Relevant bibliographies by topics / Teacher's textbook

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Teacher's textbook'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Teacher's textbook"

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Ramadhana, Muhammad Affan, Opik Dwi Indah, and Suhardi Suhardi. "An Evaluation of English Language Textbook: Interlanguage English for Senior High School Students." Jurnal Studi Guru dan Pembelajaran 2, no. 1 (2019): 33–39. http://dx.doi.org/10.30605/jsgp.2.1.2019.1262.

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English Language Teaching (ELT) textbooks serve as the basis for many language inputs that learners receive and language practices that occur in the classroom. They may provide the basis for ideas and instructional activities as well as giving teachers rationales for what they do. The objective of this analysis is to know about how much a textbook meets the requirements of a good EFL textbook. The evaluation checklist used in this paper is the modification of Cunningsworth’s (1995) checklist developed by Al-sowat (2012). There are nine issues of textbook evaluating in this checklist: (1) layout and physical appearance; (2) content; (3) objectives; (4) language type; (5) skills; (6) activities and tasks; (7) structure and vocabulary; (8) culture values; and (9) teacher's needs.
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Pahamzah, John, Syafrizal Syafrizal, Nurhaedah Gailea, and Zakaria Zakaria. "Maximizing Indonesian Students’ Readability by Using English Textbooks." JETL (Journal of Education, Teaching and Learning) 5, no. 2 (2020): 426. http://dx.doi.org/10.26737/jetl.v5i2.1835.

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The objective of the research was to find out whether the textbook provided by teachers had fulfilled the criteria of having a good book. The researcher used qualitative research, particularly content analysis research design. To answer the research questions, the researcher analyzed the contents of textbooks, evaluated by using a checklist adapted from the Cunningsworth checklist and writing a report. The researcher interpreted data to determine whether the textbook met the criteria for a good textbook. The results of the analysis showed that there were no textbooks that met the criteria for good books. The first result showed that the Think Global Act Locally met the criteria with a percentage of 51.92%, the coverage was 66.67% for aims and approaches, 33.33% for design, 40% for language content, 55.56% for skills, 66.67% for topics, 80% for methodology, 0% for teacher's book and 75% for practical considerations. The second was "English on Sky 3" met the percentage of 59.62%, the coverage was 66.67% for aims and approaches, 50% for design, 60% for language content, 72.22% for skills, 66.67% for the topic, 80% for methodology, 0% for Teacher's book and 50% for practical considerations. Meanwhile, Practices Your English Competence 3 met the percentage of 42.31%, the coverage was 33.33% for aims and approaches, 50% for design, 60% for language content, 33.33% for skills, 66.67% for topics, 60% for methodology, 0% for teacher's book and 50% for practical. In conclusion, there were no criteria that achieved good criteria and three out of eight criteria were considered fair.
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Wahyudi, Agus, Soni Mirizon, and Rita Inderawati. "ENGLISH TEXTBOOKS USED AT BANYUASIN SENIOR HIGH SCHOOLS: BASED ON CURRICULUM 2013." English Community Journal 2, no. 1 (2018): 194. http://dx.doi.org/10.32502/ecj.v2i1.1009.

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The purposes of this research were to find out (a) to what extent the English textbooks used by the public senior high schools in Banyuasin matched the requirements of Curriculum 2013, (b) which textbooks met the objectives of TEFL based on Curriculum 2013, (c) what were the teachers’ perceptions of the English textbooks used by the public senior high schools in Banyuasin, (d) what were general qualities found out in the textbooks. Descriptive analytics and quantitative method were used in this research The samples were 22 teachers of English who taught at public senior high schools in Banyuasin. The data were based on (1) documentation, in terms of three English textbooks, (2) three questionnaires were used, a checklist for raters, teacher's evaluation, and teacher's ideas about general qualities. The results showed that (a) those three textbooks matched the requirement of the 2013 Curriculum, (b) the highest occurrence of the Kemendikbud textbook was 4.33 (good), Bumi Aksara was 3.87 (good), Erlangga was 3.49 (adequate) based on the scale which meant the textbooks met the objectives of TEFL stated in the newest curriculum, (c) teachers’ perceptions of the SMAN English textbooks were positive based on the requirements in the questionnaire of the three textbooks they evaluated, (d) there were some general qualities found out in the textbooks. Then, those three textbooks were recommended to use in the teaching and learning process.
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Utami, Lusi Tri, Abdul Syahid, and Aris Sugianto. "ANALYSIS OF SPEAKING MATERIAL IN ENGLISH TEXTBOOK AT GRADE XII PUBLISHED BY KEMENDIKBUD 2018." PROJECT (Professional Journal of English Education) 4, no. 4 (2021): 712. http://dx.doi.org/10.22460/project.v4i4.p712-718.

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In a learning process of learning English, teaching materials are needed to support the learning process such as textbooks. Therefore, this research analysed English speaking material in “Bahasa Inggris” English textbook for twelfth grade of Senior High School Published by Kemendikbud 2018. The research problem of the study were: (1) What types of speaking material are there in “Bahasa Inggris” English textbook?, and (2) How is the content of the material on speaking English textbook for twelfth grades published by Indonesian government?. Therefore, the purposes of this study were: (1) To describe types of speaking material in “Bahasa Inggris” English Textbook., and (2) To identify the contain of material of speaking skills found in English textbook for twelfth graders published by Indonesian government. In carrying out this research, researcher used a qualitative approach with content analysis method. Data collected by carrying out evaluation checklist, interview, and documentation. The main research findings were: (1) The speaking materials contained in “Bahasa Inggris” English textbooks for twelfth graders published by Indonesian governmentcontains material in the form of dialogue, and (2) The speaking material in the book can help students based on the teacher's perspective and evaluation checklists. Keywords: Speaking Material, Textbook Analysis, English Textbook
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Radatz, Hendrik. "Review: What Does the Textbook Say?" Journal for Research in Mathematics Education 16, no. 1 (1985): 67–68. http://dx.doi.org/10.5951/jresematheduc.16.1.0067.

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Of all the aids to teaching and learning in the history of schooling, the textbook is the most venerable and the most disputed. In the school textbook, we meet fundamental problems of didactics. The textbook can aid the reacher in making decisions about instructional content and about pedagogical intention and methodology. The teacher may adopt ideas straight from the book or may modify, or possibly reject, them on the basis of his or her experience, knowledge, or personal concept of “good” mathematics instruction. In any case, the textbook presents essential guidel ines and has a considerable impact on the teacher's activities. At the same time, the textbook is expected to serve as a working manual for the pupil. It ought to motivate pupils, give them a chance to use and experiment with mathematics, and allow them to work out mathematical concepts or problems on their own. Most modern mathematics textbooks indeed claim to be pupils' books, but a closer view shows that they nre really addressed to the reacher. These and other problems concerning how to conceive of, and work with, school mathematics textbooks have seldom been discussed in teacher training programs.
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Supriadi, Rinaldi, and Nur Fitriyani. "ANALISIS KESESUAIAN BUKU TEKS BAHASA ARAB BERBASIS KETERBACAAN MENGGUNAKAN KETENTUAN FOG INDEX." Arabi : Journal of Arabic Studies 6, no. 1 (2021): 105. http://dx.doi.org/10.24865/ajas.v6i1.232.

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This study discusses the general description of the textbook and then the description of the level of readability based on the readability formula and the reader's response. The method used is the descriptive method with a qualitative approach. The general description of the textbook based on the results of studies of the profile and anatomical structure is very good. Even though there is some lack in its anatomical structure, this is very reasonable considering the textbooks are presented as needed. The level of readability based on the Fog Index theory shows that textbooks are classified as very easy, while based on the reader's response through the Cloze Test the textbook is at the instructional level. This the researcher can judge that the book is suitable for use in learning. In practice the teacher's role is still needed in modifying the presentation of the material also requires the guidance of the teacher in the learning process.
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Lawson, Doris P. "A Teacher's Journal: From Caterpillar to Butterfly A Mathematics Teacher's Struggle to Grow Professionally." Teaching Children Mathematics 4, no. 3 (1997): 140–43. http://dx.doi.org/10.5951/tcm.4.3.0140.

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This quote is part of the letter that Barry B. wrote about the fourth-grade mathematics program at Saint Thomas, Regional School. I doubt that he or anyone else would have written such a letter to me five years ago. My mathematics program, like so many around the country, was textbook driven, linear, abstract.
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유현종 and Ko Ho-Kyoung. "A study of Teacher's Perception on Selecting Mathematics Textbook." Journal of Science Education 37, no. 2 (2013): 245–60. http://dx.doi.org/10.21796/jse.2013.37.2.245.

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Gronseth, Philip W. "Sharing Teaching Ideas: Course Diary: A Valuable Information Source." Mathematics Teacher 92, no. 6 (1999): 496–97. http://dx.doi.org/10.5951/mt.92.6.0496.

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In one week, classes begin. Your principal has assigned you a different course to teach. The course has been taught for a number of years with the same textbook and by the same teacher; however, you never taught it. You are handed a textbook, teacher's guide, and test masters and are told to do your best. How do you feel? Are you confident that you can do your best? Do you have the necessary resources? I believe that one additional resource will help tremendously as you prepare for the year. A course diary will answer questions about how a course is taught in your particular school; those questions are not addressed in a teacher's guide.
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Al-Barakat, Ali Ahmad, Ruba Fahmi Bataineh, Samih Mahmoud Al-Karasneh, and Rula Fahmi Bataineh. "Jordanian EFL Teachers' Perceptions of the Appropriateness of Action Pack Textbooks." ITL - International Journal of Applied Linguistics 151 (2006): 33–56. http://dx.doi.org/10.2143/itl.151.0.2015221.

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This study investigates the appropriateness of the Action Pack Textbook Series (APTS) currently taught in the first four primary stage classes in Jordanian public schools. An evaluation checklist, compiled from the literature, and a semi-structured interview were used to evaluate the content, layout, assessment tasks, teacher's book and the availability of supplementary materials. The findings support the following conclusions: Poor ratings were minimal; APTS is adaptable to the needs of both teachers and pupils and provides a broad range of resources that can be selectively integrated into the curriculum; APTS contains modes of instruction that are developmentally appropriate for a wide range of learners; APTS instructional materials are interesting, engaging and effective for the target learners; the format of the teacher's book is easy to follow, the directions for implementing activities are clear, and the teacher's book itself is flexible and allows teachers to choose from a variety of activities to use with their pupils; for the most part, non-text materials are used appropriately to promote learning; and, overall, the materials for the pupils are well written, age-appropriate and compelling in content.
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Dissertations / Theses on the topic "Teacher's textbook"

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Honorato, Alex Henrique Alves [UNESP]. "Modelagem matemática e o material didático do Estado de São Paulo: diálogos em um trabalho com licenciandos." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/148011.

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Submitted by Alex Henrique Alves Honorato null (alex_unesp2010@hotmail.com) on 2017-01-13T00:04:36Z No. of bitstreams: 1 Honorato (2016).pdf: 2594550 bytes, checksum: bf557778a16d0cf270f3a04ea7f0e030 (MD5)
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Made available in DSpace on 2017-01-16T18:49:46Z (GMT). No. of bitstreams: 1 honorato_aha_me_rcla.pdf: 2594550 bytes, checksum: bf557778a16d0cf270f3a04ea7f0e030 (MD5) Previous issue date: 2016-12-06
Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Este trabalho investiga o que licenciandos em Matemática podem expressar, por meio do diálogo, sobre o trabalho com atividades de Modelagem articuladas com o material didático do Estado de São Paulo, no contexto de uma disciplina de Estágio Supervisionado. A pergunta que norteia o desenrolar deste estudo é: O que licenciandos de Matemática comunicam quando vivenciam o desenvolvimento de atividades de Modelagem articuladas com o material didático do estado de São Paulo? Para tanto, a produção dos dados é realizada durante a disciplina “Metodologias de Ensino de Matemática e Estágio Supervisionado I”, a qual está vinculada à matriz curricular do curso de Licenciatura em Matemática, da Universidade Estadual Paulista, campus de São José do Rio Preto. Com isso, os sujeitos são os próprios licenciandos da referida disciplina. A abordagem metodológica que fundamenta a investigação é a de cunho qualitativo e são utilizados como instrumentos metodológicos os diálogos, a vídeogravação, a entrevista semiestrutura e os documentos (compostos pelas atividades desenvolvidas pelos licenciandos). Como resultados, tem-se algumas possibilidades de condução de atividades de Modelagem a partir do material didático, tanto na escolha do tema, no início da atividade, quanto no decorrer dela; algumas alternativas de elaboração de atividades de Modelagem articuladas com Situações de Aprendizagem, presentes em tal material didático; e alguns aspectos favoráveis e justificativas para a utilização de atividades de Modelagem na Educação Básica, bem como alguns obstáculos e algumas resistências e inseguranças para a mesma, a partir das vivências dos licenciandos durante as aulas.
This study investigates what pre-service Mathematics teachers can express, through dialogue, on the working with modeling activities articulated with Sao Paulo State textbooks, in a supervised training course context. The question that guides this study is: What Mathematics is communicate by pre-service Mathematics teachers when they experience the development of modeling activities articulated with the Sao Paulo State textbooks? Therefore, the data production was performed during the course "Mathematics Teaching methodologies and Supervised Training", which is linked to the curriculum of the Mathematics Undergraduation, of Sao Paulo State University, Sao Jose do Rio Preto. Thereby, the research subjects are the graduates in this discipline. The methodological approach used in this research is qualitative following the dialogues, video recording, semi structured interviews and documents (made up of the activities undertaken by the undergraduates). The results show some possibilities of modeling activities through the official textbooks, whether choosing the subject in the beginning of the activity, as during it; some alternatives of elaboration of modeling activities articulated with learning situations, following this educational material; and some favorable aspects and justifications for the use of modeling activities in the Basic Education, as well as some obstacles, resistance and insecurities to this use, according to graduates experiences during class.
CNPq: 130609/2015-3
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Baser, Nadiye. "A Case Study Of Elementary Mathematics Teachers&#039." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614403/index.pdf.

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The purpose of this study was to investigate teachers&rsquo
ways of using mathematics textbooks while planning the lesson and during the lesson, to document teachers&rsquo
views about elementary students&rsquo
usage of mathematics textbook during the classroom time and for their homework and teachers&rsquo
views about mathematics textbooks&rsquo
characteristics. A case study was conducted in a private elementary school with more class hours for mathematics and six mathematics teachers teaching 4th, 5th, 6th, and 7th grade mathematics in this school participated. Data were collected in the spring semester of 2010-2011 academic year through an interview protocol with 16 main questions addressing teachers&rsquo
mathematics textbook usage and students&rsquo
mathematics textbook usage developed for this study by the researcher through the findings and discussions in the literature. Data analysis was conducted through qualitative methods. The findings of this study showed that participant teachers expressed both positive and negative views about characteristics of textbook and usage of textbook. All of them stated that the textbook was their main tool for lesson preparations and teaching. They followed the curriculum from textbook and decided what to do, how to do, and when to do. Participants underlined that textbook was an effective helper but it needed improvement in many aspects. The findings also showed that teachers viewed that students did not use their textbook efficiently. All of the teachers expressed that students did not prefer to study from textbook if there were not any assignment or homework. Teachers specified that students could improve studying habits from textbook if teachers could direct them efficiently. The findings of this study might be useful to prepare more effective lessons for teachers, to give ideas to teachers for guiding their students for effective textbook usage, and to increase the quality of textbooks.
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Hutchinson, Eunice G. "What do teachers and learners actually do with textbooks? : teacher and learner use of a fisheries-based ELT textbook in the Philippines." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337343.

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Law, Wai-han Grace, and 羅慧嫻. "Teachers' evaluation of English textbooks: aninvestigation of teachers' ideas and current practices and theirimplications for developing textbook evaluation criteria." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957985.

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Law, Wai-han Grace. "Teachers' evaluation of English textbooks : an investigation of teachers' ideas and current practices and their implications for developing textbook evaluation criteria /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709922.

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Iriskulova, Alena. "The Investigation Of The Cultural Presence In Spot On 8 Elt Textbook Published In Turkey: Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614432/index.pdf.

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The purpose of the present study was to investigate the cultural load of the reading texts of the Spot On 8 ELT textbook published in Turkey, and to find out the teachers&rsquo
and students&rsquo
perceptions concerning the presence of native, target and other world cultures (C1, C2 and C3 respectively) in ELT textbooks. In order to fulfill these aims, a checklist, a teacher questionnaire, a student questionnaire, a teacher interview were developed by the researcher. Moreover, the impressionistic overview and the item frequency procedure were applied for the analysis of cultural content of the textbook. Quantitative data were analyzed by calculating the frequencies, percentages, and the Chronbach alpha. Qualitative data were analyzed by applying the coding system for the categorization of collected responses and content analysis. The results showed that the cultural load of the textbook was insufficient and that the percentage of cultural elements in the reading passages is significantly low. The teachers&rsquo
satisfaction with the textbook appeared to be relatively low and students showed neither high level of satisfaction with their textbook nor dissatisfaction with it. Overall, there is a serious mismatch between teachers&rsquo
and students&rsquo
perceptions of culture and the real cultural load of the textbook. The target culture prevails in the reading texts although teachers considered native and other world cultures to be important as well, and students showed equally low interest in target and other world cultures giving the preference dominantly to their native culture.
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Ramaligela, Manto Sylvia. "A comparative study of how technology teachers evaluate, select and use commercially prepared technology textbooks." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25508.

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This study explores how technology teachers evaluate, select and use commercially prepared textbooks, comparing practices in well-resourced and medium-resourced schools in South Africa. The study is led by two research questions, firstly how technology teachers evaluate and select textbooks and secondly how technology teachers use textbooks in their classrooms. This is a comparative case study, involving nine schools, sampled for convenience. Data were collected through semi-structured interviews and classroom observation. Two conceptual frameworks were used to interpret data. Evaluation and selection of textbooks were explored in terms of ‘textbook register’, while the use of textbooks was explored in terms of ‘didactical transposition’. From the literature, I extracted seven categories on textbook evaluation. These were content, connections, language, format, activities, context, and teaching strategies. I merged these categories with the two conceptual frameworks to design instruments and analyze data. Results showed that teachers in both contexts regarded the requirements of the curriculum as crucial in textbook selecting. They also regarded suitable activities as very important, and preferred that textbooks clearly present the technological steps. In well-resourced schools, teachers also preferred support in the form of teachers’ guides. There was a clear difference in the ways teachers from the two contexts used textbooks in the classroom. In medium-resourced schools, the relevant section from the textbook was read to class while in wellresourced schools, teachers compiled additional notes, indicating that they set a higher standard for their learners. However, in both contexts teachers explained difficult concepts and used discussions to involve learners in making connections and to reduce the language level used in textbooks. In medium-resourced schools, teachers also allowed learners to code-switch to their mother-tongue language. In terms of activities, teachers in both contexts used textbook activities without adaption but also developed additional activities. In terms of contextualising, teachers discussed or explained content information by relating it with real-life experiences, but didn’t attempt to contextualise textbook activities. Regarding teaching strategies, they mostly used their own preferred strategies instead of that proposed by the textbook. In particular, teachers in well-resourced schools preferred that learners do activities individually, indicating that they valued traditional teaching methods. In this study, the teachers in medium-resourced schools did not question the authority of the textbook. In well-resourced schools, the teachers set a higher standard than the textbook, but at the same time required support in the form of teacher’s guides. This suggests that teachers in both contexts were unsure about what exactly is required by the curriculum in terms of content and pedagogy, and that they did not know how to adapt activities offered in textbooks to suit their context. It is recommended that teachers be assisted by specialists to align textbook evaluation, selection and use with curriculum expectations.
Dissertation (MEd)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Ozgeldi, Meric. "Middle School Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614448/index.pdf.

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The current study aimed to explore middle school mathematics teachers&rsquo
use of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Questions from Workbook, Reading Teacher Edition Textbook, and Selecting Tasks and Problems from Auxilary Books. The results of the study showed that teachers used the student edition textbook for mostly during class and for lesson preparation. Teachers also used the student edition textbook for explaining the topic and the introductory tasks. However, they rarely used it for selecting problems and examples. Teachers read the student edition textbook mostly during and prior to class
and mostly use it for topic explanation, but rarely for problems and examples. They stated that they frequently selected questions from the workbook that were not included in the textbook. However, they occasionally picked questions to use during lessons. They frequently used auxilary books to select questions similar to the ones in the high school entrance exam problems. In examining the process of teachers&rsquo
use of mathematics textbooks, it was argued that there were interpretive processes as teachers engage with and use textbooks. The analysis of interviews and observations showed that teachers read textbooks and select tasks and questions from those books. In their decisions about using tasks from textooks, teachers usually considered the nature of tasks and students&rsquo
characteristics.
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Gann, Rosalind R., and L. Kathryn Sharp. "Do Teacher Candidates Read Their Textbooks?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4269.

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Trouvé-Silva, Michèle. "Le rapport au savoir médiatisé du professeur d' espagnol au lycée. Une vision de la Guerre Civile et du Franquisme en Espagne et des dictatures et révolutions en Amérique latine." Thesis, Normandie, 2017. http://www.theses.fr/2017NORMR141/document.

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Ce travail de recherche questionne la pratique enseignante, l’identité et la construction du rapport au savoir du professeur d’espagnol travaillant dans un lycée en France à l’aide de supports variés. Les documents qui attirent toute notre attention, sont ceux qui traitent des différentes révolutions et dictatures survenues en Amérique Latine ou de la Guerre Civile et du Franquisme en Espagne. Ces sujets font partie intégrante des contenus culturels mis en place par le curriculum institutionnalisé en classe de Seconde, Première et Terminale. L’objet de cette recherche vise la compréhension de ce qui est ambigu, imperceptible ou inconnu de la pratique lors de la médiation des contenus culturels ici évoqués. Il s’agit de nous aventurer et d’explorer les représentations employées par l’enseignant dans sa pratique professionnelle et dans son rapport au savoir sur ces contenus culturels, en tant qu’objet de désir et de souffrance. Cette caractéristique permet d’entrevoir les mécanismes de la construction de savoir et de sa médiation influencés par des facteurs conscients et inconscients relatifs à la personnalité et à l’histoire du sujet tels que ses fantasmes, les mécanismes de défense, les attentes, sa conception de la vie, ses rapports aux autres, l’image qu’il a de lui-même et celle qu’il veut donner aux autres
This research projet questions the teaching practice, the identity, and the construction and relationship to knowledge of Spanish high teachers, using various media. The documents that hold our attention here ar those that deal with the different revolutions and dictatorships that merged in Laton America or tje Spanish Civil war and the Francoist regime that followed it. These subjets an integral part of the culturel content that was put in place for the secondary school curriculum, up to and including sixth form level. The object of this research aims to illuminate what is ambiguous, imperceptible or unknown in the diffusion of the culturel content that was mentioned earlier. The aim is to try and explore the outward display used by teachers in their professional practice, as it relates to their culturel background, their knowledge acquisition and their wants and pain. Their personal histories enable un to uncover how their knowledge building mechanisms are influenced, consciously and unconsciensly, by such issues as their fantasies, defense mechanisms, expectations, life perspective, relationships, their own self image and that they want to project
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Books on the topic "Teacher's textbook"

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Rabe, Sylviane. Textbook selection and introduction: A teacher's point of view. (s.n.), 1994.

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Source, Great, Sarah Martin, Kathy Kellman, and Marianne Knowles, eds. Physical Science Daybook: Teacher's Guide. Houghton Mifflin Company, 2003.

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Shaydenko, Nadezhda, and Svetlana Kipurova. Introduction to teaching activities. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1055432.

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The textbook is devoted to the first stage of professional growth of a teacher in a pedagogical university. The purpose of the teacher's profession in society and the corresponding requirements for the professional's personality are defined. The specifics of the teacher's work in different historical periods are revealed. Special attention is paid to the state policy in the field of education in modern Russia. A retrospective analysis of the development of teacher education in Russia is given, as well as the foreign experience of teacher training is described. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions, teachers and teachers.
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Beloshistaya, Anna. Learning to solve math problems in the 4th grade. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1537873.

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The textbook considers the methodology of working on problems in the 4th grade when teaching mathematics according to any textbook included in the Federal Educational Package. It contains a detailed methodological analysis of all types of problems that are found in various textbooks of mathematics for the 4th grade, as well as specific fragments of situations of working with problems in the classroom. It will be useful for teachers of mathematics methodology in universities and pedagogical schools, as well as students of pedagogical specialties, as well as practical teachers working in schools, tutors of all levels and parents who help children in their studies.
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Language teaching methodology: A textbook for teachers. Prentice Hall, 1991.

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Gordon, Tatiana. Relevant linguistics: A textbook for language teachers. Information Age Pub., 2012.

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Jones, David P. Teacher's directions. Hodder & Stoughton in association with the Geographical Association, 1996.

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Vedic mathematics: Teacher's manual. Motilal Banarsidass Publishers, 2005.

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Falaturi, Abdoldjavad. Muslim thoughts for teachers and textbooks authors. Islamic Scientific Academy, 1990.

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Fan, Lianghuo, Luc Trouche, Chunxia Qi, Sebastian Rezat, and Jana Visnovska, eds. Research on Mathematics Textbooks and Teachers’ Resources. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73253-4.

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Book chapters on the topic "Teacher's textbook"

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Even, Ruhama, Michal Ayalon, and Shai Olsher. "Teachers Editing Textbooks: Transforming Conventional Connections Among Teachers, Textbook Authors, and Mathematicians." In Mathematics Education in a Context of Inequity, Poverty and Language Diversity. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38824-3_10.

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Hopman, Jean. "The dilemma of textbook selection." In Surviving Emotional Work for Teachers. Routledge, 2020. http://dx.doi.org/10.4324/9780429279379-7.

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Zajda, Joseph. "Teachers’ Attitudes Towards History School Textbooks." In Globalisation and National Identity in History Textbooks. Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-0972-7_6.

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Maaß, Jürgen, Niamh O’Meara, Patrick Johnson, and John O’Donoghue. "Adapting Textbook Problems to Create a More Reality-Based Mathematics Education." In Mathematical Modelling for Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00431-6_3.

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Even, Ruhama. "Mathematics Teachers Edit Textbooks: Opportunities and Challenges." In STEM Teachers and Teaching in the Digital Era. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29396-3_3.

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Muller, Theron. "Adding Tasks to Textbooks for Beginner Learners." In Teachers Exploring Tasks in English Language Teaching. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230522961_7.

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Zajda, Joseph. "Teachers and the Politics of History School Textbooks." In International Handbook of Research on Teachers and Teaching. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_24.

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Rezat, Sebastian. "Interactions of Teachers’ and Students’ Use of Mathematics Textbooks." In From Text to 'Lived' Resources. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1966-8_12.

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Humphries, Simon. "Factors Influencing Japanese Teachers’ Adoption of Communication-oriented Textbooks." In International Perspectives on Materials in ELT. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023315_15.

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Koutselini, Mary. "Textbooks as Mechanisms for Teachers’ Sociopolitical and Pedagogical Alienation." In Constructing Knowledge. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-930-5_1.

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Conference papers on the topic "Teacher's textbook"

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Boko, Ulrich Hermann Semevo, Bessan Melckior Degboe, Samuel Ouya, and Gervais Mendy. "Proposal for an intelligent digital teacher’s textbook solution adapted to the Bachelor-Master-Doctorate system." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13150.

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This paper proposes an intelligent solution for course monitoring based on the use of a digital textbook coupled with an algorithm for verifying the conformity of the teaching content. The proposed solution allows to follow in real time the evolution of the courses and to alert the pedagogical managers in case of non-compliance with the syllabus. In most sub-Saharan African countries engaged in the Bachelor-Master-Doctorate (BMD) reform, incessant strikes prevent teachers from completing the program. Also, there is no way for the teacher to know whether students have the necessary prerequisites. In addition, constraints related to agendas sometimes prevent the holding of pedagogical animation meetings. To solve these problems, we propose the implementation of an intelligent digital teacher's textbook. The tool helps in the follow-up and the respect of the pedagogical objectives. It implements an algorithm to evaluate in real time the concordance between the courses given and the requirements of the syllabus. An SMS and e-mail alert system has also been set up to inform training actors in case of non-compliance with the syllabus. The proposed solution contributes to the overall improvement of the quality of higher education in Saharan Africa.
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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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Mathien, Lorena D. "Case Study: Use of Open Education Resources in Business Capstone." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7914.

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Recent studies on textbook costs in the United States have indicated that there is a direct relationship between textbook costs and student success. With textbook costs increasing at a rate higher than the cost of living, many students have cited the textbook cost as an extremely important factor when obtaining (or not obtaining) a textbook. Open educational resources (OER) are tools that educators can use to supplement or build a course. OER are free for anyone to reuse, revise, remix, and redistribute and are a low-cost, tailored solution for faculty and students. There have been calls for research that demonstrates how OER are being put into practice. This case study examines the responses of users to a voluntary survey in a capstone business course that implemented OER in lieu of traditional textbooks. The study suggests that, for teachers and students, as well as self-directed learners, OER provide a valuable resource to eliminate the pay wall, improve learning design, and support the power of the community through sharing and collaboration.
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Smerdel, Snježana, and Meliha Zejnilagić-Hajrić. "PRE-LEARNING ACTIVITIES USING A TEXTBOOK: A CROATIAN VIEW." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.125.

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A pilot research was carried out on a sample of teachers in order to determine the frequency of textbook usage within the pre-learning strategy for teaching chemistry and biology in primary and secondary schools. Data were collected through a questionnaire, and processed with descriptive and inferential statistics. Teachers use a textbook with written materials, as well as online resources within the frame of the pre-learning strategy quite rarely, and there is no difference in textbook usage regarding the education level. Keywords: cognitive load, pre-learning activities, using a textbook, working memory capacity.
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Artyukhina, Aleksandra, Svetlana Tretyak, Vasily Velikanov, and Nina Ivanova. "Teacher and Textbook in the Changing World." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0060.

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Pratiwi, Novita Umi, Jufrizal, and Hamzah. "English Language Teachers’ Practices of Textbook Adaptation Techniques." In Eighth International Conference on Languages and Arts (ICLA-2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200819.006.

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Utterberg, Marie, Martin Tallvid, Johan Lundin, and Berner Lindström. "TEACHERS' ATTITUDE TO AND USE OF A DIGITAL MATHEMATICS TEXTBOOK." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1332.

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Khlebosolova, Olga. "Teacher And Textbook: New Aspects Of Interaction (Results Of International Comparative Research)." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.44.

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Zheng, Longwei, Wei Gong, and Xiaoqing Gu. "Predicting e-textbook adoption based on event segmentation of teachers' usage." In LAK '17: 7th International Learning Analytics and Knowledge Conference. ACM, 2017. http://dx.doi.org/10.1145/3027385.3029457.

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Susiati and Elok Mufidati. "An Evaluation of Indonesian English Textbook for Secondary School: Teachers’ Perspective." In The 5th Progressive and Fun Education International Conference (PFEIC 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201015.024.

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Reports on the topic "Teacher's textbook"

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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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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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