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Academic literature on the topic 'School text books'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "School text books"

Narrain, Siddharth. "Text messaging: Indian school books get “Hinduised”." Index on Censorship 43, no. 3 (2014): 87–90. http://dx.doi.org/10.1177/0306422014548661.

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Darmawan, Wawan. "HISTORIOGRAPHY ANALYSIS OF HISTORY TEXT BOOK FROM NEERLANDOCENTRIC TO SCIENTIFIC." Historia: Jurnal Pendidik dan Peneliti Sejarah 11, no. 2 (2018): 99. http://dx.doi.org/10.17509/historia.v11i2.12333.

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History text book is a historiography work for educational purpose. The historiography exposed in the history text book is definitely different from historiography of another scientific history book. The practical purpose of education becomes one of the important goals of composing the history text book. The history understood from history text book can do more than only developing the student’s historical awareness. The historical awareness can be detected in the attitude expressed by the students, such as their sense of nationality, partriotism, unity, willingness to sacrifice, etc. However,

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Astika, Gusti. "PROFILING VOCABULARY OF ENGLISH TEXTBOOKS FOR INDONESIAN JUNIOR HIGH SCHOOLS USING VOCABULARY PROFILER: A FAST TRACK TO IMPROVE STUDENTS’ VOCABULARY KNOWLEDGE." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 1, no. 3 (2016): 203. http://dx.doi.org/10.30957/ijoltl.v1i3.185.

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This research analyzed vocabulary profile used in one series of English textbooks currently used in Indonesian Junior High School. The sample text books were: When English Rings a Bell for grades VII, VIII, and Think Globally Act Locally for grade IX. These books have been recommended by the Ministry of Education and Culture for use in Indonesian Junior High Schools. This research used Classic Vocabulary Profileras a tool to profile vocabulary in the text books. The overall profile shows that vocabulary coverage of the most frequently used words (K1 and K2) was 92.65%, indicating that it is be

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Abubaker, Azza, and Zhongyu (Joan) Lu. "Model of E-Reading Process for E-School Book in Libya." International Journal of Information Retrieval Research 1, no. 3 (2011): 35–53. http://dx.doi.org/10.4018/ijirr.2011070103.

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Defining the stages which the reader follows when reading e-resources is one of several factors which can provide significant insights into actual reading behaviours and cognitive processes of readers. Two different samples of students who study in Libyan primary schools, aged 9 to 12, were selected to investigate how students use and interact with both print and digital school books, identify the e-reading process, outline the aims of using the internet and technology, and define what students like and dislike in both versions. Furthermore, students found using the e-textbook to be more diffi

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Naz, Arab, Sajjad Hussain, Basharat Hussain, and Naqeeb Shah. "Gender Stereotyping In School And Its Impacts On Primary And Middle Level Schooling." Pakistan Journal of Gender Studies 10, no. 1 (2015): 39–52. http://dx.doi.org/10.46568/pjgs.v10i1.224.

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Gender stereotypes play an important role in socialization and gender role formation in educational spheres. School environment, class room, teachers, class room environment, text books and curriculum present and portray the masculine ideology. School curriculum and text books are perpetuating a masculine and dominant trait which decreases female portrayal that effect their potentialities and capabilities at school level and even their empowerment in the larger social structure. Similarly, teacher’s attitudes and behavior in formation of student’s personality is also playing a pivotal role dur

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Dennis, Joseph. "The Role of Donations in Building Local School Book Collections in the Ming Dynasty." Ming Qing Yanjiu 24, no. 1 (2020): 46–66. http://dx.doi.org/10.1163/24684791-12340042.

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Abstract This article analyses patterns of book donations to local school libraries in the Ming (1368–1644), drawing on a data set made with LoGaRT, a Chinese text mining and processing software created by the Max Planck Institute for History of Science. Records of donated books and other records explaining donor motivations make it possible to show what types of people donated, and what books they selected. Donors gave books on a broad range of topics. Big data makes it possible to identify changes over time and space, and enhances our understanding of book circulation. This article builds on

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Gomm, Jeff, Melissa Allen Heath, and Pat Mora. "Analysis of Latino award winning children’s literature." School Psychology International 38, no. 5 (2017): 507–22. http://dx.doi.org/10.1177/0143034317713349.

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In this article, we offer information about the specific challenges US Latino immigrant children face. We then determine which of these challenges are included in 72 award winning children’s picture books, specifically created for and/or about Latino children. Our analysis offers information to assist school-based mental health professionals, children’s librarians, educators, and parents in prescriptively selecting books that align with Latino children’s social emotional needs. Additionally, we analysed each book’s proportion of Spanish/English text and described the book’s targeted age level

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Ortiz-Henderson, Gladys. "Political values in History text books for primary school en Mexico." Comunicar 12, no. 24 (2005): 151–57. http://dx.doi.org/10.3916/c24-2005-22.

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History text books officially used in Mexican schools have been and still are supporters of political values since their creation in the sixties. History text books in 1960 promoted nationalims as the main value, product of the need of national union of those postrevolutionary times; History text books in 1972 taught diversity and communication as central values, also due to the political and social context. What are the dominant values that the Mexican goverment tries to teach children in present History text books which have been created in the so-called «modernization»? Los libros de texto

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Nabifar, Nesa, and Mir Saeid Baghermousavi. "Social Semiotics Evaluation of English One by Gender." Studies in English Language and Education 2, no. 2 (2015): 75. http://dx.doi.org/10.24815/siele.v2i2.2692.

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Textbooks receive focal attention in every educational setting. In 2013, the English text books used in Iranian schools were changed and new books, the Prospect series, were introduced. The older English text books are not used for teaching anymore. One of these was English One which was used for teaching the first grade at junior high school. As far as the researchers know, there was no previous research using this book in terms of gender from a semiotic point of view. Therefore, the researchers tried to investigate it in terms of social semiotics as defined by Kress and van Leeuwen (2006). T

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Simorangkir, Raja Daud, Tumiur Ririn Afriani Naibaho, Pennalia Sinambela, and Chyntia Tiodora Panjaitan. "AN ANALYSIS OF MATERIALS IN A STUDENT TEXTBOOK AT SECONDARY SCHOOL IN 8th GRADE." JEE (Journal of English Education) 5, no. 2 (2019): 123–29. http://dx.doi.org/10.30606/jee.v5i2.569.

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Learning English is very important for education because English is one of the most used language in the world. This paper was conducted to students 8th secondary school. The findings of the English On Sky 2 By Erlangga to find out whether be English text book use for the secondary school. This book developed the skills suggested by the school-based curriculum and communicative exercises. The second book is Bahasa Inggris Communicative English in Context by Grafindo. This book discusses written and interpersonal text interaction learning material. The third book is When English Rings a Bell by

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Dissertations / Theses on the topic "School text books"

Larsson, Kajsa. "Religion och vetenskap : En studie om tematiken religion och vetenskap samt dess gränsländer i gymnasieläromedel." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100024.

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The following essay aims to determine what textbooks and teaching media educators in the county of Västerbotten use when teaching the relation between religion and science. Based on educational science theory and through analyzes of factual texts, the teaching materials was examined to determine how much focus they put on the thematic of religion and science. The result shows how the different teaching materials affect this thematic differently. The main conclusion is therefore that students in Sweden could, depending on the teaching materials used in their education, be taught by different st

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Fernandes, Marly Aparecida 1968. "A leitura no livro didático de Língua Portuguesa de Ensino Médio." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269655.

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Orientador: Roxane Helena Rodrigues Rojo Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem Made available in DSpace on 2018-08-17T10:27:51Z (GMT). No. of bitstreams: 1 Fernandes_MarlyAparecida_M.pdf: 6123004 bytes, checksum: 7620e5cdb899b78ba84761f609860fa1 (MD5) Previous issue date: 2010 Resumo: Este trabalho tem como objetivo discutir os modos/formas de se apresentar a leitura como objeto de ensino e aprendizagem em determinados livros didáticos de Língua Portuguesa de Ensino Médio presentes nas escolas públicas brasileiras. Esses livros

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Stephens, Wendy Steadman. "The Influence of Engagement with Graphic Narrative Text Formats on Student Attitudes Towards the School Library." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700038/.

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Comics, graphic novels, and manga differ appreciably from textual narrative formats, and materials with increasingly visual elements have found their way into progressive and student-centered library collections. But many educators and librarians still resist inclusion of graphic narratives in school libraries and devalue the reading practice of students who prefer more visual texts. Using the framework of radical change, which posits that both text conventions and reader expectations for text are increasingly multimodal as they possess characteristics of evolving digital media, this study con

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Josefsson, Sonja. "Livsfrågor i religionskunskap : En litteraturstudie om hur livsfrågor presenteras i tre läroböcker för gymnasiet." Thesis, Karlstads universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-39852.

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Vi människor funderar ofta kring vår egen uppfattning dvs. vem vi är. Vi funderar också över vad vi vill bli. Vi ställs inför många andra frågor som handlar om identitet och livsfrågor. Livsfrågor som begrepp kan vara svåra att tolka och många gånger blandas begreppet ihop med andra begrepp som t.ex. existentiella frågor, livsåskådningsfrågor, livstolkningar osv. I ett annat sammanhang förknippas livsfrågor med etiska frågor och moral. Ett exempel på livsfrågor kan vara frågor om vad som är viktigt i livet, livets mening, vad som är ont och gott, vad som är rätt och orätt osv. Livsfrågor i t.e

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Olguin, Giuliano Salcas. "A visão de currículo nos livros didáticos: o eletromagnetismo no Ensino Médio como exemplo." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-27072018-141159/.

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No presente trabalho é desenvolvida uma análise do currículo que se pode inferir de três conjuntos de livros didáticos para o Ensino Médio, com especial atenção ao desenvolvimento dos conceitos de eletromagnetismo. A teoria de currículo de Michael APPLE foi tomada como principal recurso para essa análise. Inicialmente, é apresentado o desenvolvimento dos conceitos de currículo dominantes em diferentes períodos, considerando-se autores como TYLER, EISNER e chegando-se à teoria de currículo de Michael APPLE, que aborda a relação entre o currículo e fatores sociais como política, economia e cultu

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Sela, Kol Aviva Helena. ""Text-Books and Textpeople" (A.J. Heschel)| What is the Role of the Mehanekh in the Jewish Secular High School in Israel, and What is the Place of Jewish Texts Within that Role?" Thesis, The Jewish Theological Seminary of America, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602633.

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My study concerns the teacher knowledge of mehankhim, teachers in Israeli high schools entrusted to promote students' moral, civic, and social growth. It examines two mehankhim from a secular Israeli high school who participated in a long-term professional development program in secular Jewish education, centered by traditional and modern Jewish texts. This study is situated within the body of research on teachers' professional development, focusing on the vocation of mehanekh in secular Jewish education, teachers' professional knowledge, and mehankhim's life s

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Mulcahy, Brian J. "A study of the relationship between Ireland and England as portrayed in Irish post-primary school history text books, published since 1922, and dealing with the period 1800 to the present." Thesis, University of Hull, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264563.

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The thesis is a study of the relationship between Ireland and England as portrayed in Irish post-primary history school textbooks, dealing with the period 1800 to the present day, and published or in use since 1922. The thesis identifies two distinct categories of texts and these are referred to as purist texts and moderate texts. The purist texts are characterised by their strong pro-Irish, and anti-English biases in their presentation of Irish history. The moderate texts, by contrast, are generally without such biases and present more neutral accounts of Irish history. The central thesis of

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Lilja, Waltå Katrin. "Läroböcker i svenska? En studie av ett läromedel för yrkesförberedande gymnasieprogram och dess modelläsare." Licentiate thesis, Malmö högskola, Kultur-språk-medier (KSM), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7605.

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This licentiate thesis addresses what textbooks in the school subject Swedish specifically oriented to pupils in different vocational programmes at Swedish high school/ upper secondary schools (Gymnasiet) offer to their readers. The study uses qualitative textual analysis as its main approach as well as, to a certain extent, quantitative data from textbooks in the Blickpunkt series (Blickpunktserien). Since they are included in so called comprehensive teaching materials, Bra Svenska A and Bra Svenska B, certain aspects of these two books, primarily their selection of texts are also studied. My

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Nastase, Alina Iuliana. "L'institutionnalisation d'Émile Zola dans les manuels scolaires de lycée au XXème siècle. Étude de réception." Thesis, Poitiers, 2012. http://www.theses.fr/2012POIT5027.

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L'institutionnalisation de Zola, comportant à la fois la consécration d'une image officielle et la labellisation d'un corpus textuel, doit être envisagée à travers des manuels scolaires, histoires littéraires, études critiques et générations de lecteurs, en tant que réconciliation des métadiscours et conciliation des horizons d'attente. Linéarités, stratifications, constellations sémantiques et formelles sont des visions différentes d'un même objet de lecture, à savoir le texte naturaliste. Une entité qui parcourt sans cesse, par le biais du paratexte - documents critiques, sons et images - pr

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Klasander, Claes. "Talet om tekniska system : förväntningar, traditioner och skolverkligheter." Doctoral thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65356.

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I samhället uppmärksammas tekniken för sin ökande komplexitet och systemiska karaktär. l vilken mån avspeglar sig detta i skolans teknikämne? Denna avhandling berör undervisning om tekniska system i ett skolperspektiv, med det huvudsakliga syftet att undersöka hur undervisning om tekniska system tas upp till behandling i skolan. Den övergripande frågeställningen är: Hur har skolan hanterat den didaktiska uppgiften att utveckla ett undervimingsområde om tekniska system? Avhandlingen är en monografi som bygger på delstudier av tre arenor med relevans för skolan. De tre arenorna omfattar huvuds

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Books on the topic "School text books"

Australian school science text-books, 1850-1939: A bibliography. Borchardt Library, La Trobe University, 1986.

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Miller, W. Lash. The chemical philosophy of the high-school text-books. s.n., 1996.

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Miller, W. Lash. The chemical philosophy of the high school text-books. University library ; pub. by the Librarian, 1995.

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CENWOR (Organization : Sri Lanka), ed. Gender ideologies in the school curriculum: A textual analysis of secondary school text books. Centre for Women's Research, 2008.

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Pervaiz, Seema. A content analysis of text-books and fiction popular among secondary school students. National Institute of Psychology, Centre of Excellence, Quaid-i-Azam University, 1985.

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Bgoya, Walter. Availability of school text books, supplementary, and reference books in Tanzania primary schools and teacher training colleges: A study carried out for UNICEF Office. W. Bgoya, 1994.

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Association, International Reading, ed. Adolescents talk about reading: Exploring resistance to and engagement with text. International Reading Association, 2004.

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Education, Ontario Ministry of. A brief history of public and high school text-books authorized for the Province of Ontario, 1846-1889. s.n.], 1993.

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Reading is seeing: Learning to visualize scenes, characters, ideas, and text worlds to improve comprehension and reflective reading. Scholastic, 2004.

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Cringan, Alexander T. The educational music course, Book II: Based on the syllabus of music for public and model schools, issued by the Ontario Education Department. Canada Pub. Co., 1994.

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Book chapters on the topic "School text books"

Danielsson, Kristina, and Staffan Selander. "Close Reading of Multimodal Texts—Sample Analyses." In Multimodal Texts in Disciplinary Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63960-0_6.

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Ikuta, Shigeru, Saki Nagano, Eri Tanaka Sato, et al. "Original Teaching Materials and School Activities With E-Books Containing Media Overlays." In Handmade Teaching Materials for Students With Disabilities. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6240-5.ch004.

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Original e-book teaching materials containing media overlays were created for use in teaching students with reading disabilities. FUSEe developed by FUSE network, Japan was used to create EPUB 3 e-books, where an audio was replayed with synchronized highlighting of the corresponding text. SMIL language or JavaScript package for iOS, ibooks.js was used to replay the audio reproduction. These EPUB 3 e-books were read effectively with an EPUB 3 reader (for example, iBooks for iOS, and Sony and Kobo Readers for Android). E-books created with special needs school, general school, and Japanese Foreign Language Institute schoolteachers were implemented at many schools for students with reading disabilities and dyslexia. Some assessments of the reading activities were performed to clarify the e-books containing media overlays. Basic information regarding the creation of these e-books and their use in schools is presented in this chapter.

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Kurjak, A., S. Kupesic, and D. Bjelos. "Sonohysterography and Sonohysterosalpingography: A Text-atlas of Normal and Abnormal Findings." In Donald School Atlas of Clinical Application of Ultrasound in Obstetrics and Gynecology. Jaypee Brothers Medical Publishers (P) Ltd., 2006. http://dx.doi.org/10.5005/jp/books/10226_23.

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Liu, Laura B. "Cultivating Ecological Generosity and Sustainability in Elementary Youth and Student Teachers via Children's Books." In Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9348-5.ch015.

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Teacher candidates enrolled in a Civic Science for Elementary Schools course at a public university in a Midwestern state developed children's books on ecological diversity and sustainability. The children's books were analyzed qualitatively using constant comparative analyses that involved analyzing each book's images and text for evidence of key themes. Analyses demonstrated children's book creation as an instructional pedagogy and ecological diversity and sustainability as curricular content powerful to enhance ENL student engagement, identification, and learning in a new cultural, linguistic, and ecological setting. Book creation involves narrative and visual explanation of key concepts accessible to ENL learners. Ecological diversity and sustainability are values shared across regions and can enhance ENL student identification with a new school context, while valuing their knowledge funds. The public library emerged as a supportive glocal civic space to build pedagogical bridges among teacher candidates, elementary schools, and the shared community resource of children's books.

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Javorsky, Kristin H., Laurie A. Friedrich, Lauri Nichols, and Guy Trainin. "Aligning Children's Books With Digital Tools for Reader Response." In Handbook of Research on Integrating Digital Technology With Literacy Pedagogies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0246-4.ch011.

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Through an exploration of three vignettes, the authors share innovative ways young learners and their teachers are responding to children's literature using digital tools in the context of new literacies. In the first example, primary grade students use digital tools to gain agency in their literacy practices as part of project-based learning within a STEAM curriculum. In the second, struggling readers in an after-school program integrate traditional and out-of-school literacies to produce authentic literacy products outside the constraints of standards and established curricula. Finally, an example from a teacher education program shows how the next generation of teachers can become leaders in the use of new literacies through their own experiential learning. Despite the differences in context and content of each vignette, all three demonstrate strong use of literacies pedagogy to guide selection of digital tools for the creation and consumption of text.

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Yasuda, Akihiro. "An Explanatory Comparison of Japanese Secondary English Textbooks and IB English Textbooks." In Educational Reform and International Baccalaureate in the Asia-Pacific. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5107-3.ch005.

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Fifty percent of IB schools in Japan use both the national and IB-authorized English textbooks. This chapter will explore the issue of how these differ. Books used for the study came from MYP Phase 3, MYP Phase 4, DP English B, and each grade of Japanese high school. In Study 1, 150 texts were checked for various language features: length, vocabulary profile, and readability. Text length was well-controlled in the Japanese textbooks, while IB books have both short and long texts. For vocabulary, AWL words appeared most often as the grade goes up. Analysis of English Vocabulary Profile showed that fewer CEFR A1/A2 words are used and more CEFR B/C level words appear as the grade goes up. Readability indices also show a wide range of levels. In Study 2, reading tasks are categorized in two ways: pre-/while-/post-reading tasks, and Anderson's taxonomy. In the IB textbooks, about 50% of the reading tasks require higher-order thinking skills whereas 70% of Japanese textbooks have tasks only requiring low-order thinking skills. This shows the sharp contrast between the two types.

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Hernández-Castillo, Núria, and Maria Pujol-Valls. "Fostering Cultural Awareness Through Storytelling at a Multilingual Primary School." In Teaching Literature and Language Through Multimodal Texts. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5796-8.ch007.

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This chapter is a contribution to teacher education and teacher development studies in the field of plurilingualism and intercultural development through critical reflection. It presents a teaching proposal based on the use of a multimodal literary text for the promotion of intercultural awareness and translanguaging practices at its heart. The teaching proposal, which was implemented in a primary education class from a multilingual school in Catalonia in 2015, was designed ad hoc on the basis of relevant research works on TLA, plurilingualism, and intercultural awareness, and in the light of the interviews conducted before and after the implementation in the workfield. The study was carried out in an English as an additive language class to look into the teaching opportunities of storytelling and picture books to foster interculturality and effective language learning practices with a communicative approach.

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Liman Kaban, Aysegul. "Gamified E-Reading Experiences and Their Impact on Students Reading Comprehension and Digital Attitude in EFL Classes." In Digital Pedagogies and the Transformation of Language Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6745-6.ch003.

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The use of computers and electronic devices for recreational reading and for reading in educational settings has gone up significantly in recent years. Whereas the digital revolution is rapidly changing the world, it is also changing education. This study examined the perceptions of the primary school EFL learners in Turkey of their e-reading experiences based on their gamified electronic reading practices in school and its influence on reading comprehension performance in an EFL class. Focus group interviews were conducted to support the data collection process in terms of students' and teachers' digital attitudes. The findings revealed that the implementation of e-book reading resulted in higher comprehension levels and more positive digital attitudes. Participant students showed a preference for printed books rather than electronic books for leisure due to the sense of ownership that the printed text storybooks offered. However, the results indicate that EFL learners' use of screen reading has the potential to increase the digital attitude of the students in educational settings.

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Baron, Naomi S. "What Research Tells Us: Single Texts." In How We Read Now. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190084097.003.0005.

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Chapter 4 delves into research comparing reading single printed texts versus digital versions. The beginning section considers what we know about using digital books with young children for different purposes: social interaction, linguistic or cognitive development, or engagement. Most of the chapter focuses on research with school-age readers. The discussion is organized around four issues. First, what kind of measures were used? Variables include user perception studies versus experiments, type of experimental questions, and speed. Second, does the length or genre of the text affect results? Third, what is the role of technology, including digital paging versus scrolling, along with adaptive text display? And fourth, how much are experimental results explained by the mindset (metacognition) we bring to reading in print versus digitally? Among the considerations are students’ ability to correctly predict success when reading in the two media (calibration) and motivation for reading.

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Liman Kaban, Aysegul. "YAITS." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6487-5.ch009.

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An educational, personalized electronic book called You Are in the Story (YAITS) is evaluated to assess its effectiveness on reading comprehension and motivation on sixth grade EFL students in a state secondary school in Turkey. The study was conducted with 48 students (aged 11-12) that included reading comprehension scores and reading motivation scores. Results indicated that reading comprehension scores showed no significant difference between groups. YAITS considerably led to superior reading motivation scores compared to the printed guided reading control group. Personalized e-book reading had a positive influence on the internal reading motivation of the learners. Participant students claimed that they preferred to read in their free time the printed version of the books because of the sense of ownership that the printed text storybooks offered.

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Conference papers on the topic "School text books"

Yustinah, Yustinah, Fathur Rokhman, Subyantoro Subyantoro, and Ida Zulaeha. "The Development Of Supplementary Books Producing Explanatory Text And Procedure Text With Entrepreneurial Content For Vocational School Student." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290469.

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Wardani, Sefri Rahma, Andayani, and Suyitno. "The Benefits of Culture-Themed Literacy Books on Learning to Write Interviews Text on Elementary School Students." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.035.

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Zakiya, Hanifah, Parlindungan Sinaga, and Ida Hamidah. "The effectiveness of multi modal representation text books to improve student’s scientific literacy of senior high school students." In MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS 2016): Proceedings of the 3rd International Seminar on Mathematics, Science, and Computer Science Education. Author(s), 2017. http://dx.doi.org/10.1063/1.4983957.

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Putra, Esa, and Aman Aman. "Quality Analysis of Feasibility of Contents of Class XI High School History Text Books Published by Erlangga, Grafindo, and Yudhistira Curriculum 2013." In The Proceedings of the 4th International Conference of Social Science and Education, ICSSED 2020, August 4-5 2020, Yogyakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-8-2020.2302414.

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Sunarmi, Sunarmi, and Dwi Arianita Wulan Sari. "The biology high school text-book’s errors on fern material." In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000574.

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Solihah, Atikah, Yumna Rasyid, and Siti Gommo Attas. "Combined Affixed Vocabulary in the Text Book of Indonesian Language in Junior High School." In International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008994000630070.

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Rosyida, Irma, Testiana Wijayatiningsih, and Dodi Mulyadi. "Developing a Pop-Up Book for Written Descriptive Text for Senior High school Students." In Proceedings of the 2nd International Seminar on Translation Studies, Applied Linguistics, Literature and Cultural Studies, STRUKTURAL 2020, 30 December 2020, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-12-2020.2311282.

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Mendri, Ni Ketut, Atik Badi’ah, and Mohammad Najib. "Pop Up Toys as Story Play Therapy on the Level of Anxiety on General Anesthesia Surgery among Children around 6-12 Years Old." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.29.

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ABSTRACT Background: Children who are first hospitalized may experience higher anxiety levels than children who have been hospitalized. The preliminary study in 2018 showed that when general surgery was to be done, as many as 90%school-age children were scared and nervous. It is important to provide play therapy to children who are going to undergo surgery. In addition to reading and seeing through photos, pop-up toy story books will also be offered to school-age children. This study aimed to examine the relationship between pop up toys as story play therapy on the level of anxiety on general

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Haerudin, Dingding, Agus Suherman, and Haris Santosa Nugraha. "The Quality and Values of Character Education in Sundanese Language Text Book of the 2013 Elementary School Curriculum." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.75.

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Irina, Elena-Roxana. "How Can We Form the self-image of Students from Primary School by Receiving the Literary Text." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/13.

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One of the premises that determines the research topic is that the methodologies for forming the self-image of the students of the primary classes in the process of receiving the literary text are not sufficiently known, systematized, valorized, applied. In addition, the literary text with its dual function of psychological and pedagogical resource is used in the educational approach more as a moral value. The emotional aspect, probed in the theories of art or more specifically of artistic literary education, which contributes to the development of the respective intelligence is less valued by

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