of the new law faculties. This article traces the genealogy of the modern usūlī textbook in an attempt to explain how the Shari a faculties of contemporary Arab universities have come to privilege the modern textbook over the classical treatise to teach Islamic legal theory. I compare the curriculum and course material of the Shari a faculties of five universities: al-Zaytūna, al-Qarawiyyīn, al-Azhar, Damascus University and Jordan University. In all, this study examines forty-two modern textbooks of Islamic legal theory. A survey of the contexts in which the first modern textbooks were taught reveals, in part, how the modern textbook of Islamic legal theory differs from its classical counterpart.
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Baer, Ruth A. "An Engaging and Contemporary Abnormal Psychology Textbook." Contemporary Psychology: A Journal of Reviews 42, no. 1 (1997): 34. http://dx.doi.org/10.1037/000012.

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Phillips, Brian. "The Practitioner’s Bookshelf: In Praise of the Human Rights Textbook." Journal of Human Rights Practice 12, no. 2 (2020): 471–77. http://dx.doi.org/10.1093/jhuman/huaa027.

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Abstract This instalment of ‘The Practitioner’s Bookshelf’ makes the case for the human rights textbook as an appealing option for human rights practitioners needing to refresh and extend their knowledge and understanding of recent developments in our field. The author assesses a quartet of new human rights textbooks with particular reference to their discussion of contemporary thinking and debate among scholars and practitioners about the definition of torture in international law.
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Głowińska, Beata. "“The Bravo Boys” Band versus Mozart: the Issue of Cultural Message in Contemporary German Language Textbooks." Respectus Philologicus, no. 38(43) (October 19, 2020): 230–39. http://dx.doi.org/10.15388/respectus.2020.38.43.70.

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Wolfgang Amadeus Mozart had to give way to The Bravo Boys music band. This is what the authors of the textbook entitled Ping Pong 1 and Ping Pong neu 2 have decided to do in the current edition of their book. So, they decided to replace its contents concerning the Composer himself and other representatives of classical music with the report from the concert of the BB. The article attempts to determine who, what characters from the real world populate in contemporary German textbooks, what cultural content it has and whether or not it conforms with the core curriculum standards of the Polish education system. To this end, selected German language textbooks have been analyzed along with the practice material offered by them. The authors of examined textbooks have almost completely abandoned depicting representatives of high culture, of German culture. They have been replaced with representatives of mass culture: mainly models, actors, athletes as well as politicians. Their common feature is the fact that they are universally known: the majority are celebrities while some of them are scandalists. The fact that these persons can be easily recognized seems to increase the students’ learning involvement, but it cannot constitute the only criterion of such selection. The article stresses the responsibility of textbook authors for the quality of cultural message addressed to children and teenagers.
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Pérez-Hernández, Lorena. "From research to the textbook." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32, no. 1 (2019): 248–76. http://dx.doi.org/10.1075/resla.17024.per.

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Abstract Studies on speech acts represent an extensive, multidisciplinary area of research, encompassing diverse theoretical approaches such as those stemming from pragmatic, conversational, discourse, cognitive, constructional, and functional perspectives. Altogether, these theories offer an eloquent picture of the type of knowledge that is necessary to perform and understand speech acts correctly. English as a Second Language (ESL) teachers need to be aware to what extent such contemporary research findings on speech acts have made their way into present-day textbooks, and this paper sets out to elucidate this issue. First, we look at contemporary studies on speech acts in search of the key theoretical aspects of illocutionary performance that should ideally be included in ESL course book series. Second, we analyze a collection of seven such course series to assess to what extent they incorporate those theoretical findings. Finally, we consider the weaknesses of present-day textbooks in relation to the teaching of illocutionary acts, thus providing an informed ground for their elaboration and improvement.
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Fru, Raymond Nkwenti, and Johan Wassermann. "Constructions of Identity in Cameroonian History Textbooks in Relation to the Reunification of Cameroon." Journal of Educational Media, Memory, and Society 12, no. 2 (2020): 57–76. http://dx.doi.org/10.3167/jemms.2020.120203.

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This article explores the representation of identity in selected Anglophone and Francophone Cameroonian history textbooks via their coverage of the reunification of Cameroon. A far-reaching effect of the 1916 Anglo-French partition of German Cameroon and of the reunification of the territory in 1961 is that, in spite of the plurality of precolonial identities, it is the legacies of Anglo-French colonial heritage that seem to be the overwhelming identity indicators in contemporary Cameroon. This content analysis found that the Anglophone history textbook presented a clear Anglophone identity which stood in conflict with the identity promoted by the Francophone textbook, which was characterized by national and colonial Francophone assimilationism. Such representations suggest that the Cameroonian nation state as a colonial geopolitical construct is more imagined than real.
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Zampieri, Laura Braghini, and Ana Cristina Biondo Salomão. "Análise dos elementos culturais presentes em um livro didático para o ensino de língua inglesa para jovens." BELT - Brazilian English Language Teaching Journal 8, no. 2 (2017): 317. http://dx.doi.org/10.15448/2178-3640.2017.2.28199.

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Nowadays, a great part of English language teaching is based on textbooks, mainly those produced by large publishing companies and distributed worldwide. Bearing in mind that teachers constantly interact in the classroom with the way a textbook represents its view of culture, there should be a critical stance in its implementation. In this article, we analyze how culture is treated in a textbook for teenagers, Got it! Starter (2011), generally used for beginners in language schools, based on contemporary theoretical underpinnings of culture and interculturality in foreign language classrooms. The results indicate the need of critical analysis from the teacher on the cultural products and practices presented and of transgression strategies in the classroom in order to develop intercultural critical skills through reflection about the content, not thoughtless and passive acceptance.
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Dissertations / Theses on the topic "Contemporary textbook"

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Halberg, Rikke. "Text Matters - A Study of Gender in a Contemporary Textbook for English A." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28460.

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This dissertation is a feminist analysis of Blueprint A, a contemporary textbook for upper secondary English A. Relatively few studies on textbooks and gender have been carried out and those that have do not concern textbooks for the language subjects. In addition to the actual textbook analysis, I have studied the Swedish curriculum for the non-compulsory school system as well as the syllabus for English. Although the curriculum is explicit about the importance of increasing gender equality in education, there is no mentioning of how to implement a gender perspective in the syllabus for English. The textbook takes up various aspects of power, but it does not present any texts or discussions that challenge gender norms. The analysis reveals a rather conservative depiction of men and women.
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Brand, Kelly. "Geographies of First Nations, Inuit, and Metis Peoples in a Contemporary Grade-nine Applied-level Ontario Geography Textbook." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28797.

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This study examines the representations of First Nations, Inuit, and Metis geographies within a contemporary grade-nine Canadian geography textbook. Although First Nations, Inuit, and Metis peoples have lived on the territory now known as Canada for thousands of years, in the past two hundred years, with the exception of some place names, colonialism has worked to largely remove evidence of their presence from the landscape and to exclude them from the dominant narratives of Canadian geography. In this study, I conduct a critical discourse analysis of a textbook currently approved by the Ontario Ministry of Education's Trillium List for the compulsory grade-nine applied-level Canadian geography course: Canadian Geography: A Sense of Place. First, I consider how the textbook creates knowledge of First Nations, Inuit, and Metis peoples and their geographies. Next, I examine how this creation compares to the textbook's representation of Canadians. Finally, I explore what an Aboriginal geography might look like and how Aboriginal perspectives could be incorporated into the text. The grade-nine Canadian geography course is the only mandatory geography course for students in the applied stream. If students do not continue with geography, the text they use in this course or used by the teacher to organize this course will be their last exposure to geography texts and formal discussions of Aboriginal geographies. This textbook is important because for many students, it will be the only time in their lives that they are systematically exposed to knowledge about First Nations, Inuit, and Metis peoples. While there are attempts at inclusion, old misrepresentations appear again in new forms within this textbook. A major task of this textbook is constructing the nation and presenting a nationalized geography.
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Gottarp, Rickard. "What Can We Learn from Contemporary Research into Dyslexia? : A Didactic Study of Recommendations and Successful Ways to Work With Textbook Material in Teaching English to Second Language Learners With Reading and Writing Disorders in Grade 4-6." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37332.

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Tietge, Jan. "Analyzing speaking tasks in contemporary English textbooks for Swedish compulsory schools." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32835.

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Textbooks still dominate teaching materials in English classes in Sweden. This paper analyzes speaking tasks in two sets (textbook and workbook) of textbooks for year nine in Swedish schools, Happy, Workbook No. 3, and What’s Up? Textbook 9 and Workbook 9. The first analysis presents a content analysis, providing a general overview of speaking tasks found in both textbooks. Here, I will quantitatively account for the qualitative items types of speaking (monologue or dialogue), text types (narration, giving information, description, instruction, discussion/argumentation), cognitive operations (open/productive, open/reproductive, closed productive or closed/reproductive speech patterns), and classroom organization (single or pair work, pair or group work, or class work) in a matrix. This shows what kinds of tasks dominate the books and are required most of the students. The second is a close analysis of four speaking tasks against a framework of seven principles: scaffolding (actually demonstrating a solution), task dependency (tasks build upon each other), recycling (introducing language items in different contexts), active learning, integration (the task shows the relationship between meaning, form, and function of language items), from reproduction to creation (the order of tasks goes from reproductive to productive), and reflection (the task offers opportunity for reflection over one’s own learning). Two tasks will meet most, and two will meet only few of these principles.The content analysis reveals a vast majority of dialogues (100 out of 124 tasks, or 80.65%). This might not be surprising, keeping the communicative approach of the syllabus in mind. But it is surprising that discussion/argumentation is the text type most frequently asked for (46 out of 124 tasks, or 31.7%), not narration or giving information. They occupy a firm second and third place with 30 (24.19%) respectively 27 (21.77%) tasks out of 124. 21 (16.94%) tasks in total ask for description. Even more surprisingly, not one task demands that students give instructions. Giving instructions may not require as much two-way communication, but it still presents an important skill.This is an analysis, not an evaluation. An analysis aims at objectively accounting for what is presented and in what proportions without making some form of judgment on what is found. This would be the objective of an evaluation. This paper aims at analyzing speaking tasks and task design in English textbooks, not to pass or fail them against the needs of students or the demands of the Swedish syllabus for English.
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Procópio, Renata Bittencourt. "Os recursos visuais no ensino-aprendizagem de vocabulário em língua estrangeira." Universidade Federal de Juiz de Fora (UFJF), 2007. https://repositorio.ufjf.br/jspui/handle/ufjf/3238.

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O presente trabalho objetiva investigar o uso dos recursos visuais no ensinoaprendizagem de vocabulário em língua estrangeira, a partir de uma orientação pedagógica que explore a leitura dos visuais, visando uma melhor compreensão dos significados e usos do vocabulário. Inicialmente, apresenta-se uma reflexão teórica que contextualiza o debate sobre o letramento visual. Ainda no âmbito teórico, discutem-se as abordagens de ensinoaprendizagem de vocabulário, bem como a relação dos recursos visuais com o aprendizado de vocabulário, destacando-se a relevância de tais recursos para a inferência e retenção do conhecimento lexical. Na seqüência, faz-se uma análise dos exercícios de vocabulário presentes nos livros didáticos contemporâneos de inglês como língua estrangeira a fim de identificar, em particular, o tratamento dado aos visuais no ensino-aprendizagem de vocabulário. A análise aponta que a seleção e a exploração dos recursos visuais nos livros didáticos raramente contribuem para um aprendizado mais significativo do vocabulário, bem como não contemplam a interação entre os recursos visuais e verbais, um apoio importante na construção do conhecimento lexical. Com base nesse resultado, selecionou-se uma atividade de vocabulário de um livro didático de inglês como língua estrangeira que contém recursos visuais para o experimento empírico. Essa atividade foi utilizada na coleta dos dados que envolveu dois grupos de alunos. O primeiro grupo fez a atividade proposta pelo livro didático sem nenhuma alteração. O segundo grupo recebeu tratamento diferenciado. Ele foi exposto à mesma atividade, porém, com algumas questões que exploram os recursos visuais e sua relação com o verbal, elaboradas a partir das teorias de letramento discutidas no plano teórico. Os resultados obtidos nos testes de vocabulário apontam que, na condição comparativa, o segundo grupo apresentou maior aprendizado do vocabulário-alvo, evidenciando a importância de capacitarmos o aluno a explorar os recursos visuais para que estes sejam, de fato, um elemento de apoio no ensino-aprendizagem de vocabulário.
The present paper aims at investigating the use of visual resources in the teaching and learning of vocabulary in a foreign language, based on a pedagogical orientation which explores the reading of visuals, aiming at better comprehension of the meanings and usages of vocabulary. Initially, it presents a theoretical reflection which contextualizes the debate about visual literacy. Continuing in the theoretical arena, it discusses approaches to the teaching and learning of vocabulary, as well as the relationship between visual resources and the learning of vocabulary, emphasizing the relevance of such resources for the inference and retention of lexical knowledge. To follow, it analyses the vocabulary exercises contained within contemporary textbooks of English as a Foreign Language (EFL) in order to identify, in particular, the treatment given to visuals in the teaching and learning of vocabulary. This paper points out that the selection and use of the visual resources in the textbooks analyzed, rarely contribute to a more meaningful learning of vocabulary. Nor do they consider the interaction between visual and verbal resources, which are an important support in the construction of lexical knowledge. Based on this result, I selected a vocabulary activity from an EFL textbook which contains visual resources for the empirical experiment. This activity was used in the data collection which involved two groups of students. The first group carried out the activity proposed by the book without any alteration. The second group was treated differently. These students carried out the same activity, however, with some additional questions, which explore the visual resources and their relation to the verbal ones, elaborated according to the literacy theories discussed in the theoretical section. The results obtained in vocabulary tests show that the second group presented comparatively more learning of the target vocabulary, providing evidence of the importance of enabling the student to explore the visual resources, in order that they actually become a supportive element in the teaching and learning of vocabulary.
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Sharma, Anjali. "An inquiry into the incorporation of a multicultural approach in contemporary textbooks in South Africa." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003461.

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During the past few decades a substantial body of research has emerged in western as well as the developing nations studying the racial bias in children's texts. However, it is only recently in South Africa, with the ascendance of the ANC government, that interest has been focused on eliminating apartheid values and on promoting multicultural tenets in the school curriculum. It is undeniable that the concept of multiculturalism has been severely stigmatised in the South African educational context. Anxieties have been expressed about embracing the discourse of multicultural education within the educational system based on fears that, like the previous educational system, it too will perpetuate group differences. Nevertheless, in recent years, a clear consensus view has emerged that the implementation of multicultural education is imperative if the goal of a rainbow South Africa is to be realised. Against this background, the present study attempts to study the incorporation of a multicultural approach into contemporary textbooks. To realise this aim I selected a sample of four textbooks, one from each of the major disciplines (science, English, geography and history), and SUbjected the texts and pictures from each to content analysis. The findings of this study suggest that a multicultural approach shall at least for the foreseeable future remain a central feature of learning materials produced for the new South African curricula. The findings indicate that multicultural aspects predominate in the texts as compared to other ideologies. This applies to both text content and illustrations. Contrary to the researcher's initial expectation, however, the texts also reveal a strong tendency towards Eurocentric and patriarchal approaches. This research does not conform to traditional, 'scientific' criteria of validity and reliability; it seeks only to investigate textbook material in more depth and thereby contribute to a more comprehensive understanding of the extent to which the texts subscribe to a multicultural approach. Such understanding may help both educationalists and authors in their evaluation of existing textbook material, and in the production of new texts which reflect the reality of South Africa as a multicultural society.
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Johnson, Joann R. "The treatment of the concept of impersonation within the art of oral interpretation : a contemporary perspective." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3635.

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This historical survey of speech journals and sixty-one textbooks covers seventy years of the treatment of the concept of impersonation within the Art of Oral Interpretation, from 1916 to 1985. The purpose of the study is to investigate the concept of impersonation, synthesize the material for the benefit of contemporary thought, provide clarity for the student, surveying scrutiny for the curious, and finally, provide additional contemporary knowledge in the light of' "a gradual evolution of teaching methods." The essential questions are: 1. How has the concept of impersonation within the Art of Oral Interpretation been treated in the past? 2. How is the concept of impersonation within the Art of Oral Interpretation treated in the present? 3. How should the concept of impersonation within the Art of Oral Interpretation be treated?
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Dias, Wilian Marques. "Ensino de sociologia em questão : 'o trabalho adoece?' /." Marília, 2020. http://hdl.handle.net/11449/192578.

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Orientador: Fábio Kazuo Okada
Resumo: Esta dissertação analisa os contextos e justificativas do Ensino de Sociologia na Educação Básica, com foco na relação entre Trabalho, Sociedade e Adoecimento no mundo contemporâneo, marcada pela flexibilização/precarização das relações de trabalho. Foi realizada uma pesquisa qualitativa, tendo como fontes livros, livros didáticos e artigos científicos, por entendermos que esses são elementos essenciais para a compreensão da emergência da temática na sociedade contemporânea. Procuramos identificar a necessidade do ensino de Sociologia, e seu contexto histórico, de maneira a compreendermos sua importância enquanto instrumento refinado da cultura humana, que possui a especificidade de analisar o movimento que compõe a tessitura social, e basear uma análise de dois livros didáticos amplamente utilizados nas salas de aula no que tange ao mundo do trabalho, suas transformações e seu impacto sobre o sujeito que trabalha. A pesquisa constatou que a presença da Sociologia nos currículos possui uma história de intermitências, ora presente, ora ausente, mas que deve atuar enquanto elemento de desenvolvimento, oferecendo a possibilidade da imaginação sociológica (MILLS, 1969) como resposta à simplicidade dos discursos pseudoconcretos (KOSÍK, 1995) que povoam o senso comum na tentativa de compreender o movimento de flexibilização do mundo do trabalho (ANTUNES, 2000) e sua relação com o surgimento das ideologias defensivas (DEJOURS, 1992) contra o adoecimento. No entanto, os livros didáti... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This dissertation analyzes the contexts and justifications of the Teaching of Sociology in Basic Education with a focus on the relationship between Work, Society and Illness in the contemporary world marked by the flexibilization/ precarization of labor relations. Qualitative research was carried out, using books, textbooks, and scientific articles as sources, as we understand that these are essential elements for understanding the emergence of the theme in contemporary society. We sought to identify the need for sociology teaching and its historical context in order to understand its importance as a "refined instrument of human culture" that has the specificity of analyzing the movement that constitute the social fabric and to base an analysis of two widely used textbooks used in classrooms with regard to the world of work, its transformations and its impact on the subject who works. The research found that the presence of sociology in the curricula has a history of intermittences, which is sometimes present and others absent, but it ought to act as an element of development offering the possibility of sociological imagination (MILLS, 1969) in response to the simplicity of the pseudo-concrete discourses (KOSIK, 1995) that populate common discourse in an attempt to understand the flexibilization movement in the world of labor (ANTUNES, 2000) and its relationship with the emergence of defensive ideologies (DEJOURS, 1992) against illness. However, textbooks reflect little on th... (Complete abstract click electronic access below)
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Fru, Nkwenti Raymond. "Heritage in contemporary grade 10 South African history textbooks : a case study." Thesis, 2011. http://hdl.handle.net/10413/8495.

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Drawing on two research questions, this study presents an understanding of the nature of heritage in selected contemporary Grade 10 South African history textbooks, and elucidates factors responsible for the depiction of heritage in a particular way. The context that informed this study was that of South Africa as a post-conflict society. Using the interpretivist paradigm and approached from a qualitative perspective, this case study produced data on three purposively selected contemporary (post-1994) South African history textbooks with regards to their representation of heritage. Lexicalisation, a form of the Critical Discourse Analysis (CDA) was used as method to analyse the pre generated data from the selected textbooks following Fairclough’s (2003) three dimensions of describing, interpreting, and explaining the text. The study adopted a holistic approach to heritage as a conceptual framework whilst following social constructionism as the lens through which heritage was explored in the selected textbooks. My findings from this study concluded that although educational policy in the form of the NCS-History clearly stipulates the expectations to be achieved from the teaching and learning of heritage at Grade 10 level, there are inconsistencies and contradictions at the level of implementation of the heritage outcome in the history textbooks. Key among the finding are the absence of representation of natural heritage, lack of clear conceptualisation of heritage, many diverse pedagogic approaches towards heritage depiction, a gender and race representation of heritage that suggests an inclination towards patriarchy and a desire to retain apartheid and colonial dogma respectively,and finally a confirmation of the tension in the heritage/history relationship. The study discovered that factors such as the commercial and political nature of textbooks, the lack of understanding of the debates around the heritage/history partnership, and the difficulties involved in post-conflict reconstruction are responsible for this type of heritage depiction in the textbooks.
Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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Pillay, Preya. "Gender representation in contemporary Grade 10 Business Studies textbooks." Thesis, 2013. http://hdl.handle.net/10413/9298.

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Since 2009 the textbook has emerged as a key educational resource in South African classrooms. This has been a direct response to rapid curriculum change, and real and perceived inadequacies in teacher content and pedagogic knowledge. Of significance though is that there is limited understanding of the nature of content selections that textbook authors invoke and the subtext thereof. The purpose of this study therefore is to understand how gender is represented in Business Studies textbooks available to teachers and pupils in the Further Education and Training (FET) band in South African classrooms. This qualitative study is located in the critical paradigm and engaged the tenets of Critical Discourse Analysis as the key analytical frame. A purposive sample of two contemporary Business Studies textbooks was selected to investigate the phenomenon of gender representation. Findings reveal that stereotypes of women and men are reinforced in the selected textbooks under study. Women were shown more frequently in home settings than were men. Men were shown in a wider variety of occupational roles than women. Textbooks portrayed men in a wide range of highly-paid, high-status occupations such as managing directors, doctors, lawyers etc. In both texts more males have been represented in leadership positions in government, economic and corporate institutions. The textbooks further represented women as being disabled and destitute. Males were portrayed as confident and educated in the usage of technology while women were portrayed as illiterate. Additionally men were portrayed as assertive and forthright business individuals, while women were also portrayed as emotional and as more reliant on, or needing, the advice of men to deal with business-related issues. Finally, the portrayal of firstness presented the male pronoun first in sentences and conversation as opposed to the female pronoun. The findings indicate that representations in the textbooks are gender-biased and gender-insensitive. Of concern is that these representations may be transmitted to school learners. A critical approach to the selection and use of textbooks is thus necessary. Much work needs to be done by key role players in the educational sectors to ensure that gender inclusivity becomes a feature of South African Business Studies textbooks.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.
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Books on the topic "Contemporary textbook"

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Jerry, Schmidt, ed. Contemporary Chinese: Textbook. Sinolingua, 2004.

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Pasachoff, Jay M. Contemporary Astronomy. 4th ed. Saunders College Publishing, 1989.

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Pasachoff, Jay M. Contemporary astronomy. 4th ed. Saunders College Publishing, 1989.

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Contemporary astronomy. 3rd ed. Saunders College Pub., 1985.

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Contemporary Japanese: An introductory textbook for college students. Tuttle Pub., 2005.

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Africa in contemporary perspective: A textbook for undergraduate students. Sub-Saharan Publishers, 2013.

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Design for a contemporary world: A textbook on fundamental principles. NUS Press, 2008.

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Zhou, Zhiping. Readings in contemporary Chinese cinema: A textbook of advanced modern Chinese. Princeton University Press, 2007.

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Zhiping, Zhou. Readings in contemporary Chinese cinema: A textbook of advanced modern Chinese. Princeton University Press, 2007.

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Zhiping, Zhou. Readings in contemporary Chinese cinema: A textbook of advanced modern Chinese. Princeton University Press, 2007.

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Book chapters on the topic "Contemporary textbook"

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Holland, Anne E. "Contemporary Alternative Settings." In Textbook of Pulmonary Rehabilitation. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65888-9_22.

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Warren, John W. "The Open Textbook: From Modules to Mash-Ups." In Emerging Digital Spaces in Contemporary Society. Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230299047_11.

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Bentrovato, Denise, and Imke Rath. "A “Matter of the Whites”? Contemporary Textbook Portrayals of Former African Colonies in WWI." In Textbooks and War. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98803-0_7.

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Tacey, David. "Contemporary spirituality." In Oxford Textbook of Spirituality in Healthcare. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199571390.003.0063.

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Gupte, Suraj. "Pediatrics: Contemporary Trends." In The Short Textbook of Pediatrics. Jaypee Brothers Medical Publishers (P) Ltd., 2016. http://dx.doi.org/10.5005/jp/books/12904_2.

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Datta, Soumitra, and Prathap Tharyan. "Contemporary Media and Human Sexuality." In Comprehensive Textbook of Sexual Medicine. Jaypee Brothers Medical Publishers (P) Ltd., 2005. http://dx.doi.org/10.5005/jp/books/10165_36.

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Datta, Soumitra, Prathap Tharyan, and Shonima Viswanathan. "Contemporary Media and Human Sexuality." In Comprehensive Textbook of Sexual Medicine. Jaypee Brothers Medical Publishers (P) Ltd., 2014. http://dx.doi.org/10.5005/jp/books/12349_39.

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Varedi, Payam, and Behnam Bohluli. "Contemporary Rhinoplasty Techniques." In A Textbook of Advanced Oral and Maxillofacial Surgery Volume 2. InTech, 2015. http://dx.doi.org/10.5772/59811.

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Kernberg, Otto F. "Psychoanalysis: Freud's theories and their contemporary development." In New Oxford Textbook of Psychiatry. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0038.

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Psychoanalysis is: 1 A personality theory, and, more generally, a theory of psychological functioning that focuses particularly on unconscious mental processes; 2 A method for the investigation of psychological functions based on the exploration of free associations within a special therapeutic setting; 3 A method for treatment of a broad spectrum of psychopathological conditions, including the symptomatic neuroses (anxiety states, characterological depression, obsessive–compulsive disorder, conversion hysteria, and dissociative hysterical pathology), sexual inhibitions and perversions (‘paraphilias’), and the personality disorders. Psychoanalysis has also been applied, mostly in modified versions, i.e. in psychoanalytic psychotherapies, to the treatment of severe personality disorders, psychosomatic conditions, and certain psychotic conditions, particularly a subgroup of patients with chronic schizophrenic illness. All three aspects of psychoanalysis were originally developed by Freud whose theories of the dynamic unconscious, personality development, personality structure, psychopathology, methodology of psychoanalytic investigation, and method of treatment still largely influence the field, both in the sense that many of his central ideas continue as the basis of contemporary psychoanalytic thinking, and in that corresponding divergencies, controversies, and radical innovations still can be better understood in the light of the overall frame of his contributions. Freud's concepts of dream analysis, mechanisms of defence, and transference have become central aspects of many contemporary psychotherapeutic procedures. Freud's ideas about personality development and psychopathology, the method of psychoanalytic investigation, and the analytic approach to treatment gradually changed in the course of his dramatically creative lifespan. Moreover, the theory of the structure of the mind that he assumed must underlie the events that he observed clinically changed in major respects, so that an overall summary of his views can hardly be undertaken without tracing the history of his thinking. The present overview will lead up to summaries of his final conclusions as to the structure of the mind and how this is reflected in personality development and psychopathology. Psychoanalysis will then be described as a method of treatment, as seen from the point of view of resolution of conflict between impulse and defence, and from that of object-relations theory. We shall explore significant changes that have occurred in all these domains, and conclude with an overview of contemporary psychoanalysis, with particular emphasis upon the presently converging tendencies of contemporary psychoanalytic approaches, and new developments that remain controversial.
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Gregory, Kathleen. "Buddhism: perspectives for the contemporary world." In Oxford Textbook of Spirituality in Healthcare. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199571390.003.0002.

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Conference papers on the topic "Contemporary textbook"

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Karpenko, Daria, and Oxana Dubnyakova. "Linguistic Analysis of Contemporary Italian Language Textbook." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0432.

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Mao, Feng. "Study on "VIS design" Textbook Construction in Higher Vocational Colleges in an Information Era." In 2nd International Conference on Arts, Design and Contemporary Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.224.

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Hu, Lang. "Foreign Language Teaching Syllabus and Textbook Setting for Re-grammaticalization Adverbs." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.61.

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Zhang, Yu. "Class Selection and Textbook Writing Requirements for Stage-styled College English Teaching." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.154.

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Xian-jing, Shi. "Multimodal Application for IT English Teaching with the Use of Three-Dimensional Textbook." In Proceedings of the 1st International Conference on Contemporary Education and Economic Development (CEED 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ceed-18.2018.119.

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Cui, Yanjie. "Research on Problems of English Classroom Teaching in Higher Vocational Colleges and Its Countermeasures Taking the Textbook of 21st Century Practical College English as an Example." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.97.

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Zou, Yanqun. "A Study on Translation Textbooks for Continuing Education." In 4th International Conference on Arts, Design and Contemporary Education (ICADCE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icadce-18.2018.187.

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Luo, Gang. "Research on the Reform and Selection of Criminal Law Textbooks in Undergraduate Teaching." In 4th International Conference on Arts, Design and Contemporary Education (ICADCE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icadce-18.2018.182.

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Petrovic, Jelena, and Dragana Dimitrijević. "EMOTIONAL EDUCATION IN 20th CENTURY SERBIAN PEDAGOGY." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.111p.

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Emotional education, although recognized in pedagogical science as a relatively young scientific concept, has always been a significant aspect of educational activity. The development of this aspect of educational activity was especially intense at the beginning of the 20th century, only to become a subject of scientific research in the 1980s. The aim of this paper is to investigate the development of the concept of emotio­nal education in Serbian pedagogy, and the relation of Serbian educators to this educati­onal concept. The method of theoretical analysis with content analysis technique was used in the paper. The main works of the most influential Serbian educators of the 20th century and the most important textbooks used in the education of pedagogues and teachers throughout the 20th century were analyzed. The point of analysis was emotional education viewed from the perspective of contemporary definitions of emotional education: as a pedagogical action that involves understanding and appreciating emotions in the process of education, developing self-awareness, self-discipline and independence, and helps children achieve positive interpersonal relationships. Despite the opinion that emotional education was under-represented during the 20th century, we found out that Serbian educators did pay attention to this aspect of education, but they didn’t consider it as a special phenomenon, but within the already defined scientific concepts of moral education and family pedagogy. Finally, we found that they understood it in accordance with their pedagogical orientations and social needs.
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Sun, Zunzhang, Ling Xu, Yuhua Mou, and Huaying Xu. "Critiques on the Errors that Should Be Paid Attention to in the Preparation of College Chinese Textbooks Taking "College Chinese (Second Edition)" Chief-edited by Peng Guangmang as an Example." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.210.

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