Log in

Relevant bibliographies by topics / Education manuals / Journal articles

To see the other types of publications on this topic, follow the link: Education manuals.

Journal articles on the topic 'Education manuals'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Education manuals.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Van Der Meij, Hans. "A Closer Look at Visual Manuals." Journal of Technical Writing and Communication 26, no. 4 (October 1996): 371–83. http://dx.doi.org/10.2190/c9ux-2kdt-j928-p17h.

Full text

Abstract:

This article examines the genre of visual manuals by discussing the main forms and functions of two types in detail: step-by-step and guided tour manuals. Step-by-step manuals have a one-on-one correspondence between picture and text (explanations and instructions), reflecting the action-reaction mode in which users tend to interact with computers. Guided tour manuals give users a visual impression of the program. The pictures, mostly full-screen captures, are annotated with several paragraphs of text. An experiment is reported in which we examined whether a visual manual helps users realize tasks faster and more accurately than a non-visual manual. No effects on accuracy were found, but the visual manual did increase the speed of task execution with a significant and substantial gain of 35 percent. The conclusion draws attention to the fact that there is no single best type of visual manual, but that each has its own strengths and weaknesses.

APA, Harvard, Vancouver, ISO, and other styles

2

Medina, Camila, Cassia Leticia Carrara Domiciano, Paula Da Cruz Landim, and Fausto Orsi Medola. "LA CAPA DE PAPEL: como roubar a atenção do observador em manuais instrucionais para educação em saúde | “LA CAPA DE PAPEL”: how to raise the reader's attention in instructional manuals for health education." InfoDesign - Revista Brasileira de Design da Informação 15, no. 2 (December 27, 2018): 229–46. http://dx.doi.org/10.51358/id.v15i2.665.

Full text

Abstract:

“La capa de papel” conta a história das capas de alguns materiais gráficos instrucionais de saúde, que embora sejam importantes artefatos comunicacionais, apresentam problemas de legibilidade, usabilidade, layout e conteúdo. Foram coletadas 17 capas de manuais disponibilizadas por fabricantes de próteses auditivas (7 digitais,10 impressas), analisadas de acordo com o tamanho, tipo de suporte, personalização, dispositivos por manual, foco e tipo de imagem. Resultados demonstraram que nenhuma capa exibiu elementos que remetam personalização e os tamanhos finais são menores que o recomendado. Nos impressos, problemas no tipo de papel foram diagnosticados (n=4). Treze manuais contemplaram mais que um dispositivo. A maioria (n=12) exibiu imagens figurativas, das quais 10 focaram nos dispositivos. Sugere-se aumentar o tamanho dos materiais, incluir elementos para personalização e apresentar um manual por modelo. Portanto, cabe ao designer aprimorar estes materiais sob o ponto de vista gráfico-informacional para promover empatia, interação e atrair o leitor.*** “La capa de papel” tells the story of the covers of some medical device manuals that are important communication means but present reading, usability, layout and content problems. Seventeen covers of hearing aid manuals made by manufacturers (7 digital, 10 printed) were collected and analyzed according to size, support type, personalization, number of devices per manual, focus and image type. Results showed that none of the covers exhibited personalization-related elements and final sizes are smaller than recommended. For printed manuals, paper type problems were detected (n = 4). Thirteen manuals contemplated more than one device. The majority (n = 12) exhibited figurative images, of which 10 focused on the devices. Authors suggest increasing the size of the materials, including personalization elements and providing one manual per model. It’s up to the designer the improvement of these materials from a graphic and informational point of view, in order to promote empathy, interaction and getting the reader’s attention.

APA, Harvard, Vancouver, ISO, and other styles

3

Mirel, Barbara. "Designing Field Research in Technical Communication: Usability Testing for In-House User Documentation." Journal of Technical Writing and Communication 17, no. 4 (October 1987): 347–54. http://dx.doi.org/10.2190/3g4g-c1n7-75yk-7a6n.

Full text

Abstract:

A current assumption is that “one best system” can be devised to develop and test user documentation. In-house documentation, however, demands approaches that do not fit into a generic system. Specifically, an in-house manual needs a special type of usability testing, one that measures if and how a manual is used to meet the goals of its organization. Along with quality testing, in-house writers must also run studies on how their manuals actually function in the workplace. This article describes a three-pronged design for actual use testing: user logs; observations; and surveys. In my case study, this testing revealed that users did not use their manuals for reasons other than quality — for instance, reliance on social interactions for acquiring information. My findings show that writing an effective manual requires more than composing skills; it demands writers' involvement in the organizational dynamics that motivate workers to use or not use their manuals.

APA, Harvard, Vancouver, ISO, and other styles

4

Oviedo-Trespalacios, Oscar, Jennifer Tichon, and Oliver Briant. "Is a flick-through enough? A content analysis of Advanced Driver Assistance Systems (ADAS) user manuals." PLOS ONE 16, no. 6 (June 17, 2021): e0252688. http://dx.doi.org/10.1371/journal.pone.0252688.

Full text

Abstract:

Advanced Driver Assistance Systems (ADAS) are being developed and installed in increasing numbers. Some of the most popular ADAS include blind spot monitoring and cruise control which are fitted in the majority of new vehicles sold in high-income countries. With more drivers having access to these technologies, it is imperative to develop policy and strategies to guarantee the safe uptake of ADAS. One key issue is that ADAS education has been primarily centred on the user manual which are not widely utilised. Moreover, it is unclear if user manuals are an adequate source of education in terms of content and readability. To address this research gap, a content analysis was used to assess the differences in ADAS-related content and readability among the manuals of the highest selling vehicles in Australia. The qualitative findings showed that there are seven themes in the user manuals: differences between driving with and without ADAS, familiarisation requirements, operational limits of the ADAS, potential ADAS errors, behaviour adaptation warnings, confusion warnings, and malfunction warnings. The quantitative analysis found that some of the manuals require several years of education above the recommended for a universal audience (>8 years) to be understood. Additionally, there is a notable number of text diversions and infographics which could make comprehension of the user manual difficult. This investigation shows that there is a lack of standardisation of ADAS user manuals (in both content and delivery of information) which requires regulatory oversight. Driver ADAS education needs to be prioritised by policymakers and practitioners as smart technology continues to increase across the transport system. It seems that current strategies based on user manuals are insufficient to achieve successful adoption and safe use of these technologies.

APA, Harvard, Vancouver, ISO, and other styles

5

Keogh, Timothy. "Commentary: Living with the Software Engineer." Journal of Technical Writing and Communication 16, no. 4 (October 1986): 363–68. http://dx.doi.org/10.2190/1tyh-1v1y-tppd-a5lb.

Full text

Abstract:

Whether they know it or not, software engineers have a great deal of power over the language we use. They may create new words, such as byte or debug, which in a remarkably short time can become commonly used far beyond their original context. The new words are accepted quickly and even eagerly as the proliferation of microcomputers and the software to run them advance so rapidly. Yet there is still a great deal of confusion and frustration among readers of software manuals about just what those manuals are trying to say. Part of the problem is that each technical field has its own jargon that any novice must learn. But in the case of software manuals, there is the additional problem of familiar words being used in unfamiliar ways. This article describes the ambiguity created for the reader when familiar words, such as function or folding, are used in the context of the software manual with new, specialized meanings.

APA, Harvard, Vancouver, ISO, and other styles

6

Killingsworth, M. Jimmie, Michael K. Gilbertson, and Joe Chew. "Amplification in Technical Manuals: Theory and Practice." Journal of Technical Writing and Communication 19, no. 1 (January 1989): 13–29. http://dx.doi.org/10.2190/aql3-wg5b-7gwa-k59b.

Full text

Abstract:

Amplification is the set of rhetorical techniques by which a discourse is elaborated and extended to enhance its appeal and information value. Even in the manual, long considered the most laconic of the genres of technical communication, amplification has its place. Drawing on the theory of classical and modern rhetoric, this article shows how amplification tends to increase and improve the coverage, rationale, warnings, behavioral alternatives, examples, previews, reviews, and general emphasis of technical manuals.

APA, Harvard, Vancouver, ISO, and other styles

7

Johnston, George Barnett. "Drafting Manuals and Manual Training: Rouillion and Ramsey'sArchitectural Details." Journal of Architectural Education 58, no. 4 (May 2005): 41–52. http://dx.doi.org/10.1162/1046488054026732.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Warren, Thomas L. "Cultural Influences on Technical Manuals." Journal of Technical Writing and Communication 32, no. 2 (April 2002): 111–23. http://dx.doi.org/10.2190/t79f-v84a-nara-nfly.

Full text

Abstract:

Budget and time constraints often force technical communicators to produce manuals that are less than affective. One reason is the time they take to analyze their document's users. Normally, user analysis involves demographic, or organizational, or psychological approaches or combinations. Rarely will they evaluate the culture of the user and determine what that means for developing the document. Typically, localization will edit the document for cultural elements, but that is an expensive and time-consuming process. This article discusses the cultural elements in developing a document and shows, through a comparison of two mythical cultures, how the document will differ when organized for those two cultures.

APA, Harvard, Vancouver, ISO, and other styles

9

Klette, Kirsti, and Marte Blikstad-Balas. "Observation manuals as lenses to classroom teaching: Pitfalls and possibilities." European Educational Research Journal 17, no. 1 (April 19, 2017): 129–46. http://dx.doi.org/10.1177/1474904117703228.

Full text

Abstract:

The aim of this paper is to discuss the role of coding and observation manuals in classroom studies. While observation manuals have been a part of the methodological toolkit for measuring various aspects of instruction for decades, the field has also been suffering from ‘paradigm wars’, fragmentation and local production of instruments. Common frameworks for investigating teaching are needed, including observation instruments for teaching that are both generic and subject specific. Such common tools for research developed within an integrated methodological design could help researchers make progress in aggregating knowledge about the impact of different teaching approaches across settings and subjects. This article serves as one such integrative mechanism by summarizing and reviewing existing manuals targeted towards developing knowledge for and in teaching. The analysis provides status, overview and focus of the different observation manuals; additionally, the article discusses how recent developments in instruments and coding procedures might provide increased rigour and a shared vocabulary to talk about teaching. We discuss both pitfalls and possibilities of coding manuals, and argue that if used in a reflexive manner, coding manuals can provide a common language and vocabulary when talking about – and researching – classroom teaching and learning.

APA, Harvard, Vancouver, ISO, and other styles

10

Tebeaux, Elizabeth. "Safety Warnings in Tractor Operation Manuals, 1920–1980: Manuals and Warnings Don't Always Work." Journal of Technical Writing and Communication 40, no. 1 (January 2010): 3–28. http://dx.doi.org/10.2190/tw.40.1.b.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Mari, Libero Mario, Francesca Picciaia, and Alan Sangster. "Manzoni’s sixteenth-century ‘Quaderno Doppio’: The evolution of accounting education towards modern times." Accounting History 25, no. 4 (August 16, 2020): 580–601. http://dx.doi.org/10.1177/1032373220942330.

Full text

Abstract:

This article responds to a scarcity of literature on pre-nineteenth-century accounting education and addresses calls for more research into what gave rise to how we teach accounting today. The sixteenth century was when double entry began to extend beyond its Italian roots and the first printed bookkeeping manuals began to appear alongside Pacioli’s of 1494. Yet, it is the least covered period in our literature. We address this lacuna using hermeneutic analysis to critically analyse Dominico Manzoni’s seldom studied manual of 1540 to discover what he hoped to achieve, what he did, and identify what impact his manual had on how accounting education and accounting practice developed thereafter. We find Manzoni’s objective was to replace school and apprenticeship with the printed book; and that his experience as an accountant and teacher of bookkeeping resulted in his adopting a highly innovative pedagogy that led, taught, and engaged students through the written word. Finally, we identify Manzoni’s manual as the foundation of a dominant genre of bookkeeping manuals that adopted an approach to accounting education which led to the widespread adoption of Pacioli’s definition of double entry and the double entry system in accounting practice that has lasted to the present day.

APA, Harvard, Vancouver, ISO, and other styles

12

Ramsay, Judith E., and Keith Oatley. "Designing minimal computer manuals from scratch." Instructional Science 21, no. 1-3 (1992): 85–97. http://dx.doi.org/10.1007/bf00119657.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Mulder, Monique N. "Perception of Anthropomorphistic Expressions in Software Manuals." Journal of Technical Writing and Communication 26, no. 4 (October 1996): 489–506. http://dx.doi.org/10.2190/h8r6-62pm-n5xu-xxgr.

Full text

Abstract:

Metaphors and analogies can be helpful for people when they have to learn or learn to use something. Some empirical studies into the effect of metaphors in software manuals showed a positive influence on computer task performance, although this influence proved to be a conditional one. A necessary condition must be that readers understand the metaphor used; readers must have knowledge about its source domain. The most understandable concept for all humans seems to be a human being; the metaphor with human beings as a source domain is called personification or anthropomorphism. Up to now, no coherent theory has been available about linguistic expressions that can be labeled as anthropomorphism, and no empirical data have been gathered about expressions in software manuals that are perceived as such by readers. Therefore, an explorative experiment with real manual material was carried out. Expressions suggesting that computers or programs have feelings or an affective relationship to the user, that they are able to perform non-routine (mental) activities and communicate their intentions through human language use, appear to be perceived as anthropomorphistic. Such expressions might help readers to use a computer (program) more easily.

APA, Harvard, Vancouver, ISO, and other styles

14

Yusupova, Dilfuza. "Technology Of Creating 3D Methodical Manuals For Literary Lessons." American Journal of Interdisciplinary Innovations and Research 03, no. 04 (April 30, 2021): 133–37. http://dx.doi.org/10.37547/tajiir/volume03issue04-22.

Full text

Abstract:

In today’s era of rapid development, the world is everywhere is changing by the minute, generation is changing and the rising generation thinking, worldviews are different, and this process is the teacher’s in today’s education system to constantly search, to apply new ideas, to innovate in education increasing the need for the use of technology, ICT. In such a context of globalization, the importance of literature classes and the implementation of innovative ways of teaching is very huge. The following article looks into the the usage of 3D effects in literature classes and its effects on student outcome.

APA, Harvard, Vancouver, ISO, and other styles

15

Kettunen, Juha. "Intranet as a Quality Manual in Higher Education." International Journal of E-Adoption 3, no. 3 (July 2011): 33–43. http://dx.doi.org/10.4018/jea.2011070103.

Full text

Abstract:

This study describes how the Intranet of a higher education institution can be used as a quality manual. The study is based on process management. The process architecture can be used as a structure for the Intranet. This Intranet also includes detailed process descriptions and makes them available for management, personnel, and students. The flow charts and process cards provide managers with more awareness and control over their responsibilities and ensure that the objectives and high quality can be achieved. The results of this study are useful for those who want to develop quality manuals for higher education institutions.

APA, Harvard, Vancouver, ISO, and other styles

16

Cooper, Marilyn M. "The Postmodern Space of Operator's Manuals." Technical Communication Quarterly 5, no. 4 (October 1996): 385–410. http://dx.doi.org/10.1207/s15427625tcq0504_2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Rosa, Maristela Da, and Gladys Mary Ghizoni Teive. "MANUAIS DIDÁTICOS COMO PATRIMÔNIO HISTÓRICO-EDUCATIVO: ARTEFATOS DA CULTURA MATERIAL ESCOLAR." Roteiro 41, no. 2 (July 14, 2016): 407. http://dx.doi.org/10.18593/r.v41i2.9859.

Full text

Abstract:

<p><strong>Resumo</strong>:<strong> </strong>Neste artigo objetivou-se cogitar o potencial do estudo histórico da cultura material escolar. Entre os artefatos escolares, tomaram-se os manuais didáticos – objetos indiciários que materializam concepções pedagógicas, saberes e práticas – como exemplares de uma cultura escolar. Na primeira parte aborda-se a cultura material escolar como um conjunto de documentos/fontes que contribuem para o desnudamento da “caixa preta” da escola e a necessidade de salvaguardá-los como exemplares do patrimônio histórico-educativo; na segunda parte tratam-se dos manuais didáticos como <em>objetos-huella</em> que, entrecruzados com outras fontes, podem trazer indícios sobre o funcionamento interno da escola. Por fim, apresentam-se dois manuais didáticos e as alternativas de pesquisa histórica que deles advêm.</p><p><strong>Palavras-chave</strong>: História da educação. Manuais didáticos. Patrimônio histórico-educativo. Cultura material escolar.</p><p><strong>DIDACTIC MANUALS AS HISTORICAL-EDUCATIONAL PATRIMONY: SCHOOL MATERIAL CULTURE ARTEFACTS</strong></p><p><strong>Abstract</strong>:<strong> </strong>In this article one aimed to discuss the potential of historical studies of school material culture. Among the school artefacts, the didactic manuals – evidentiary objects that matter pedagogical conceptions, knowledge and practices – were taken as models of a school culture. In the first part of this article it is discussed the school material culture as a group of documents/sources that contributes to show the school’s “black box” and the need of keeping it safe as a model of the historical-educational patrimony. The second part deals with the didactic manuals as<em> huella-objects </em>that, intercrossed with other sources, can provide clues about the school’s inner workings. Finally, two didactic manuals and their historical research options are shown.</p><p><strong>Keywords</strong>: Education history. Didactic manuals. Historical-educational patrimony. School material culture.</p><p><strong>MANUALES DIDÁCTICOS COMO PATRIMONIO HISTÓRICO-EDUCATIVO: ARTEFACTOS DE LA CULTURA MATERIAL ESCOLAR</strong></p><p><strong>Resumen</strong>: El artículo pretende contemplar el potencial del estudio histórico de la cultura material de la escuela. Entre los artefactos escolares, se toman los manuales didácticos -objetos indiciarios que materializan concepciones pedagógicas, saberes y prácticas - como ejemplares de una cultura escolar. La primera parte abarca la cultura material escolar como un conjunto de documentos/fuentes que contribuyen para desnudar la “caja negra” de la escuela, y la necesidad de salvaguardarla como ejemplar del patrimonio histórico y educativo; la segunda parte se ocupa de los manuales didácticos como <em>objetos-huella</em> que, entrelazados con otras fuentes, pueden proporcionar pistas sobre el funcionamiento interno de la escuela. Por último, se presentan dos manuales didácticos y las alternativas de investigación histórica que vienen de ellos.</p><p><strong>Palabras clave</strong>:<strong> </strong>Historia de la educación. Manuales didácticos. Patrimonio histórico-educativo. Cultura material escolar.</p><p> </p>

APA, Harvard, Vancouver, ISO, and other styles

18

Jurayev, Tuychi. "Interactive methods of assessment of knowledge on the basis of digital education on the subject "Information technology in education"." International Journal Papier Public Review 1, no. 2 (November 13, 2020): 71–77. http://dx.doi.org/10.47667/ijppr.v1i2.33.

Full text

Abstract:

This study discusses the implementation of different interactive assessment methods through information technologies. The problems and solutions of interactive methods of assessment of knowledge using subject textbooks which are currently in practice, by electronic textbooks and manuals are shown with the examples in the article. In this study, it is expedient to use the Eclipse Crossword software which is comfortable for all users. The result of the study shows that Interactive assessment programs serve as an effective means for the teachers’ limited time in the lesson in order to effectively organize, and e-learning manuals should be widely used.

APA, Harvard, Vancouver, ISO, and other styles

19

Mahalski, Pauline A. "Essay-writing: do study manuals give relevant advice?" Higher Education 24, no. 1 (July 1992): 113–32. http://dx.doi.org/10.1007/bf00138621.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Teklinski, Bill. "Style Analysis of Award Winning Technical Manuals." Journal of Technical Writing and Communication 22, no. 4 (October 1992): 415–23. http://dx.doi.org/10.2190/e31e-1fg6-vxn5-9eld.

Full text

Abstract:

This article quantifies specific elements of technical writing style in five award winning technical manuals where combined averages for the style elements are calculated. When these results are compared to what is generally regarded as good technical writing, the results show that the elements of style vary widely between the individual manuals examined. While attempting to define a good technical writing style, the value of such studies must be commented on.

APA, Harvard, Vancouver, ISO, and other styles

21

Halse, Ronald. "Computer Manuals for Novices: The Rhetorical Situation." Journal of Technical Writing and Communication 16, no. 1 (January 1986): 105–20. http://dx.doi.org/10.2190/vgbl-h297-qgxe-qwnj.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Lee, H. P. "Comparison between Traditional and Web-Based Interactive Manuals for Laboratory-Based Subjects." International Journal of Mechanical Engineering Education 30, no. 4 (October 2002): 307–14. http://dx.doi.org/10.7227/ijmee.30.4.3.

Full text

Abstract:

This paper presents the salient features of web-based interactive manuals for laboratory-based subjects and compares them with traditional laboratory manuals. The manuals utilize the latest developments in web applications, JAVA programming and pre-designed spreadsheets with the objective of reducing the time taken for students to perform the mundane and laborious calculations and plotting of graphs. The students can therefore utilize the time in the laboratories on the analysis and discussion of results besides performing the actual experiments. Moreover, the web-based interactive manuals incorporate virtual experiments, digital pictures, animated GIF files and quick movies to familiarize the students with the experimental set-up before performing the physical experiments. The proposed approach is applicable for laboratory-based subjects, which are not amenable to be converted completely to virtual laboratories.

APA, Harvard, Vancouver, ISO, and other styles

23

Cornelis, Louise H. "The Passive Voice in Computer Manuals: A New Perspective." Journal of Technical Writing and Communication 25, no. 3 (July 1995): 285–301. http://dx.doi.org/10.2190/9gwj-8bgv-wyeu-e1vj.

Full text

Abstract:

There is much debate and confusion about the use of the passive voice in texts in general, and in computer manuals in particular. For example, it is often stated that the passive should be avoided, but on the other hand, it may also have a clear function in a text. The aim of this article is to provide clarity by presenting a straightforward principle for the use of the passive voice in computer manuals. This “alternation principle,” in which active voice is used for user actions and the passive voice for automatic computer, is backed by results from recent functional and cognitive linguistic research. It is illustrated by means of fragments from several computer manuals, including some (apparent) counter-examples.

APA, Harvard, Vancouver, ISO, and other styles

24

Nowaczyk, Ronald H., and E. Christopher James. "Applying Minimal Manual Principles for Documentation of Graphical user Interfaces." Journal of Technical Writing and Communication 23, no. 4 (October 1993): 379–88. http://dx.doi.org/10.2190/e899-82rt-q7v5-alab.

Full text

Abstract:

This study investigated the need to include computer screens in documentation for software using a graphical user interface. Minimal manual principles emphasize the need to reduce verbiage. However, some suggest that depiction of screens in documentation can help the user coordinate documentation with computer screen displays. Documentation including button, icon, and screen information was varied with software designed for file transfers. College students used one of the three manuals designed along minimal manual principles. Students who used a manual with screens were significantly slower in transferring files and found it less helpful than students using either a manual with button and icon information or one with textual information only. Therefore, documentation for graphical user interfaces should include few, if any, screens. However, there appears to be a benefit for including icon and button information in the documentation.

APA, Harvard, Vancouver, ISO, and other styles

25

Lowman, Joseph, and Virginia Andreoli Mathie. "What Should Graduate Teaching Assistants Know about Teaching?" Teaching of Psychology 20, no. 2 (April 1993): 84–88. http://dx.doi.org/10.1207/s15328023top2002_4.

Full text

Abstract:

This article reports results of a content analysis of 18 teaching assistant (TA) manuals. Topics were divided into four major categories of tasks: professional socialization, intellectual, interpersonal, and organizational. Twenty-six of the 103 topics identified were included in more than 50% of the manuals. Among the common topics, more topics were included from the categories dealing with intellectual and interpersonal tasks than from the other two categories, highlighting the importance of these two dimensions of effective teaching, which is consistent with Lowman's (1984) theoretical model. The topic outline provided by our study could serve as a model for TA manuals.

APA, Harvard, Vancouver, ISO, and other styles

26

Kim Jae Sik. "An analysis of the teacher's manuals for elementary moral education." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 27 (August 2008): 61–82. http://dx.doi.org/10.17282/ethics.2008..27.61.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Millar, Sharon. "In pursuit of clarity: An analysis of speech education manuals." Language & Communication 13, no. 4 (October 1993): 287–303. http://dx.doi.org/10.1016/0271-5309(93)90031-h.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Southcott, Jane. "Four centuries of music teaching manuals 1518–1932." Music Education Research 15, no. 2 (June 2013): 253–55. http://dx.doi.org/10.1080/14613808.2013.801595.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Schickedanz, Judith A. "Early Education and Care: Beginnings." Journal of Education 177, no. 3 (October 1995): 1–7. http://dx.doi.org/10.1177/002205749517700301.

Full text

Abstract:

The importance of the earliest years of life has been recognized throughout history. Many philosophers and religious leaders have commented on the power of early experiences to affect the rest of a child's life. Early education leaders sometimes provided manuals and other materials to assist parents in educating their children at home, but schools for children under six are a very recent phenomenon. During the twentieth century, education for young children under six has become increasingly common, but this level of education is still not an integral part of most school systems. Perhaps the twenty-first century will see the development of seamless early childhood programs, preschool through third grade.

APA, Harvard, Vancouver, ISO, and other styles

30

Bacharach, Nancy. "Are basal reading manuals providing for the gifted reader?" Roeper Review 9, no. 2 (November 1986): 134–35. http://dx.doi.org/10.1080/02783198609553029.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Maciel, Viviane Barros. "Uma ‘Aritmética Para Ensinar’ no Curso Primário: Orientações nos Manuais para o Ensino de Multiplicação." Jornal Internacional de Estudos em Educação Matemática 11, no. 1 (June 27, 2018): 64. http://dx.doi.org/10.17921/2176-5634.2018v11n1p64-71.

Full text

Abstract:

Como se dá o processo de constituição de uma aritmética para ensinar no curso primário a partir da leitura de orientações dadas aos professores nos manuais pedagógicos (1880 – 1970)? Buscando por respostas a esta questão maior, a pesquisa de doutorado traz um primeiro resultado tendo como foco as orientações para o ensino de multiplicação. Que multiplicação para ensinar se configura no final do século XIX e início do século XX nos manuais pedagógicos? Para tanto, a pesquisa se pautou em autores que colocam os saberes no centro das profissões de ensino e de formação. A extração de elementos a partir da análise das orientações nos manuais e a ligação destes com o que os referenciais denominam ‘saberes para ensinar’ proporcionaram uma leitura da multiplicação para ensinar que se estabelece no período. A perspectiva é de que ao longo do tempo, com a análise de outros manuais e de outros saberes a ensinar, o processo de constituição de uma aritmética para ensinar possa ser revelado.Palavras-chave: aritmética escolar; formação de professores; história da educação matemáticaAbstractHow does happen the constitution process of a ‘arithmetic for teaching’ in the primary school fron the reading of guidelines given to the teachers in manuals teaching (1880 – 1970) ? Looking for answers to this larger question, the doctoral research brings a first result focused guidelines for teaching multiplication. That multiplication for teaching is configured in the late 19th and early 20th century teaching manuals? Thus, the research was based on authors who prioritize knowledge and put them at the heart of the profession of teaching and training. The extraction of elements from the analysis of the guidelines in the manuals and the connection with what the references are called ‘ savoirs pour enseigner ‘ provided a reading of multiplication to teach that is established in the period. It is thought to be possible that over time, with the analysis of other manuals and other knowledges to teaching, the establishment of a arithmetic for teaching process can be revealed.Keywords: school arithmetic; teacher training; history of mathematics education.

APA, Harvard, Vancouver, ISO, and other styles

32

Tweedy, Maryanne E., and William J. Hoese. "Diffusion activities in college laboratory manuals." Journal of Biological Education 39, no. 4 (September 2005): 150–55. http://dx.doi.org/10.1080/00219266.2005.9655988.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

van Horen, F. M., C. Jansen, A. Maes, and L. G. M. Noordman. "Manuals for the Elderly: Which Information Cannot Be Missed?" Journal of Technical Writing and Communication 31, no. 4 (October 2001): 415–31. http://dx.doi.org/10.2190/88jw-j0hg-3h5e-jah9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Pintassilgo, Joaquim. "Etiquette School Manuals in Portugal in the 19th Century." Paedagogica Historica 38, no. 1 (January 2002): 265–79. http://dx.doi.org/10.1080/0030923020380113.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Macleod, Catriona. "Danger and Disease in Sex Education." Journal of Health Management 11, no. 2 (May 2009): 375–89. http://dx.doi.org/10.1177/097206340901100207.

Full text

Abstract:

The United Nations Development Programme's (UNDP) Millennium project argues for the importance of sexual and reproductive health in the achievement of all Millennium Development Goals (MDGs). Sex education programmes, aimed principally at the youth, are thus emphasised and are in line with the specific MDGs of reducing the incidence of HIV and improving maternal health. In this article, I analyse recent South African sex education and Life Orientation (a learning area containing sex education) manuals. Danger and disease feature as guiding metaphors for these manuals, with early reproduction and abortion being depicted as wholly deleterious and non-normative relationships leading to disease. I argue, first, that these renditions ignore well-designed comparative research that calls into question the easy assumption of negative consequences accompanying ‘teenage pregnancy’ and abortion, and, second, that the persistence of danger and disease in sex education programmes is premised on a discourse of ‘adolescence’. ‘Adolescence’ as a concept is already saturated with the colonialist foundation of phylogeny re-capitulating ontogeny. Individual development is interwoven with collective development with the threat of degeneration implied in both. This interweaving allows for the instrumentalist goal of sex education in which social changes are sought through changing individuals’ sexual attitudes and behaviour.

APA, Harvard, Vancouver, ISO, and other styles

36

Kopač, Andreja, and Rok Vevar. "From Dance Manuals to Educational Institutions: Contemporary Dance Education in Slovenia." Maska 29, no. 163 (June 1, 2014): 54–71. http://dx.doi.org/10.1386/maska.29.163-164.54_1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Rodrigues Junior, Osvaldo. "A história entre a escola “tradicional” e a escola “nova”: os manuais de didática da CADES / The history between the "tradicional" school and the "new” school: CADES’ textbooks." Revista de História e Historiografia da Educação 2, no. 6 (May 8, 2019): 130. http://dx.doi.org/10.5380/rhhe.v2i6.60995.

Full text

Abstract:

Os manuais de didática são fontes privilegiadas para a história das disciplinas escolares. De acordo com Chervel (1990), esses manuais fazem parte de uma farta literatura educacional, que permite analisar as finalidades e objetivos das disciplinares escolares. No Brasil, o Estado sempre desempenhou um papel importante nas políticas de produção, avaliação, publicação, aquisição e distribuição de textos didáticos. Na década de 1950 foi criada a Campanha de Aperfeiçoamento e Difusão do Ensino Secundário (CADES), com objetivo de contribuir para a melhoria da qualidade do ensino secundário por meio da promoção de cursos de aperfeiçoamento oferecidos aos professores. Resultaram desses cursos a publicação de dois manuais de Didática da História. Inserido no conjunto de debates acerca da história das disciplinas escolares, este trabalho teve como objetivo analisar as finalidades e objetivos da Didática da História presentes nos manuais da CADES. Teoricamente, o trabalho foi sustentado em dois campos complementares. De um lado os debates da sociologia do conhecimento. De outro, da história dos livros e das práticas de leitura. Na análise dos manuais, identificamos sua ressonância com a legislação educacional vigente e a apropriação dos referenciais do movimento escolanovista, que inclui autores da Didática Geral e da Psicologia. Além disso, a oposição entre uma escola “tradicional” e uma “escola nova”, responsáveis por definir a função e as finalidades da Didática da História.* * *The didactic manuals are privileged sources for the history of the school subjects. According to Chervel (1990), these manuals are part of a large educational literature, which allows us to analyze the aims and objectives of school subjects. In Brazil, the state has always played an important role in the production, evaluation and publication policies, acquisition and distribution of textbooks. In the 1950s the Campaign for Improvement and Diffusion of Secondary Education (CADES) was created with the objective of contributing to the improvement of the quality of secondary education through the promotion of improvement courses offered to teachers. These courses resulted in the publication of two textbooks. Inserted in the set of debates about the history of the school subjects, this work had as objective to analyze the aims and objectives of Didactics of History present in the manuals of CADES. Theoretically, the work was sustained in two complementary fields. On the one hand the debates of the sociology of knowledge. On the other hand the history of books and reading practices. In the analysis of the manuals, we identified its resonance with the current educational legislation and the appropriation of the references of the “new school” movement, which includes authors of General Didactics and Psychology. In addition, the opposition between a "traditional" school and a "new school", responsible for defining the function and purposes of Didactics of History.

APA, Harvard, Vancouver, ISO, and other styles

38

Killingsworth, M. Jimmie, and Michael Gilbertson. "Rhetoric and Relevance in Technical Writing." Journal of Technical Writing and Communication 16, no. 4 (October 1986): 287–97. http://dx.doi.org/10.2190/cjue-damk-wy8g-j7e4.

Full text

Abstract:

As a concept of rhetoric in technical writing, relevance involves an awareness of time. The report deals with the past; the manual, with the present; the proposal, with the future. To be considered relevant, however, all the modes of technical writing must relate to the present reality of the audience. Writers must recognize this need not only as it influences grammar and style but also as it affects larger concerns of organization and tone. Realizing that the temporal classification of modem reports, manuals, and proposals correlates with Aristotle's designation of forensic, epideictic, and deliberative discourse, technical writers can discover a body of rhetorical theory on which to base choices about selection, arrangement, and presentation of subject matter.

APA, Harvard, Vancouver, ISO, and other styles

39

Germann, Paul J., Sandra Haskins, and Stephanie Auls. "Analysis of nine high school biology laboratory manuals: Promoting scientific inquiry." Journal of Research in Science Teaching 33, no. 5 (May 1996): 475–99. http://dx.doi.org/10.1002/(sici)1098-2736(199605)33:5<475::aid-tea2>3.0.co;2-o.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Urata, Toshiyuki. "Step-by-step visual manuals: Design and development." TechTrends 48, no. 3 (May 2004): 31–34. http://dx.doi.org/10.1007/bf02763353.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Mathias, Carmen Vieira, and Claudemir De Quadros. "Escolarização da aritmética e produção de manuais escolares no Rio Grande do Sul no início do século 20." Cadernos de História da Educação 17, no. 2 (August 1, 2018): 399. http://dx.doi.org/10.14393/che-v17n2-2018-8.

Full text

Abstract:

Por meio deste texto propõe-se a perceber como definições legais repercutiram na escolarização da Aritmética e na produção de manuais escolares no Rio Grande do Sul no início do século 20. Para tanto, dedica-se atenção ao que foi estabelecido no decreto n. 239, de 5 de junho de 1899, por meio do qual se aprovaram os programas do ensino elementar e complementar para o Estado do Rio Grande do Sul, e a sua relação com um manual didático para o ensino de Aritmética publicado em São Leopoldo/RS, por Luís Schuler em 1904. Em termos gerais, percebeu-se que os conteúdos abordados no livro guardam estreita relação com o texto legal, apesar de pequenas incoerências.Palavras-chave: História da Educação, Manuais Escolares, Ensino de Matemática, Aritmética. AbstractThrough this text it is proposed to understand how legal definitions had repercussions in the teaching of Arithmetic and in the textbooks production in Rio Grande do Sul at the beginning of the 20th century. Therefore, attention is paid to what was established in act n. 239 of June 5, 1899, which approved the programs of elementary and supplementary education for the State of Rio Grande do Sul, and its relationship with a didactic manual for teaching Arithmetic published in São Leopoldo/RS , by Luis Schuler in 1904. In general terms, it was perceived that the contents covered in the book are closely related to the legal text, despite small disagreements.Key-words: History of Education. School Manuals. Mathematics Teaching. Arithmetic.ResumenPor medio de este texto se propone percibir como definiciones legales repercutieron en el Rio Grande do Sul en el comienzo del siglo 20. Para tanto, se dedica atención a lo que fue establecido en el decreto n.239, de 5 de junio de 1899, por medeio del cual se aprobaron los programas de enseñanza elemental y complementaria para el estado de Rio Grande do Sul, y a su relación con el manual didáctico para la enseñanza de Aritmética publicado en São Leopoldo/RS, por Luís Schuler en 1904. En términos generales, se percibió que los contenidos abordados en el libro guardan estrecha relación con el texto legal, a pesar de pequeñas incoherencias.Palabras-clave: Historia de la Educación. Manuales Escolares. Enseñanza de Matemática. Aritmética.

APA, Harvard, Vancouver, ISO, and other styles

42

Morrow, Lesley Mandel. "Promoting voluntary reading: Activities represented in basal reader manuals." Reading Research and Instruction 26, no. 3 (March 1987): 189–202. http://dx.doi.org/10.1080/19388078709557909.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Shapiro, Sheila. "An Analysis of Poetry Teaching Procedures in Sixth-Grade Basal Manuals." Reading Research Quarterly 20, no. 3 (1985): 368. http://dx.doi.org/10.2307/748024.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

León-Mantero, Carmen, Alexander Maz Machado, and María José Madrid Martín. "El Tratado de Álgebra elemental de Juan Cortázar: Un libro significativo para la enseñanza de las matemáticas en España." Educatio Siglo XXI 39, no. 1 (February 25, 2021): 235–56. http://dx.doi.org/10.6018/educatio.469251.

Full text

Abstract:

En las últimas décadas, ha ido creciendo el interés de los investigadores en Historia de las Matemáticas y Educación Matemática, por analizar los libros de texto de Matemáticas que han tenido influencia en su enseñanza, bien por la relevancia de su autor o por su amplio uso o difusión. En este trabajo se presenta el análisis del libro de texto español Tratado de Álgebra Elemental del autor del siglo XIX Juan Cortázar, uno de los primeros Catedráticos de matemáticas, cuyos libros de texto fueron elegidos para formar parte de las listas oficiales para la enseñanza en secundaria desde el año 1848 y siguieron reimprimiéndose hasta entrado el siglo XX. Se plantea un estudio descriptivo y cualitativo mediante la técnica del análisis de contenido. Se hallaron diversas estrategias didácticas, y se categorizaron los sistemas de representación y los aspectos fenomenológicos que el autor utilizó para modelizar numerosas situaciones mediante los conceptos matemáticos que se expone en la obra. Over the last decades researchers in the History of Mathematics and Mathematics Education have developed a growing interest in analyzing mathematics textbooks which have influenced the teaching of this subject. This increase has been mediated by the relevance of the authors of the manuals or by the widespread use of those manuals. This study presents the analysis of the Spanish textbook Tratado de Álgebra Elemental (Elementary treatise on algebra) written by the 19th century author, Juan Cortázar, one of the first mathematics professors in Spain, whose books were approved for secondary education in 1848 and continued being reprinted until the 20th century. We designed a descriptive and qualitative study using the content analysis technique. The results show that the book included several didactic strategies. Representation systems and the phenomena which Cortázar used to model numerous situations through the mathematical contents included in the books were also categorized.

APA, Harvard, Vancouver, ISO, and other styles

45

Люгзаева, Svetlana Lyugzaeva, Чиранова, and Olga Chiranova. "Development of Critical Thinking of Pupils at Primary General Education Stage." Primary Education 2, no. 4 (August 15, 2014): 33–41. http://dx.doi.org/10.12737/5294.

Full text

Abstract:

The article studies aspects of critical reasoning development technology through reading and writing as well as prospective of technology implementation at mathematics and Russian classes in primary school. Recommendations on carrying out described techniques and the algorithm of method implementation are offered. Study manuals for fragments of mathematics and Russian classes are provided.

APA, Harvard, Vancouver, ISO, and other styles

46

Simons, Lori, Ray Jacobucci, and Hank Houston. "Undergraduate and Graduate Students' Attitudes Toward Addiction Treatment Manuals." Journal of Teaching in the Addictions 4, no. 2 (January 11, 2006): 23–43. http://dx.doi.org/10.1300/j188v04n02_02.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Van Hees, Maartje M. W. "User Instructions for the Elderly: What the Literature Tells Us." Journal of Technical Writing and Communication 26, no. 4 (October 1996): 521–36. http://dx.doi.org/10.2190/whxr-px60-xcxm-hvtu.

Full text

Abstract:

With elderly people becoming an ever larger part of our society, the usability of modern technical products for these people is becoming an ever more important issue. Instructions that optimally fit the needs of this elderly audience could enhance the usability of the products they belong to. The study described in this article is aimed at an investigation of this gerontological research literature to find out what is already known about age deficiencies in cognitive processes which might adversely influence instructional text processing. On the basis of the findings from this research, tentative guidelines could be given on how such manuals could be designed and written. Moreover, we propose several kinds of follow-up research that still have to be carried out to gather more knowledge on the topic of manuals for the elderly.

APA, Harvard, Vancouver, ISO, and other styles

48

Seo, Donggoo, Kyungsuk Cho, Jongho Lee, and Sangheon Kim. "Study on the Improvement of Domestic Barrier-free Standard and Response Manual to Secure Evacuation Safety for Blind Persons." Journal of the Korean Society of Hazard Mitigation 21, no. 1 (February 28, 2021): 139–48. http://dx.doi.org/10.9798/kosham.2021.21.1.139.

Full text

Abstract:

There are approximately 290 million blind people worldwide. Among them, approximately 40 million people are severely blind. Although systems and policies have been improved to enhance the convenience of the visually impaired, the standards related to evacuation safety in the case of fire have not been sufficiently improved. Therefore, in this study, to ensure the safe evacuation of the visually impaired in case of fire, domestic fire safety standards were derived by analyzing the development status of a domestic barrier-free system and related manuals based on the characteristics of evacuation behaviors of the visually impaired, as well as by reviewing the cases in the United States and the United Kingdom. As a result, the following measures were derived: 1) improving the display method for landmark elements, 2) customized fire safety education and training for employees, and 3) a plan to develop a personal emergency evacuation planning manual in accordance with the characteristics of a building. It is expected that these objectives can be used to improve fire safety standards and manuals and to develop related technologies for the visually impaired.

APA, Harvard, Vancouver, ISO, and other styles

49

Rijlaarsdam, Gert, Michel Couzijn, Tanja Janssen, Martine Braaksma, and Marleen Kieft. "Writing Experiment Manuals in Science Education: The impact of writing, genre, and audience." International Journal of Science Education 28, no. 2-3 (February 15, 2006): 203–33. http://dx.doi.org/10.1080/09500690500336932.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Xie, Guo-Hui. "What is ‘high-functioning’ in high-functioning autism?" Asian Journal of Interdisciplinary Research 3, no. 4 (October 7, 2020): 14–21. http://dx.doi.org/10.34256/ajir2042.

Full text

Abstract:

In several diagnostic manuals of disabilities and disorders, High-Functioning Autism (HFA) is omitted and/or remains an unofficial diagnostic term. However, in 2007, the American Academy of Special Education Professionals has given it an official diagnostic code AU-4.00 in its Educator’s Diagnostic Manual of Disabilities and Disorders (EDM). This has rekindled research to re-look at HFA if it deserves to be given its own diagnostic code. Today, HFA refers to autistics who possess average/above-average intelligence and function in typical settings. This paper explores what ‘high-functioning’ is in the enigmatic condition of HFA.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!