Relevant bibliographies by topics / School textbook

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

Academic literature on the topic 'School textbook'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 June 2025

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Journal articles on the topic "School textbook"

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Fuchs, Eckhardt. "Contextualizing School Textbook Revision." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 1–12. http://dx.doi.org/10.3167/jemms.2010.020201.

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The words “textbook revision” immediately conjure up certain images. We generally think of conflicts surrounding the contents of textbooks, conflicts which are debated in public and usually have an international dimension. Textbook revision generally refers to books on history, geography and social studies, occasionally also religion or biology. It generally relates to those activities aimed at correcting false or distorted interpretations in school textbooks. In addition, it involves two further aspects: improving the quality of teaching with revised textbooks, and conveying universal norms in addition to knowledge of the subject. History and social studies teaching can thus make an important contribution to peace and human rights education.
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Dolšina, Marjana. "The Slovenian Art History Textbook in Comparison to Polish Textbooks: Authorship and Content, Didactic Structure and Publishing Circumstances." Journal of Education Culture and Society 5, no. 1 (2020): 285–98. http://dx.doi.org/10.15503/jecs20141.285.298.

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The paper analyses two concepts of art history textbooks for secondary schools. It discusses their role in the learning and teaching process of art history and related school subjects within the formal educational programmes in Slovenia and their didactic structure. The comparison between one Slovenian and two Polish textbooks might contribute to better understanding of the present situation regarding art history textbook production in Slovenia, which is a result of several factors: the historical continuity of textbook writing and research in textbook didactics, the current school policy and fi nancial competition on the textbook market. Its intention is also to clarify the idea of didactic transformation of the art history contents from the challenging scientifi c texts to a form suitable for secondary school students who are textbooks’ main target audience.
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Hidayati, Irma, Abdullah ,, and Mustafa Sabri. "IDENTIFIKASI MISKONSEPSI SISTEM SARAF PADA BUKU TEKS BIOLOGI KELAS XI." BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan 3, no. 1 (2017): 39. http://dx.doi.org/10.22373/biotik.v3i1.990.

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This study entitled “Identifying the misconceptions in nervous system in12th Grade of biology textbook” aims to identify misconception on biology textbooks’ about nervous system. The method of the research was descriptive. The objects of the research were 7 of biology textbooks for grade xi published within the last 5 years. The national education regulation no. 1 year 2011, 4 january 2011 states that the textbook used at school should be at least in the last 5 years. The instrument used were observation sheet to compare the concept of the investigated book to the foreign source textbook as guidance. The results showed that there were misconceptions in the material of nerve system contained in 7 textbooks investigated, they were in the concept of structure and function of nervous, impuls, central nervous system and peripheral nervous system.
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Stakhiv, Maria. "E-textbooks for Ukrainian school: problems of preparing." Proceedings of Vasyl Stefanyk National Scientific Library of Ukraine in Lviv, no. 11(27) (2019): 169–80. http://dx.doi.org/10.37222/2524-0315-2019-11(27)-10.

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The article deals with the effectiveness of electronic textbooks in Ukrainian schools, the understanding of the concept of «electronic textbook» in Ukrainian legislation governing publishing. The article analyses basic principles of creating electronic textbooks on three platform: Bristar, Розумники and MozaWeb. The problems of creating electronic textbooks for elementary school have been highlighted. The prospects for further research and the possibility of using electronic textbooks in the educational process have been described. It has been emphasized that the perception of the term «e-book» has changed. Previously, this term was understood as the device which the reading was carried out, now an e-book is a content that requires playback by individual devices. The multimedia educational publications created in the framework of the experiment of introducing the electronic textbook and the electronic platform and their compliance with the Regulations on the electronic textbook are analyzed. Summarizing our analysis, we can highlight that non-compliance with the Regulations has been identified, such as insufficient playback of products on different operating systems, non-unified design between parts of the publication that are interactive, and content of the print edition that created the electronic version. Some editions which are recommended by the Ministry of Education and Science are difficult to buy for later use, and some of them are only available in the demo version. Keywords: e-learning publication, e-textbook, New Ukrainian School, e-textbook, interactive textbook, multimedia content.
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Dwi Jayanti, Widuri Indah, Maya Ulyani, and Surono Surono. "Textbook Evaluation for The Eleventh Grade of Vocational High School." Journal Research of Social, Science, Economics, and Management 1, no. 3 (2021): 316–32. http://dx.doi.org/10.36418/jrssem.v1i3.20.

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This study aims to analyze and evaluate the EFL Textbooks for the eleventh grade of Vocational High School. The entitle of the textbook is Forward, an English Course for Vocational Students. EFL Textbooks have become an essential thing used in foreign language teaching. The textbook is a guide for teachers in carrying out the learning and teaching process in the classroom. The textbook consists of a syllabus, methodology, and supporting materials for teaching in the school. Currently, choosing a textbook is a challenging job for EFL teachers because textbooks must be under the material to be taught in class. To evaluate the content of this textbook, the theory of Harmer has been adopted to research assessing and analyzing the textbook. Researchers want to know the strengths and weaknesses of the textbook. After implementing Harmer's theory, researchers found results that showed that textbooks were satisfactory because they were affordable, contained attractive layouts, attractive designs, and clear instructions. It conforms to the current ELT methodology, covers the four language skills, and comprises a variety of culturally appropriate topics. In addition, it has add-ons, contains additional material, and provides authentic listening material. However, teachers have succeeded in using textbooks as teaching materials and are expected to help teachers meet the learning needs of students in EFL classes.
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Rusek, Martin, Karel Vojíř, and Šárka Šubová. "Lower-Secondary School Chemistry Textbooks’ Didactic Equipment." Chemistry-Didactics-Ecology-Metrology 25, no. 1-2 (2020): 69–77. http://dx.doi.org/10.2478/cdem-2020-0004.

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Abstract Textbooks’ fundamental influence on teaching is caused not only by their subject matter, but also by their didactic elaboration. Textbooks’ individual functions are fulfilled through incorporated structural elements. Their pool is referred to as the didactic equipment of the textbook and represents qualities of the textbook through the options it gives to its users. The presented overview of lower-secondary chemistry textbooks’ didactic equipment included 7 series of currently available textbooks. Results of the analysis serve not only as a possible guide for chemistry teachers’ textbook selection, but they also provide insight into the current state to authors of textbooks and other didactic materials. Chemistry textbooks for lower-secondary schools achieve relatively high didactic equipment (75-92 %). The best equipped are the series of textbooks published after the current state curriculum introduction (by publishing houses Fraus and Nova Skola). Surprisingly, however, the most recently published textbooks by the Taktik publishing house showed the lowest didactic equipment.
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Nashriyah, Rizka Maulida, Yuni Setia Ningsih, and Yunisrina Qismullah Yusuf. "ADDRESSING GENDER BIAS ISSUES IN ELEMENTARY SCHOOL EFL TEXTBOOKS: AN ANALYSIS OF GROW WITH ENGLISH." Humanities & Social Sciences Reviews 8, no. 3 (2020): 56–63. http://dx.doi.org/10.18510/hssr.2020.837.

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Purpose of the study: A textbook is a book containing comprehensive teaching-learning materials for a certain subject which is regularly used by both teachers and students at school. Textbooks should not contain unfair content or matters, such as gender bias. This study was conducted to examine the extent to which gender bias appears in the EFL textbook mostly employed in Aceh, Indonesia. Methodology: This research was aimed at investigating the representation levels of gender in English elementary textbooks of Grow with English book 4, book 5, and book 6. A content analysis method was used, for which every page of the textbooks was investigated to explore the five aspects of visibility, priority, feminine/masculine generic construction, activity, and occupation. Main Findings: The result of the investigation shows that every textbook contains gender bias of various representation levels. Males dominated three categories, namely priority, activity, and occupation. Meanwhile, females are only dominant in the visibility category. The results suggest that the EFL textbooks mostly used in Aceh are still not free from gender bias issues. Applications of this study: Indonesia is a country where English is used as a Foreign Language (EFL). Indonesian schools are apt to use textbooks written by Indonesian authors as the major source for English instruction in schools. Therefore, researchers should focus their attention on the content of English textbooks used in schools because they become the guidance for these students in learning. Novelty/Originality of this study: The results of the study suggest that the EFL textbook should be considered for revision to ensure that it is free from unfair content. This is aimed at national textbook designers when they have to produce a textbook for Indonesian learners so that the books they make available to schools are free from gender bias issues in the textbooks.
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Le Foll, Elen. "Register variation in school EFL textbooks." Register in L1 and L2 Language Development 3, no. 2 (2021): 207–46. http://dx.doi.org/10.1075/rs.20009.lef.

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Abstract This study applies additive Multi-Dimensional Analysis (MDA) (Biber 1988) to explore the linguistic characteristics of ‘school English’ or ‘textbook English’. It seeks to find out how text registers commonly featured in English as a Foreign Language (EFL) textbooks differ from comparable registers found outside the EFL classroom. To this end, a Textbook English Corpus (TEC) of 43 coursebooks used in European schools is mobilised. The texts from six textbook register subcorpora and three target language corpora are mapped onto Biber’s (1998) ‘Involved vs. Informational’ dimension of General English. Register accounts for 63% of the variance in these dimension scores in the TEC. Additional factors such as textbook level, series and country of publication/use only play a marginal role in mediating textbook register variation. Textbook dialogues score considerably lower than the Spoken BNC2014, whereas Textbook Fiction scores closest to its corresponding reference Youth Fiction Corpus. Pedagogical and methodological implications are discussed.
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Sametova, F. "On the issue of improving the quality of the school textbook." Pedagogy and Psychology 43, no. 2 (2020): 91–97. http://dx.doi.org/10.51889/2020-2.2077-6861.12.

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The article discusses the issues of assessing the quality of a school textbook, reveals the essence of the new system of criteria for determining the quality of domestic textbooks, according to which the textbooks are examined through the assessment of the didactic apparatus of the textbook and the implementation of its functions. The assessment of the quality of the didactic apparatus is determined on the basis of an assessment of the quality of the textbook structure, the content of the textbook, the learning organization apparatus, the perception apparatus, the orientation apparatus, illustrative material, the electronic textbook application, and the compliance of the textbook design with ergonomic and esthetic requirements. The quality assessment of the functions performed by the textbook is determined on the basis of the assessment of the coordinating, systematizing, informative, motivational, developing, transformational, value-orientation and educational functions, self-education and navigation functions, integrating, controlling and correcting functions of the textbook.
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Sakadolskienė, Emilija. "Epistemological and Methodological Considerations in International School Textbook Research." Pedagogika 118, no. 2 (2015): 188–203. http://dx.doi.org/10.15823/p.2015.014.

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Many acknowledge a dearth of research regarding Lithuanian school textbooks. Educational institutions rely on reviews by select experts who provide advice during the approval process. Most extant research analyses content and its relationship to curriculum. Some have examined multicultural tolerance issues. Very few field studies have been done on the actual use of textbooks by teachers and pupils. On the other hand, Lithuanian teachers’ reliance on textbook material for the delivery of instruction is greater than in other European countries, according to international research. Therefore, an increase of formative or development research regarding textbooks is necessary. This article presents the need for an epistemological stance in textbook inquiry. It has been argued that you cannot construct convincing textbook research methodologies without a theoretical stance and that textbook research has been “underphilosophised”. Various philosophical positions have been proposed for textbook research, including positivism, critical theory, postmodernism, hermeneutics, neo-hermeneutics, post-colonialism, post-postmodernism, and others. Each dictates its own view of content, narrative, marginalization, point of view, prejudice and tradition. In terms of methodologies, traditional content analysis has been supplemented by hermeneutic, linguistic, discourse, semiotic, narrative, historiographic, cross-cultural, critical analysis. Contingency analysis is a relatively new mixed method that examines the relationship between text and image. Others analyze textbook questioning techniques, visual materials or the process of textbook production. One of the greatest shift in textbook research is the realization that users are the arbiters of knowledge and meaning, and their role as intermediaries must be examined in context. For these types of studies to flourish partnerships need to emerge between universities, textbook publishers, schools, and educational policy makers.
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Dissertations / Theses on the topic "School textbook"

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Chávez-López, Óscar. "From the textbook to the enacted curriculum : textbook use in the middle school mathematics classroom /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3099613.

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Holden, Kristian. "Essays on School Choice, Information, and Textbook Funding." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18391.

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The second chapter examines the impact of information about school quality on student enrollment. I use a regression discontinuity design to estimate the effects of a school choice program in California that provides families with signals of low school quality. I find that signals of low quality decrease school enrollment by 14.3% relative to enrollment in the previous year and 23.6% over two years. Despite the large changes in enrollment, student demographics are not affected. Additionally, the effects of school-quality signals are largest when families have alternative school choices that are nearby. I also find some evidence that student achievement in elementary schools declines, although I cannot separately identify the degree to which this is caused by changes in student composition. The third chapter examines the effect of textbook funding on student performance. Evidence on the effects of school resources on student achievement is mixed, but quasi-experimental methods suggest that interventions like class size reductions improve student achievement. This is the first study to consider the effect of textbook funding on student achievement by using a quasi-experimental setting in the U.S. I focus on a large class action lawsuit in California that provided a one-time payment of $96.90 per student for textbooks if schools fell below a threshold of academic performance in the previous year. Exploiting this variation with a regression discontinuity design, I find that textbook funding has significant positive effects on student achievement. The low cost of textbooks relative to class size reduction implies that these effects have a very high benefit-per-dollar.
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Abdella, Ali Suleman. "An analysis of the Eritrean grade 9 biology textbook." University of the Western Cape, 2000. http://hdl.handle.net/11394/6594.

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Magister Philosophiae - MPhil
Teachers, during various seminars, workshops and departmental meetings, continuously complained about the inadequacy of the grade 9 biology textbook used in the Eritrean secondary schools. Among others, the teachers concerns has provided a necessary stimulus for embarking on this research which sought to determine the role, quality readability and relevance of the Eritrean grade 9 biology textbook, based on the teachers' and students' perceptions. Interviews, questionnaires, Cloze test and Word Difficulty Index were used to collect the data. The interview and questionnaires provided information on how the textbook was being used by both teachers and students. In addition they provided information about quality of the textbook and its relevance to the daily life experiences of the students. Moreover, Cloze test and Word Difficulty Index provided information on the readability of the textbook. The finding of this study reveals that both teachers and students use the textbook as the major source of information. Also, the factors that determine quality of the textbook were found to be poor except the physical features and organisation. With respect to relevance, very limited attempts were made to link biology to the daily life experiences of the students. The Cloze test and Word Difficulty Index show that the students clearly experience difficulty in understanding what they have read. In conclusion, this study makes some recommendation to writers on how to improve the quality of the textbook. The results obtained in this study are by no means exhaustive. Finally, areas warranting further investigation are suggested.
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Molina, Katherine (Katherine V. ). "Digital asset pricing in the textbook market." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65784.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 101-104).
The U.S. college textbook market is in the midst of a seismic shift: publishers are creating new products, students are demanding more sophisticated digital content and instructors are just beginning to experiment with easily customizable, low-cost "open" textbooks. Although this industry has been picking up digital content in various forms for decades, their main revenue driver has always been print titles, a basic business fact that is poised to change permanently by 2020. The ongoing changes in product, profitability and market expectations drive home the importance of digital asset pricing in the textbook market. Textbook publishers are now grappling with the challenge of developing untested products at uncertain costs in ambiguous markets while their bread-and-butter print sales are expected to decline, and overall profit margins rapidly shifting below their feet. Changes in this market-both at the supplier and consumer level-can affect educational quality worldwide. Recognizing this fact, this thesis explores the conditions of the textbook market, both historically and in the present day, and the implications of certain market changes over the course of time. It also examines current pricing trends for digital assets based around single "source" textbook products (complete e-textbooks compared to their print-version counterparts). Using this information, with an eye on changing adoption trends and a focus on revenue management, it offers pricing and product recommendations to help publishers think ahead about how to maximize revenue over a product's life cycle as digital goods approach and eventually usurp new print sales.
by Katherine Molina.
M.B.A.
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Brockway, Elizabeth Marie. "THE PORTRAYAL OF THE MIDDLE EAST IN SECONDARY SCHOOL U.S TEXTBOOKS." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174677061.

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Ker, David Allen. "Textbook, chalkboard, notebook: resemiotization in a Mozambican primary school." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13658.

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Includes bibliographical references.
This ethnographic, sociolinguistic study describes the writing practices of teachers and students in a Portuguese-language primary school in Mozambique. In the classroom, teachers and students engage in a text-chain ritual in which the teacher copies a text from the textbook onto the chalkboard, which is then copied by the students into their notebooks. Using the theoretical framework of social semiotics, this study situates classroom writing within a range of multimodal practices which scaffold the written texts. This study employs the notion of resemiotization in order to describe the ways in which signs are transformed as they move between different sites of display. This resemiotization is framed by educational ritual with the language of instruction, Portuguese, being a second language (hereafter ‘L2’) to most of the students. Because of the linguistic constraints of the L2, rote- copying practices predominate in the classroom. Copying allows lessons to move forward despite the comprehension difficulties of the students. The text-chain is shown to be simultaneously reductive and expansive. Subsequent links tend to be reduced representations of their originating signs even while these signs serve as the basis for expansive multimodal ensembles which include speech, drawing and gesture, as well as the use of the students’ home language. This study employ s the notion of mimesis in order to account for the ways in which the resemiotization observed in the classroom is both imitative and creative. Each instance of writing imitates a previous link in the text-chain but also shows evidence of teachers and students creatively shaping their texts. In order to study these writing practices, more than 40 classroom lessons were observed during two research trips to Tete, Mozambique. This study used observation and photographic data-records to trace the movement of texts over the course of a lesson. Photographs of the chalkboard were taken as the chalkboard text grew and changed. In each classroom, six students were selected and their notebook writing photographed. The photographing of the chalkboard and notebooks allowed for the comparison of these texts as they were produced in the classroom. Additionally, teachers and educators were interviewed to provide insight on classroom writing practices. During these interviews, teachers were asked to describe their schooling experience and compare it with schooling today. Teachers and educators also provided background information on bilingual education and their use of a technique known as currículo local , ‘local curriculum’ , in which teachers use local language and culture to create connections between classroom knowledge and students’ existing knowledge. This thesis draws attention to the complexity of writing practices in L2 classrooms. Writing is shown to be a term that covers a wide range of practices including rote copying, drawing, doodling, and pseudo-writing. These writing practices take place in an environment marked by linguistic and semiotic diversity. This thesis expands the use of the term resemiotization by looking in detail at the material and social processes that occur in the classroom. Additionally, this thesis draws attention to ritual as an organizing principle for resemiotizing processes in which institutional forces and authorized language influence and shape local practices. The use of the notion of mimesis allows this analysis to account for the ways in which resemiotization involves both imitation and creativity in a text-chain that exhibits signs of semiotic reduction while simultaneously facilitating instances of profuse multimodal communication.
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Brehmer, Daniel. "Problem solving in mathematics textbooks." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27739.

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The aim of this study is to analyse how mathematical problem solving (MPS) is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering a) the quantity of tasks that are actually mathematical problems (MPs), b) their location in the chapter, c) their difficulty level, and d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as MPs, and that those that are MPs are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.
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Binder, Ella. "World Englishes in Lower Secondary School Textbooks : A comparative study between a Polish and a Swedish Textbook." Thesis, Högskolan i Gävle, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29361.

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The aim of this study has been to find out whether the authors of English textbooks in two EU countries, Poland and Sweden, view diversity and promote World Englishes in the same way or whether there are any differences. The attempt has been made to analyse reading texts in the two textbooks for teaching English as a foreign language, a Polish and a Swedish one, in order to see what different Englishes have been promoted there, and to which extent they are represented in both textbooks. For the purpose of this analysis, Marko Modiano´s descriptive model of World Englishes has been used. The study has shown that the Polish textbook focuses mostly on British and American English, and to a great degree on European countries where English is taught as a foreign language. On the other hand, the Swedish textbook promotes both British and American English, as well as major and local varieties of English, but does not mention European countries, except Great Britain obviously, almost at all. World Englishes are present both in the Polish and in the Swedish textbook but the textbook authors take slightly different approaches in promoting them.
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Strauch, John Robert Scharton Maurice. "Options in the composing process a textbook for high school composition /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616849.

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Thesis (D.A.)--Illinois State University, 1986.
Title from title page screen, viewed July 12, 2005. Dissertation Committee: Maurice Scharton (chair), Janice Neuleib, William Linnemann, Stanley Renner, Michael Lorber. Includes bibliographical references (leaves 151-155) and abstract. Also available in print.
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Wan, Shuk Wun Beatrice. "Analysis of speaking tasks in a Hong Kong primary school textbook." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/567.

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Books on the topic "School textbook"

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Marcus, Itamar. Palestinian Authority school textbooks. 2nd ed. Center for Monitoring the Impact of Peace, 2001.

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Yaeger, Mary. Kentucky's elementary and secondary public school textbook program. Legislative Research Commission, 1987.

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Marsden, W. E. The school textbook: Geography, history, and social studies. Woburn Press, 2001.

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Graves, Norman J. School textbook research: The case of geography 1800-2000. Institute of Education, University of London, 2001.

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Chervenak, Frank A., and Asim Kurjak. Donald School textbook of ultrasound in obstetrics and gynecology. 3rd ed. Jaypee Bros. Medical Publ., 2011.

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Nurk, Enn. Mathematics 6: An award-winning textbook from Russia. Perpendicular Press, 2003.

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Beloshistaya, Anna. Mathematics in primary school: teaching methods. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1070170.

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The textbook contains methodological information and recommendations for the course of mathematics, which is studied in elementary school. All types of tasks, computational techniques and computational actions, typical and non-typical tasks, and techniques for working with them are given. The content of the textbook is focused on the mandatory minimum of primary education, current programs and current textbooks. The article presents universal methodological information related to any of the modern systems of teaching mathematics in primary classes. Meets the requirements of the federal state standards of secondary vocational education of the latest generation. It is addressed to students of institutions of secondary vocational education in the specialty "Teaching in primary classes".
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H, L. Ephrata Cloister school booklet: An eighteenth-century textbook for children. Ephrata Cloister Associates, 1988.

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D'Addario, V. Donald School basic textbook of ultrasound in obstetrics and gynecology. Edited by Ian Donald Inter-University School of Medical Ultrasound. Jaypee Brothers Medical Publishers (P) Ltd, 2015.

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Ngonyani, Deogratias Stan. Ideology versus children's interests in Tanzanian primary school language textbooks. s.n., 1991.

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Book chapters on the topic "School textbook"

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Williams, James H. "Nation, State, School, Textbook." In (Re)Constructing Memory. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-656-1_1.

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Zervas, Theodore G. "The School and the Textbook." In Formal and Informal Education during the Rise of Greek Nationalism. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-48415-4_3.

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Sammler, Steffen. "History of the School Textbook." In The Palgrave Handbook of Textbook Studies. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_2.

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Chaves, Edilson Aparecido, and Tânia Maria F. Braga Garcia. "History Textbook Evaluation by High-School Students." In Textbooks and Educational Media: Perspectives from Subject Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_29.

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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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Li, Yeping, Jianyue Zhang, and Tingting Ma. "School Mathematics Textbook Design and Development Practices in China." In Mathematics Curriculum in School Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_15.

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Hildebrandt-Wypych, Dobrochna, and Alexander W. Wiseman. "Introduction: Contrasting Perspectives on School Textbook Development and Discourse Worldwide." In Comparative Perspectives on School Textbooks. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68719-9_1.

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Even, Ruhama, and Shai Olsher. "Teachers as Participants in Textbook Development: The Integrated Mathematics Wiki-book Project." In Mathematics Curriculum in School Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_16.

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"The British Anti-Textbook Ethos." In The School Textbook. Routledge, 2013. http://dx.doi.org/10.4324/9780203041284-11.

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Wojdon, Joanna. "Primary School Textbook Propaganda." In Textbooks as Propaganda. Routledge, 2017. http://dx.doi.org/10.4324/9781315114279-3.

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Conference papers on the topic "School textbook"

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Sekač, Vuk. "THE ANALYSIS OF QUALITY STANDARDS OF ELECTRONIC SERBIAN LANGUAGE TEXTBOOK FOR THE SECOND GRADE OF PRIMARY SCHOOL." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.311s.

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Electronic textbooks have a potential to combine the teaching values ​​of digital technology with didactic-methodological requirements that a textbook should meet and thus become a means of teaching capable of meeting the needs of today’s students and achieving modern educational goals. In order for an electronic textbook to have its ex­pected effect, it is necessary that its concept takes into account certain theoretical and practical knowledge synthesized in the so-called quality standards. Although the theoretical and empirical research of electronic textbooks is at its very beginning and there is not even closely a rich body of knowledge as in the case of printed textbooks, certain postulates do exist and they need to be taken into account when creating and evaluating electronic textbooks. This paper uses the content analysis technique to examine the extent to which the electronic textbook On Language, published by Klett, meets the specific requirements of electronic textbooks. The results show that the analysed electronic textbook is between low and medium level of interactivity, contains a small number of multimedia elements and does not use the possibility of hyper textual links, but relies exclusively on a linear structure in the content presentation.
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Strišková, Michaela, Dáša Oremusová, and Magdaléna Němčíková. "Didactic Aspect of Teaching Environmental Geography (The Draft of Environmental Geography Textbook for Primary Schools)." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-15.

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Nowadays, we can observe that there is still not sufficient amount of textbooks in various areas of Education. One of these areas is also Environmental geography which is an important part of geography lessons at primary school. Therefore, our main intention in this contribution is to introduce design of the textbook for Environmental geography. Textbook that we have created introduces and solves environmental problems on global, regional and local level in a very detailed way. The aim of the textbook is to applicate all of the dimensions of environmental geography into each class at the second grade of primary schools in Slovakia. We have created didactic material which helps teachers during their teaching, as well as material interesting and engaging for students. The proposed textbook could be motivating because of many additional illustrations, various games and tasks using not only classical, but also modern didactic methods.
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Basova, Irina. "Educational Potential of English Textbooks for High School." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0099.

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Ya. Y., Kuts. "Ukrainian letter – to Ukrainian textbook." In The Publishing Quality of the School Textbook: Problems, which Don’t Lose Their Actuality. Ukrainian Academy of Printing, 2021. http://dx.doi.org/10.32403/978-966-322-522-7-2021-56-63.

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Spichko, Nataly. "Fiction in School Textbooks as Reflection on English Culture." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0894.

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Kisyani, Mukhzamilah, Maria Mintowati, and Fafi Inayatillah. "Vocabulary Learning on Junior High School Students’ Textbook." In Proceedings of the Social Sciences, Humanities and Education Conference (SoSHEC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/soshec-19.2019.76.

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Afanasieva, Olga, Kseniia Baranova, and Olga Chupryna. "Developing Identity Awareness in the Primary School Textbooks “Dialogue with English”." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0014.

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Afanasieva, Olga, Kseniia Baranova, and Olga Chupryna. "Developing Identity Awareness in the Primary School Textbooks “Dialogue with English”." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e22701.

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Korzun, Oxana, Elena Shtanko, and Ekaterina Savkina. "Russian Textbook Experience in Developing High School Students’ English Word-Formation Competence." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0531.

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Rasel, Annajiat Alim, Matin Saad Abdullah, and Amitabha Chakrabarty. "Learning Dictionary for Higher Secondary School Textbook in Bangladesh." In 2018 Joint 7th International Conference on Informatics, Electronics & Vision (ICIEV) and 2018 2nd International Conference on Imaging, Vision & Pattern Recognition (icIVPR). IEEE, 2018. http://dx.doi.org/10.1109/iciev.2018.8641029.

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Reports on the topic "School textbook"

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Lanier, R. G. From elementary school science to graduate school textbooks. Office of Scientific and Technical Information (OSTI), 1990. http://dx.doi.org/10.2172/6476803.

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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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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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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
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Lu, Vivian. The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7047.

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Нечипуренко, Павло Павлович, Тетяна Валеріївна Старова, Тетяна Валеріївна Селіванова, Анна Олександрівна Томіліна, and Олександр Давидович Учитель. Use of Augmented Reality in Chemistry Education. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2658.

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The purpose of this article is to analyze the current trends in the use of the augmented reality in the chemistry education and to identify the promising areas for the introduction of AR-technologies to support the chemistry education in Ukrainian educational institutions. The article is aimed at solving such problems as: the generalization and analysis of the scientific researches results on the use of the augmented reality in the chemistry education, the characteristics of the modern AR-tools in the chemistry education and the forecasting of some possible areas of the development and improvement of the Ukrainian tools of the augmented reality in the chemistry education. The object of research is the augmented reality, and the subject is the use of the augmented reality in the chemistry learning. As a result of the study, it has been found that AR-technologies are actively used in the chemistry education and their effectiveness has been proven, but there are still no Ukrainian software products in this field. Frequently AR-technologies of the chemistry education are used for 3D visualization of the structure of atoms, molecules, crystalline lattices. The study has made it possible to conclude that there is a significant demand for the chemistry education with the augmented reality that is available via the mobile devices, and accordingly the need to develop the appropriate tools to support the chemistry education at schools and universities. The most promising thing is the development of methodological recommendations for the implementation of laboratory works, textbooks, popular scientific literature on chemistry with the use of the augmented reality technologies and the creation of the simulators for working with the chemical equipment and utensils using the augmented reality.
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