Relevant bibliographies by topics / School books

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School books'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 June 2025

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Journal articles on the topic "School books"

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McAuslan, I. "School Books." Greece and Rome 38, no. 2 (1991): 267–69. http://dx.doi.org/10.1017/s001738350002369x.

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Perry, R. "School Books." Greece and Rome 34, no. 2 (1987): 232–34. http://dx.doi.org/10.1017/s0017383500028229.

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Perry, R. "School Books." Greece and Rome 33, no. 2 (1986): 224–25. http://dx.doi.org/10.1017/s0017383500030424.

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Perry, R. "School Books." Greece and Rome 32, no. 2 (1985): 230–31. http://dx.doi.org/10.1017/s001738350003059x.

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Perry, R. "School Books." Greece and Rome 35, no. 2 (1988): 231–32. http://dx.doi.org/10.1017/s0017383500033192.

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P. Walcot. "School Books." Greece and Rome 43, no. 1 (1996): 111–20. http://dx.doi.org/10.1093/gr/43.1.111.

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Lo, Patrick, Bradley Allard, Kevin K. W. Ho, et al. "Librarians’ perceptions of educational values of comic books: A comparative study between Hong Kong, Taiwan, Japan, Australia and New Zealand." Journal of Librarianship and Information Science 51, no. 4 (2018): 1103–19. http://dx.doi.org/10.1177/0961000618763979.

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Comic books are becoming increasingly popular in the field of education. In the past, comic books were excluded from school libraries and classrooms. However, with the resurgence in the popularity of comic books and students’ increased demands for them, they are now considered as recreational reading with educational value. In response to this, school libraries have begun collecting comic books and including them as part of their regular collections. This research paper reflects on the current situation of comic books in primary and middle school library collections and examines school librarians’ perceptions towards educational values of comics. The investigation was launched in Hong Kong, Taiwan, New Zealand, Australia and Japan – making comparisons amongst different levels (primary school and secondary school), and different types (public school and private school) of schools in five different countries. Questionnaire surveys were sent to selected school librarians and were the main method of data collection. A total number of 683 responses were collected for this study. Research results include librarians’ attitudes towards comic books in school libraries, adolescent readers’ use of school libraries, their reading and borrowing practices, as well as other problems encountered with the on-going maintenance of comic books as part of the school libraries’ regular collections.
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Choi, Han Ol. "A Study on the Characteristics of the Picture Book Preferred by Lower Elementary School Students Examined Through Books Borrowed From the School Library." Education Research Institute 21, no. 4 (2023): 183–206. http://dx.doi.org/10.31352/jer.21.4.183.

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This study analyzes the characteristics of picture books preferred by first and second graders, focusing on in-school library loan books of five public elementary schools in Korea. There are four criteria for preference analysis: ‘author’, ‘publisher and publishing year',‘genre',‘theme', and‘painting style'. The subjects of the study were 1,485 lower grades from five elementary schools in four regions, and the data targeted the top 100 picture books that these students borrowed from the school library from 2023.03.02. to 2023.08.31. As a result of the study, the countries preferred by the lower grades were Korea, Japan, the United States, and the United Kingdom in order, and the lower grades tended to prefer picture books with publication years after the 2000s. In addition, picture books with stories were preferred over verse picture books and information picture books, and fantasy stories were especially preferred. Next, the subjects of the lower grade's most preferred picture books were ‘growth’, ‘preference’, and ‘family’. Then 1st and 2nd graders preferred‘artist style' that shows well artist's personality. Research examining the preference for picture books of lower grades can provide a basis for future related research. First, it can be a starting point for research comparing parents and teachers' preferences for picture books with children's preferences within the concept of dual readers, and can provide clues to picture books that school teachers can use in the curriculum. It will also help you understand children's emotions through picture books and understand their level of understanding, emotions, and thoughts about picture books in depth.
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Erlin, Kartikasari, and Nuryasana Endang. "School literacy movement program in elementary school, Indonesia: Literature review." Journal of Education and Learning (EduLearn) 16, no. 3 (2022): 336–41. https://doi.org/10.11591/edulearn.v16i3.20383.

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The Ministry of Education and Culture developed the school literacy movement (SLM) program. This program aims to foster student interest in reading and improve reading skills so that knowledge can be mastered better. The author uses a literature review design by collecting data from various journal sources relevant to the SLM program in elementary schools, Indonesia. This research is an analytical descriptive study, which is a regular breakdown of the data that has been obtained, then understanding and explanation are given so that it can be understood well by the reader. The selected journal criteria are journals published in 2015-2021. SLM activities in elementary schools are influenced by supporting and inhibiting factors. The supporting factor is that the principal has a good commitment to carry out SLM activities, teachers and students and other components of the school also contribute to the success of SLM activities in elementary schools. Availability of sufficient funds to provide the necessary books is also a factor supporting SLM. While the inhibiting factor is that there are still very few books available so students cannot choose reading books that match their interests. Reading books is the main factor that must exist to make this SLM activity a success. Therefore, the procurement of reading books is very necessary. Students' reading habits are still low, they are still waiting for the teacher's orders to carry out SLM activities. The SLM schedule is not fully for 15-minute reading activities as specified in the manual. Lack of parental involvement in SLM activities.
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Sitton, Heliton Aparecido, Matheus Janeck Araujo, Vinicius de Lima Lovadini, Gabriela Cortellini Ferreira Ramos, Itamar Souza Oliveira-Junior, and Márcia Marinho. "Perception of public school students about animal welfare and the occurrence of the topic in education books." Research, Society and Development 11, no. 1 (2022): e34411125166. http://dx.doi.org/10.33448/rsd-v11i1.25166.

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In current time, it is evident the necessity of animal welfare education policies. Animal welfare is defined as the state of an individual attempting to adjust to the environment and education material can encourage dialogue inside schools. We aimed to verify the presence or absence of animal welfare related content in school books and survey the perceptions of the students about the subject, associating with the socioeconomic profile of the school district and with the overall school performance in the SARESP test. This study was performed between July and November, with seven of the twenty-two public schools in the city of Araçatuba, São Paulo, Brazil. Seven books were collected for analysis from each school, totalizing 49 books, and 430 students answered a survey with 10 questions. The statistical analysis did not show relevant difference between biological gender, age, grade and socioeconomic profile and animal welfare knowledge perception. This study concluded that in most of the analyzed books, animal welfare topics are absent, and that there is no difference between the schools’ socioeconomic profile and animal welfare knowledge perception of the students.
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Dissertations / Theses on the topic "School books"

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Dibrova, Alisa. "AR books and pre-school children’s engagement." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20620.

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Moderna barn använder mobilteknik oftare och oftare. Ett antal studier hävdar att barns lärande kan dra nytta av användning av medier i klassrum och att det finns en brist på denna teknik att använda i skolorna. Många undersökningar indikerar att användningen av augmented reality (AR) teknik i undervisning för barn hjälper dem att bli mer motiverade och engagerade i lärande activiteter, och att det är fördelaktigt för barns minneslagring. Vissa studier hävdar att motivation är en viktig faktor för att främja en inlärningsförmåga.Denna studie syftar på att skapa en augmented reality-bok för barn 4-5 år och på att förstå hur AR kan påverka engagemang, och hur den kan stödja lärandet i termer av memorering.Ett experiment genomfördes med åtta barn som går till förskolan. Under experimentet gjordes observationer och intervjuer. Grafisk design, illustration och animering var en del av förberedelserna för experimentet. Studieresultaten analyseras och diskuteras i förhållande till tidigare undersökningar i detta område.Resultaten pekar mot att AR skulle kunna hjälpa barn i förskoleåldern i klassrummsundervisning genom att positivt påverka deras minneslagring samt öka deras engagemang och motivation - som tidigare påstås är en mycket viktig faktor för att förbättra inlärningsförmåga. Samtidigt är det svårt att tolka resultaten med en hög grad av säkerhet för att testgrupperna var små, och antalet ytterligare faktorer kan ha påverkat resultaten. För att bekräfta resultaten av denna studie är det rekommenderat att genomföra en undersökning av en större skala.<br>Modern children use mobile technologies more and more often. A number of studies argue that children’s learning can benefit from the use of media in classrooms and that there exists a lack of these technologies applied at schools. Many research indicate that use of augmented reality technologies in children’s teaching helps children to get more motivated and engaged in the learning activities, and it is beneficial for children’s memory retention. Some studies claim that motivation is an essential factor for promotion a learning performance. This study aims at creating an augmented reality (AR) book for 4-5 years old children and on understanding how AR can affect engagement, and how it can support learning in terms of memorization.There was conducted an experiment with eight children who go to preschool. During the experiment, the observations and interviews were made. Graphic design, illustration and animation were a part of preparation for the experiment. The study results are analyzed and discussed in relation to earlier research in this area. The results point towards the fact that AR could help children of preschool age in classroom education by positively affecting their memory retention and increasing their engagement and motivation – which was earlier claimed to be an extremely important factor for improving the learning performance. At the same time, it is hard to interpret the results with a high degree of certainty as the test groups were small and a number of additional factors could have affected the results. In order to confirm the results of this study, it is suggested to conduct a study of a larger scale.
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Conley, Katanna Lee. "Thinking outside the books: Literacies of an after-school book club for adolescent girls." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219031.

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Eckhart, Tami Marie. "Good strategies for "bad" books." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237311795.

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Gibbs, Desmond Robert. "Victorian school books : a study of the changing social content and use of school books in Victoria, 1848-1948, with particular reference to school readers /." Connect to thesis, 1987. http://eprints.unimelb.edu.au/archive/00001321.

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Himler, Heidi L. "Exploring teachers' perceptions implementation of a school wellness policy /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1460761.

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Jackson, John Charles. "Elementary School Attendance in Bradford 1863-1903: A Study Using School Log Books." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/14253.

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This thesis examines the issue of elementary school attendance in later nineteenth century Bradford. It seeks to do this by means of a little used source: the school log book. The focus of the study is on the experiences of head teachers who faced a constant struggle to achieve and maintain an acceptable level of attendance in Bradford where child employment in the flourishing textile industry had long been an inherent feature of working class life. It investigates broader issues affecting attendance in the context of prevailing social, cultural, religious, and economic factors. While the significant and influential pressures on attendance in Bradford were to be found elsewhere (for example, parental apathy; hostility to compulsory attendance; child labour; health and welfare), this investigation discovers that the town’s problems were compounded and made difficult by its phenomenal growth and rapid emergence by the middle of the nineteenth century as the undisputed capital of the world’s worsted manufacturing trade. It concludes that in the study of Victorian elementary school attendance Bradford deserves greater recognition in consideration of the tension between the demands of the most prolific half-time system of employment in the country, and prevailing attitudes to the introduction of universal elementary education in England and Wales.
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Franklin, Keri. "Blogging about books writing, reading, and thinking in a twenty-first century classroom /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4809.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 13, 2008) Vita. Includes bibliographical references.
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Parrott, Deborah, Reneé C. Lyons, Gina Podvin, and Edward J. Dwyer. "Producing Beautiful and Durable Books in the School Library." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2410.

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Unsworth, Len. "How and why : recontextualizing science explanations in school science books." Phd thesis, Department of Linguistics, 1995. http://hdl.handle.net/2123/9054.

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McGill, Alicia Hollis. "Audio Books with Struggling Readers at the Elementary School Level." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3181.

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In a Title I school located in a southeastern state, 60% of 3rd grade students are reading below grade level. The state's new reading initiative ties grade promotion to 3rd grade students reading on grade level. At the study site, administrators identified audio books as a possibly helpful reading tool. Vygotsky's zone of proximal development theory, which holds that learners can learn new skills more readily with guided assistance, framed this study. The purpose of this quantitative, comparative design study was to explore the associations between the use of audio books and the reading levels of 3rd grade struggling readers. Research questions were used to compare the reading levels of struggling readers who use audio books with the reading levels of: (a) struggling readers reading silently, (b) at or above grade level readers who read with audio books, and (c) at or above grade level readers who read silently. Two 3rd grade classes were selected, with 25 students using audio books and 25 students reading silently, to participate in this project. Scores from the AR and from the pre- and posttest STAR assessments over a 9-week period were analyzed and compared using an independent samples t test to explore associations between the use of audio books and the comprehension and reading levels of the participants. Analysis of the results showed that the use of audiobooks was not significantly related to increased reading or comprehension levels for struggling readers. Significant improvements in reading comprehension were shown for students reading at or above grade level that read silently or used audio books. Based on the findings, a professional development project for teachers providing research-supported reading strategy instruction was developed. The findings may lead to improvements in instructional practices by encouraging the use of research-based reading strategies, which could promote positive social change by supporting greater academic success for elementary students through improved reading comprehension.
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Books on the topic "School books"

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Clifton, Johnson. Old-time schools and school-books. Omnigraphics, 1999.

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Horn, Pamela. School log books. Historical Association, 1993.

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Horn, Pamela. School log books. Historical Association, 1993.

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Board, British Library, British National Bibliography Research Fund., and Book Trust, eds. School spending on books. Book Trust, 1996.

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Manchester. Education Committee. Teacher's Centre. Books, children and school. Teachers' Centre, 1985.

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Manchester. Education Committee. Teacher's Centre. Books, children and school. Teacher's Centre], 1986.

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Groat, Diane De. Brand-new pencils, brand-new books. HarperCollins Publishers, 2005.

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(Firm), John Lovell. Lovell's series of school books. J. Lovell, 1985.

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University of Reading. Reading and Language Information Centre., ed. English books and work books for the primary school. Reading and Language Information Centre, University of Reading School of Education, 1986.

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Reading and Language Information Centre., ed. English books and work books for the primary school. Reading and Language Information Centre, University of Reading School ofEducation, 1986.

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Book chapters on the topic "School books"

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Mason, Charlotte M. "How to Use School-Books." In School Education. Routledge, 2021. http://dx.doi.org/10.4324/9780429290930-16.

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Kaur, Kulvinder. "At School." In Short Wordless Picture Books. Routledge, 2019. http://dx.doi.org/10.4324/9781351104364-13.

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Kaur, Kulvinder. "Going to School." In Short Wordless Picture Books. Routledge, 2019. http://dx.doi.org/10.4324/9781351104364-6.

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Mason, Charlotte M. "School-Books and How They Make for Education." In School Education. Routledge, 2021. http://dx.doi.org/10.4324/9780429290930-15.

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Cant, Monica. "The Acquisition of Books." In School and College Library Practice. Routledge, 2021. http://dx.doi.org/10.4324/9781003230045-5.

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Schulman, Sarah. "Gay books back in school." In My American History. Routledge, 2018. http://dx.doi.org/10.4324/9781315121765-12.

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Van Horn, Selena E. "Reading Books and Book Club Members After School." In Towards Queer Literacy in Elementary Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-17087-4_7.

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Cant, Monica. "Issue and Recall of Books." In School and College Library Practice. Routledge, 2021. http://dx.doi.org/10.4324/9781003230045-9.

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Wade, Barrie, and Maggie Moore. "Starting early with books." In The Contribution of Parents to School Effectiveness. Routledge, 2025. https://doi.org/10.4324/9781003636427-11.

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Bergeron, Huguette. "School Textbooks: Books Like Any Other?" In History and Social Studies – Methodologies of Textbook Analysis. Routledge, 2022. http://dx.doi.org/10.1201/9780203751770-19.

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Conference papers on the topic "School books"

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Hus, Jonathan, and Antonios Anastasopoulos. "Back to School: Translation Using Grammar Books." In Proceedings of the 2024 Conference on Empirical Methods in Natural Language Processing. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.emnlp-main.1127.

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Lacasandile, Angelique D., Glendora V. Tiu, Rachelle F. Marcoso, Adrianne Bleu R. Canivel, Kenneth R. Gunay, and John Clement S. Escobañez. "Beyond the Books: The Development of ElevateEd's Learning Management System (LMS) for Out-of-School Youth (OSY)." In 2024 6th International Workshop on Artificial Intelligence and Education (WAIE). IEEE, 2024. https://doi.org/10.1109/waie63876.2024.00056.

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Luca, Sergiu. "The vole of the book in shaping the elite of society." In Simpozionul Național de Studii Culturale, Ediția a 2-a. Institute of Cultural Heritage, Republic of Moldova, 2022. http://dx.doi.org/10.52603/9789975352147.06.

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Annotation: „Tabula rasa” – the theory of the philosopher John Loke represents the man without a book. The importance of the book in the formation of personality is demonstrated by the countless prohibitions of books throughout human history – „blacklists” of forbidden books and burned books. Hence the rhetorical question: – „What is your first book?”, „What books were in your training?”. The book is the source of knowledge that can be passed on to other generations contributing to their formation. Good governance can only be achieved based on qualitative knowledge. The need for elite education has been realized since antiquity. Thus in all societies, the formula of creating special schools for the children of kings and aristocrats was used. The Party High School was created in the Soviet Union for Party Officials because good governance equals the higher level of idealization of the official. Cultural and scientific elites have a role in defending national culture and merit in universal science. The book is an artifact in the demonstration of the existence of a people, and the people who will not have written books will remain out of history.
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"OLD SCHOOL MEETS NEW SCHOOL: THE ADAPTIVE SCHOOL BOOK APPROACH - Adaptivity Extends Conventional School Books with Digital Media." In 3rd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003346601300139.

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Kuula, Timo, Sami Vihavainen, and Anu Seisto. "Playful learning with hybrid school books." In the 13th International MindTrek Conference: Everyday Life in the Ubiquitous Era. ACM Press, 2009. http://dx.doi.org/10.1145/1621841.1621882.

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Salonikov, Nikolay V., and Konstantin V. Sutorius. "Teacher of the Novgorod Archbishop School Hieromonk Job and His Library." In Лихудовские чтения — 2022. НовГУ им. Ярослава Мудрого, 2023. http://dx.doi.org/10.34680/978-5-89896-832-8/2023.readings.06.

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€e article is devoted to the Novgorod period of life of the hieromonk Job, a follower of the Leichoudis brothers, and to the reconstruction of his book collection. He spent the last years of his life in Novgorod, where in 1716 he became a teacher of the Archbishop School. A er his death, part of his library, which included a large number of books on grammar, rhetoric, logic, philosophy and theology, was transferred to the school. e article describes the composition of the library, traces the fate of the teacher Job's books, which mostly were included into the library of Novgorod eological Seminary.
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DOMNIȚEANU, Aurelia. "The role of the personal library in achieving school performance." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p47-50.

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We are already used to the alarming PISA studies, but the latest still comes with an interesting statistic, offering some hope. It shows that students who have books at home and read paper books more often scored 50 points better in reading than those who have books at home and don’t read. Therefore, the fear that in physical format the future of the book is in danger has been dispelled by this study. At the gymnasium level, students in Romania go through two National Assessments designed to measure their school performance, and the reading competence part occupies an important place, arriving at the end of gymnasium to exceed a third of the exam items. That is why the data provided by this study deserved to be applied at the level of our secondary school. Bearing in mind that we are on a downward trend in grades on the two National Assessments, the student questionnaire demonstrated that, indeed, students who have at least ten age-appropriate books in their personal library do better on the proficiency items lecture. In conclusion, personal library is directly related to academic performance and reading on paper brings multiple benefits.
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Butean, Alex, Alin Moldoveanu, and Anca Morar. "FROM CLASSIC MATH SCHOOL BOOKS TO INTERACTIVE GAMIFIED ELEARNING." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-022.

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Technology has reached a level most people could not even imagine a couple of decades ago. "eLearning" has become a hot topic all over the world. However, in many countries, including Romania ,the educational system has not evolved the same way as technology. In most elementary and middle schools, the educational process does not differ much from the one established ten or even twenty years ago. Many students have access to smartphones, tablets, laptops, but they still use traditional paper textbooks and solve classical problems exercises in school. We propose an improvement to the current education system, which solves some major issues in the actual socio-economic context: a modern eLearning interactive math platform. Our team, composed of renowned math teachers and dedicated researchers in the technical field, has developed an online math platform for 5th grade pupils, characterized by attractiveness, interaction, animation, student-centered learning, gamification and originality. A pilot experiment with students from "Cantemir-Voda" National College of Bucharest, Romania, has proven the quality and benefits of such an interactive manual. This paper presents the challenges encountered by our team throughtout the platform development, the pilot experiment, with feedback coming both from students and teachers, as well as some ideas for future exploitation, popularization and integration in the Romanian learning system, in order to achieve large scale performance in education. The last section of the paper highlights the idea that gamified and interactive learning is very intuitive and helpful for students nowadays, and represents the future for a better education system.
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Pomerantz, Francesca. "Elementary School Students’ Responses to Inclusive Children’s Picture Books." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2102021.

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Chauhan, Amarjeet Singh, and Dayal Nigam. "Smart Bag based on RFID and Internet of Things." In Intelligent Computing and Technologies Conference. AIJR Publisher, 2021. http://dx.doi.org/10.21467/proceedings.115.13.

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The Smart Bag is a very innovative and helpful project that uses RFID Technology [1] for identifying books / items smartly. The Radio Frequency Identification sensor uses a reader to get information about the item from a tag attached to it. Smart Bag initially used this technology. Technologies or devices which are used in development of The Smart Bag are RFID Sensor, HX711 Load Cell Sensor, NodeMCU, Arduino, and GPS. The Books / items can be identified by using RFID tag and it will store the count of books / items to its memory and matches the items according to schedule. The circuit for communication comprises of NodeMCU and RFID receiver in which passing of messages / alerts, reading of books / item is done. When the books / items are placed inside the bag, the RFID receiver reads the RFID Tag and sends the Books / items in the bag to the NodeMCU [2]. The NodeMCU compares it with the schedule list. If any book / item is missing then the NodeMCU generates an alert of missing books / item. The smart bag has GPS function also, which sends the Real-time Location of a Bag or a Kid to the Guardian or Parents. Initially, this project is for those small kids who regularly go to school.
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Reports on the topic "School books"

1

Panchenko, Liubov F., Tetiana A. Vakaliuk, and Kateryna V. Vlasenko. Augmented reality books: concepts, typology, tools. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4414.

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The article discussed the usage of augmented reality books in educational process. The object of research is augmented reality books. The subject of the study is the concepts and classification of augmented reality books; digital story making tools that emphasize child-teacher co-operation; difficulties in augmented reality using. The methods of research are: the analysis of publications about the issue; the analysis of digital tools capabilities; systematization and generalization of research information. In the article the facet classification for augmented books is proposed; the main facets are: reality- virtuality continuum, type of augmented materials, device types, type of interaction, spatial space of book, book’s category. Content for a module of a specialty course about augmented reality books for the system of professional training and retraining for educators in postgraduate education is discussed. Some samples of tasks for educators are presented: audio augmented book about world’s books monuments; analysis augmented reality examples in the textbook of the New Ukrainian school (subject name, topic, didactic tasks, quality of implementation, directions of expansion etc.), search and analysis augmented books according to the professional interests of the educators; discussion how augmented reality can help to improve student motivation with accent to attention, relevance, confidence and satisfaction; group work about design and creation a fragment of own textbook with augmented reality.
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2

Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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3

Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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4

Leedy, Larry. A study to determine the relationship between interest as measured by a Student interest inventory and recreational nonfiction books checked out of the library media center by intermediate grade students at Sunnyside Elementary School, North Clackamas School District Number 12, Clackamas, Oregon. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5008.

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5

NAVAL POSTGRADUATE SCHOOL MONTEREY CA. Naval Postgraduate School Fact Book 2004. Defense Technical Information Center, 2004. http://dx.doi.org/10.21236/ada433919.

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6

Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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7

Baillie, Fran, Bet McCallum, Roy Canning, et al. Frankenstein's Poetic Progeny: Activity Book For Schools. Edited by Lauren Christie. University of Dundee, 2018. http://dx.doi.org/10.20933/100001160.

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8

Balza, Lenin, Camilo De Los Rios, and Nathaly M. Rivera. Digging Deep: Resource Exploitation and Higher Education. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004495.

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Do resource-extraction booms crowd out postsecondary education? We explore this question by examining the higher education-related decisions of Chilean high school graduates during the 2000s commodities boom. We find mineral extraction increases a person's likelihood of enrolling in postsecondary technical education while reducing the likelihood of completing a four-year professional degree program. Importantly, effects are heterogeneous across economic backgrounds. The impact on college dropouts is primarily present among students that graduated from public high schools, which generally cater to low-income groups. Our findings show that natural resources may affect human capital accumulation differently across income groups in resource-rich economies.
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9

Temkin, Deborah, Kristy Lao, Brissa Nuñez, Claire Kelley, Sarah Kelley, and Victoria Stuart-Cassel. Most State Policies That Address LGBTQ+ Students in Schools Are Affirming, Despite Recent Trends Toward Exclusion. Child Trends, 2022. http://dx.doi.org/10.56417/8595e2094d.

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To analyze the current landscape of state statutes and regulations that either affirm or exclude LGBTQ+ students in schools, Child Trends and EMT Associates collected a list of codified policies that explicitly reference LGBTQ+ student populations. The analysis reflects statutes and regulations that were on the books as of August 2021; it does not include statutes and regulations that were repealed prior to, or enacted after, this date.
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10

Williams, Thomas, Caroline Erolin, and Muireann McMahon. Cell Survival Deluxe: School Version. University of Dundee, 2023. http://dx.doi.org/10.20933/100001284.

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Cells are the smallest units of life. The environment around cells is always changing. Cells need to adapt to survive. This curriculum linked game and lesson plan introduces the world of cells to pupils 8-13. But can they keep their cells alive? This is a guide to how the cell survival resources can be used in a lesson and can be adapted as the teacher sees fit to do so. This lesson is aimed at 8-13 year olds, and fits into an hour long session. This Cell Survival Game has been adapted for use in the classroom and contains new and improved artwork. Accompanying videos and activity sheets complete the learning experience. Learning Outcomes – Cells are the smallest unit of life – There are many different types of cells, and some examples of cell types – Cells experience many dangers, and some examples of dangers – How cells notice and defend themselves against dangers Links to the Curriculum – Health and Wellbeing: I am developing my understanding of the human body – Languages: I can find specific information in a straight forward text (book and instructions) to learn new things, I discover new words and phrases (relating to cells) – Mathematics: I am developing a sense of size and amount (by using the dice), I am exploring number processes (addition and subtraction) and understand they represent quantities (steps to finish line), I am learning about measurements (cell sizes) and am exploring patterns (of cell defences against dangers) – Science: I am learning about biodiversity (different types of microbes), body systems, cells and how they work. – Technology: I am learning about new technologies (used to understand how cells work). Accompanying videos and activity sheets (available at https://dx.doi.org/10.20933/100001270) complete the learning experience.
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