Relevant bibliographies by topics / Textbook analysis

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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 'Textbook analysis'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 June 2025

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Journal articles on the topic "Textbook analysis"

1

Bütüner, Suphi Önder. "Content and Problem Analysis in Turkish and Singaporean Mathematics Textbooks: The Case of Multiplying Fractions." Journal of Research in Mathematics Education 10, no. 2 (2021): 117. http://dx.doi.org/10.17583/redimat.2021.4379.

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In this study, Turkish and Singaporean textbooks were compared in terms of teaching content for multiplying fractions, a subject that most students have difficulty in understanding. The study analyzed the 6th-grade mathematics textbook published by the Turkish Ministry of National Education and its Singaporean counterpart. While the Singaporean textbook covered all meanings of multiplying fractions, the Turkish textbook did not include the operator meaning of multiplying fractions. Compared to the Turkish textbook, the Singaporean textbook included more solution strategies. The number line model was not used in the textbooks of either country, and only one representation format was used to model a fraction multiplication problem. The Singaporean textbook included more fraction multiplication problems than did the Turkish textbook. Many problems in both textbooks were of a one-step fashion and required numerical answers.
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Ulfa, Arifah, Muhamad Jaeni, and Inayah Priyatun. "Analysis of Arabic Textbook Lisānul Jāmi’ah: Gender Perspective." Tanwir Arabiyyah: Arabic As Foreign Language Journal 2, no. 2 (2022): 99–108. http://dx.doi.org/10.31869/aflj.v2i2.3446.

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In the preparation of textbooks, it is necessary to pay attention to the content of the material so that it is in accordance with socio-cultural elements without causing multiple interpretations and an imbalance. The issue of gender is one of the social elements that can be influenced by the educational environment. This includes the learning process and Arabic language textbooks. While Arabic is one of the foreign languages whose language system is very gender biased. So in the preparation of Arabic textbooks, you must be more careful in order to minimize the existence of gender bias in textbooks. This also applies to the Arabic language textbook Lisanul Jami’ah I. This research is entitled Analysis of the Lisānul Jāmiʻah I Textbook Gender Perspective with the formulation of the problem how to analyze the gender perspective in the Lisānul Jāmiʻah I Arabic textbook and how the content of gender bias in the Lisānul Jāmiʻah I Arabic textbook I. The purpose of this research is to find out the analysis of the Arabic language textbook Lisānul Jāmiʻah I from a gender perspective to determine the content of gender bias. The purpose of this research is to provide contributions, references, considerations and insights related to gender in textbooks. This type of research is library research with data sources taken from primary and secondary data sources. Sources of data collected by documentary and interview techniques. While the data analysis using content analysis techniques. The results of this study indicate that most of the contents of the Lisānul Jāmiʻah I textbooks have shown to be gender sensitive. However, the content of gender bias is also quite a lot, although not as much as the content of gender sensitive. In this textbook, gender-neutral content of the textbook is also found.
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Nesi, Antonius, Yosefina Rosdiana Su, and Rahayu Pristiwati. "Redesign of Indonesian Language Textbooks Based on Student Needs Analysis." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (2022): 2369–80. http://dx.doi.org/10.35445/alishlah.v14i2.1611.

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The available Indonesian language textbooks, both compulsory and commercial, might not fully meet the students' future needs and industrial demands. This study examines the concept of redesigning Indonesian language textbooks based on students' needs analysis, presenting a critical review of several relevant studies from journals, conference articles, and other permanent references. This study reveals three primary results. First, teachers are responsible for evaluating the textbooks' content and determining how they can contextually adapt and modify it without losing the essence of curriculum demands. Secondly, teachers are supposed to be aware of the students' needs to facilitate the demands of the current context. A need analysis will help the teachers to get an overview of the aspects that must be adapted in Indonesian language textbooks. Thirdly, through a critical and in-depth review of the textbooks, it was found that it is necessary to redesign a model of Indonesian language textbooks, particularly the grammar textbook model, the listening and speaking skills textbook model, and the reading and writing skills textbook model. The expected product should be organized as an integrative textbook package and designed in a digital model that can be easily accessed through the network.
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Huang, Yuxian, Ying Zhou, Tommy Tanu Wijaya, Kai Kuang, and Mingli Zhao. "A Comparative Analysis on Algebraic Questions in Chinese and Indonesian textbook." Journal of Physics: Conference Series 2084, no. 1 (2021): 012024. http://dx.doi.org/10.1088/1742-6596/2084/1/012024.

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Abstract Textbook has a significant impact on students’ mathematical ability. This research aims to analyse algebraic questions in Chinese and Indonesian junior high school textbooks. This research was done at Guangxi Normal University, China from November to December 2020. The textbook analysis was done using a quantitative method on three aspects, which were presentation, context, and type of answer. Other aspects considered were proportional of algebra chapter in the textbook and how questions were presented. Chinese textbooks gave more contextual questions but there were a lot more of open-ended questions in the Indonesian textbook. From this research, we can conclude that both Indonesian and Chinese textbooks have their own advantages that can be adopted in both countries. Future research can talk about how class activity and teacher teaching method can affect students’ mathematical ability on algebra.
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Benson, Stuart, and Naheen Madarbakus-Ring. "A Comparison of Textbook Vocabulary Load Analysis." Vocabulary Learning and Instruction 10, no. 2 (2021): 9–17. http://dx.doi.org/10.7820/vli.v10.2.benson.

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The popularity of using textbooks in second language programs in universities around the world continues to grow. Textbooks support teachers in their teaching by providing accessible materials and clear instruction. In addition, learners are guided by familiar lesson frameworks (e.g., beginning, middle, end) to guide their independent study (Swales, 1980). However, textbooks present many challenges. Learners’ difficulties include the range in lexical knowledge they must possess (Nation, 2006) and the different lexical and grammatical features that are found in written textbook registers (Biber et al., 1998). This study investigates and outlines the vocabulary load of two English for Academic Purpose textbooks, using the British National Corpus and Corpus of Contemporary American English (BNC/COCA) 25,000 (Nation, 2012) and JACET8000 (JACET, 2016) word lists. The results show that for each textbook, more lexical demands are needed for second language learners in the JACET8000 compared with the BNC/COCA 25,000 lists. Understanding the content in textbooks will inform of the vocabulary-level requirements needed when taught in tertiary-level programs. Using a general and a Japanese-specific word list to identify possible pedagogical priorities can help to determine textbook priorities for teachers that can be applied to teaching in the Japanese classroom.
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Sunarko, Vivin, Nani Haro, Ira Tresnawati Sitorus, Pingky Ayu Sitorus, and Erikson Saragih. "A Content Analysis of "Joyful" English Textbook for Primary Grade II." Journal of English Education 4, no. 2 (2019): 77–88. http://dx.doi.org/10.31327/jee.v4i2.1107.

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It is widely known that textbook holds an important role as one of learning sources in education. Textbooks used in schools must be compatible with 2013 curriculum, the newest curriculum applied in Indonesia. But it is found that some teachers complained how the content of textbooks doesn’t fit the objectives specified in 2013 curriculum. Therefore, research regarding analysis of textbook content feasibility is crucial to be conducted to decide whether a particular textbook feasible to be used for academic purposes. In this research, the researchers chose “Joyful” English textbook for Primary Grade II as the research object. The analysis was based on BSNP textbook content feasibility rubric which includes the compatibility of materials with KI and KD, the accuracy of materials and supporting materials. The aim of this research is to know how “Joyful” English textbook for Primary Grade II fulfill the textbook content feasibility specified in 2013 curriculum. Qualitative approach was applied in this research. The method used was content analysis method. In collecting the data, the technique used by the researchers was documentation. The data was analyzed using document checklist and percentage formula. The results showed that “Joyful” English textbook for Primary Grade II fulfills the textbook content feasibility by 79,17% so it was concluded that “Joyful” English textbook for Primary Grade II is feasible to be used at schools. However, because it isn’t 100% feasible, the researchers encouraged English teachers who want to use “Joyful” English textbook for Primary Grade II to cover the weaknesses by finding another learning source relevant to the learning objectives specified in 2013 curriculum.
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I.M.A.A. Gunawan, N.N. Padmadewi, and I.G.A.L.P. Utami. "THE ANALYSIS OF 4C SKILLS REPRESENTATION IN ELEVENTH GRADE SENIOR HIGH SCHOOL'S ENGLISH TEXTBOOK." Jurnal Pendidikan Bahasa Inggris Indonesia 10, no. 1 (2022): 66–76. http://dx.doi.org/10.23887/jpbi.v10i1.833.

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The present study aimed to analyze what 4C skills are represented in Eleventh-grade Senior High School’s textbook, dominant 4C skills represented, and the strategy of skills’ inserting. The textbook that was analyzed was entitled “Bahasa Inggris SMA/MA/SMK/MK Kelas 11” issued by the Ministry of Education and Culture Indonesia. This research used document analysis research design. Moreover, the subject includes text, images, and instructions contained in the textbook. The object examined includes the representation of 4C Skills (communication, collaboration, creativity and innovation, critical thinking and problem solving) in the textbook. The data was obtained through the checklist method to mark the representation of 4C skills in the textbook’s activity. Then, continued by in-depth methods to find out the strategy of skill inserting through the activity. The representation of the 4C skill can be seen through the instruction given in activities in the textbook. Furthermore, the textbook's dominant 4C skill is critical thinking and problem solving appear in 59 of 142 activities (41.55 percent), communication appears in 46 activities of 142 (32.39 percent), creativity and innovation appear in 20 activities of 142 (14.08 percent), and collaboration appears in only 17 activities of 142. (11.97 percent).
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Saher, Sobia, and Najam-ul Kashif. "Analysis of Alignment between National Curriculum of Education and Textbooks at Higher Secondary Level in Punjab-Pakistan." Review of Economics and Development Studies 6, no. 3 (2020): 687–702. http://dx.doi.org/10.47067/reads.v6i3.256.

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This study was conducted to identify the degree to which the objectives of higher secondary level national curriculum of Education were aligned with the textbooks in Punjab- Pakistan. The study was done by reviewing the national curriculum of Education and Textbooks for grade XI and XII so as to find the degree of alignment. The quantitative analysis was done by using Surveys of Enacted Curriculum (SEC) method. In quantitative analysis the content of the textbook was analyzed with respect to student learning outcomes [SLOs] given in the curriculum. It was found that content in the Education-XI and XII textbook were not aligned to a desired level. Alignment Index (AI) of Education XI and XII textbook were 0.61 and 0.50 respectively. This misalignment was not same for all the categories of cognitive domain. The outcomes of the study revealed that there were some gap between curriculum and textbooks. The study lays great implications in the sense that it provides feedback to curriculum developers and textbook writers to consider alignment between curriculum objectives and textbook content. The study suggests adequate training for the curriculum and textbook developers to ensure alignment between national curriculum and textbooks.
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Noviyenti, Leffi. "Analysis of English Alive Textbook in Terms of Genres and Lexical Density." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 799–812. http://dx.doi.org/10.35445/alishlah.v13i2.587.

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The current study aimed at analyzing an English textbook titled English Alive used by English teachers from some senior high schools in Curup, Bengkulu, Indonesia. The textbook analysis was oriented towards two domains, namely genres and lexical density, by applying a content analysis method. This study revealed that the English Alive textbook had five genres: reading materials in the narrative, report, analytical exposition, spoof, and hortatory exposition. Those genres were embedded in sixteen passages distributed to the entire textbook, and those passages were mapped into ten units. Lexical density measurement indicated that most of the passages were categorized as easy to be comprehended, and a few passages were categorized as too easy to be comprehended. However, text genres in this textbook did not sufficiently conform to the distribution of English reading materials as suggested by the K-13 curriculum. Some reading passages did not seem contributive to students’ English acquisition according to comprehensible input theory and other related findings. Hence, the English Alive textbook could be used in today’s context and needs as supplementary material, but the primary reading materials should be resting upon K-13-driven English textbooks. Strength and weaknesses were also identified from the English Alive textbook. The former could be noted that this textbook adopted the constructivism theory and genre-based approach properly. However, the latter indicated that the provision of genre materials did not entirely conform to essential competencies formulated in the current K-13 curriculum of English education. Further studies could analyze more textbooks to help teachers choose appropriate English textbooks.
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Manopo, Manopo, and Varetha Lisarani. "Comparative Analysis of Non-Routine Problems in Mathematics Textbooks of Indonesia and Singapore." Edumatika : Jurnal Riset Pendidikan Matematika 4, no. 1 (2021): 158–65. http://dx.doi.org/10.32939/ejrpm.v4i1.750.

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Textbooks used in schools affect the quality of mathematics learning in the country. Indonesian Ministry of Education (Kemendikbud) already lauched students’ and teachers’ textbook that are distributed nationally on 2013; however improvements are needed to revise the textbooks since there are concerns such as the difficulty level of problems contained in the textbooks. The main objective of this study is to compare non-routine problems contained in mathematics textbooks used in Indonesia and Singapore. This is a qualitative research with content analysis design. Researchers compare Singaporean and Indonesian mathematics textbook since Singapore got higher rank in mathematics based on PISA result in 2018. The topic in this study is limited to Pythagorean Theorem. The result of the research shows that Indonesia and Singapore has consecutively 22,1% and 11,3% non-routine problem. Another finding of this study was Singaporean mathematics textbook focused more on developing students’ fluency of solving problems, meanwhile Indonesian mathematics textbook focused more on students’ reasoning ability. The results and findings in this paper are expected to provide input in developing future mathematics textbooks.
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Dissertations / Theses on the topic "Textbook analysis"

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Tani, Wali Bahader. "TEXTBOOK ANALYSIS IN AFGHANISTAN : Comparison of mathematics’ textbooks of grade 7-9." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33824.

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Mathematics education is considered indispensible for the improvement of curriculum and education system in each country. Similarly, in order to witness a positive and affective improvement in the curriculum and education system of Afghanistan, Mathematics textbooks have recently been revised by the Ministry of Education. Therefore, it was important to compare old and new textbooks of mathematics from some important learning and teaching approaches. Besides textbook analysis in lower secondary level, this study also analyzed the perceptions of different teachers regarding the recent change in the mathematics textbooks in lower secondary schools in Khost province, Afghanistan. For this study which took place in 15 schools in Khost province, quantitative research method was used. 15 teachers were given questionnaires to fill in with their perceptions about the old and new mathematics textbooks. It was found that new textbooks are better designed than old textbooks according to the teachers’ responses; therefore, all the teachers believed that new textbooks reinforce students’ learning by explaining charts, graphs and diagrams. Conversely, new textbooks are not easy for teachers to successfully teach new textbooks. Hence, it is to a large extent out of students’ cognitive development. Teachers’ responses and perceptions regarding questioning, bringing examples and illustrations are discussed which teachers believed as the key approaches for the improvement of mathematics learning achievement. Additionally, teachers believes about cognitive development of mathematics, design of old and new mathematics textbooks, mathematics concepts and their use in everyday life, contents and use of teachers’ guide of textbooks are briefly discussed in Afghan context. The study contributed to existing knowledge in the area and the findings of the study are debatable because there are many issues and topics about mathematics textbooks to be explored. Different perspectives such as pedagogical and didactical aspects regarding old and new mathematics textbooks were discussed.<br>Temp Afghanistan
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Allred, Michael Kay. "Representations of New Technologies and Related Terminology in Textbooks for Learners of French and Spanish." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84160/.

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The purpose of the thesis is to look at the presentation of vocabulary related to new technologies in four French and four Spanish textbooks for first-year university students to examine the relevance of the language presented in terms of its authenticity to French and Spanish as it is used today. The focus is on authenticity to show the correlation between what is presented to students versus what they will need to communicate effectively in ways that are linguistically, socially, and sociopragmatically appropriate with native speakers. The thesis also provides teachers with a pedagogical framework that will help them integrate new technologies and their related vocabularies into curriculum when textbooks fail to do so.
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Eggert, Björn. "Global English and Listening Materials : A Textbook Analysis." Thesis, Karlstad University, Karlstad University, Karlstad University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4040.

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<p></p><p>This paper focuses on listening materials used in English language teaching in Sweden, especially in respect to the concept of global English. Global English could briefly be described as the linguistic, cultural, politic, and economic influence of English in the world. This influence concerns two aspects of English, namely the usage of English as a lingua franca in international communications, as well as the great range of English varieties that are used today. The purpose of this research is to study how varied listening materials are and how, when and why they are used in the classrooms. I conducted a two-part investigation to study these matters. The first part of the investigation focuses on teachers’ usage of listening materials and is based on a questionnaire handed out to five teachers. I found that the teachers varied much in their usage of listening materials. In the second part of the investigation I compare the listening materials provided by two Swedish textbooks on English, one from 1994 and one from 2003. Here I focus on the speakers’ varieties, rate of delivery, and instructions given for listening exercises. I found that both books featured a majority of speakers from the British Isles and America, and very few non-native speakers. The more recent book featured a larger degree of varieties outside the areas of Britain and the USA, as well as a larger degree of American English when dividing the varieties by the time these were spoken. RP (Received Pronunciation) and GA (General American) were also less dominating in the textbook from 2003. The rate of delivery was generally slower in the older textbook. The results from this investigation suggest that some changes seem to have occurred between the publishing of the two books. However, a focus on English as a lingua franca, where the aim is proficiency in efficient cross cultural communication rather than in the English spoken by native speakers,  does not seem to have influenced the textbooks studied here. It is difficult to appreciate whether or not changes like these have taken hold in Swedish classrooms, as teachers use many different listening materials and in many different ways.</p><p> </p>
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Esmer, Feyza. "Exploring Representation Of Nature Of Science Aspects In 9th Grade Chemistry Textbooks." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613178/index.pdf.

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The aim of this study was to examine the representation of Nature of Science (NOS) aspects in 9th grade chemistry textbooks. Two textbooks nation-wide used are analyzed, one of them is written in Turkish the other in English. These textbooks were written according to 2008-2009 education program&rsquo<br>s curriculum. A qualitative oriented approach was employed and ethnographic content analysis was used as the methodological framework for this research as Irez (2006) has performed. Data were analyzed by means of books&rsquo<br>sentences. The results of the study revealed that both of two chemistry textbooks were inadequate in representing NOS aspects which are<br>1. Observation and inference are distinct entities of science, 2. Science is influenced by the social and cultural environment of the scientist, 3. Science is partly the product of human creativity and imagination, 4. Scientific knowledge is tentative, empirical and theory laden, 5. There exists a distinct, non-hierarchical relationship between scientific theories and laws, 6. &ldquo<br>There is no universal, recipe-like, method for doing science.&rdquo<br>The frequency of presence of each aspect in books was very low.
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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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Nordensvärd, Eje. "Multimodality : An EFL textbook comparison using multimodal discourse analysis." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-6007.

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This essay aims to compare two EFL (English as a Foreign Language) textbooks by using a multimodal discourse analysis in order to find out how EFL textbooks have changed in design and visually. In this essay the textual content is treated as one of several pillars making up design, this essay is interested in the visual changes. This analysis is done using two EFL textbooks with twenty years in between them, both are used in the same school by different teachers. A study like this is going to be published later this year but that study includes three subjects (English being one of them) and starts with textbooks from the 1930s up until now. In this essay, two chapters of each textbook will be looked at  in a closer analysis to represent each textbook; every page is analyzed without first reading the text. The conclusion of this essay is that the written communication still seem to be the most credible of the different communicative methods of making meaning, however, it is no longer the only credible way of making meaning.
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Al-Akraa, Sarab. "Teaching English in Iraq:An Analysis of an EFL textbook." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5899.

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This study evaluates the fifth- grade beginning English textbook, Iraq Opportunities 3, which was introduced in elementary schools by the Iraqi Ministry of Education in 2012. This mixed methods research aims to analyze the content of a new textbook that is considered to be the foundation of the English language program in Iraq. This is a valuable research project since its findings reveal the strengths and weaknesses of Iraq Opportunities 3 based on three critical components: grammar, vocabulary, and culture. A survey questionnaire was used in this study to elicit the perspectives of English language teachers who are using this textbook in their classrooms along with the personal evaluation by the researcher. Three research questions were addressed in this study: 1) How are grammar and vocabulary addressed in Iraq Opportunities 3? 2) How are English-speaking and Iraqi cultures represented in Iraq Opportunities 3? and 3) Is the L2 culture represented in this textbook in a way that exposes students to the English-speaking culture? The findings are generally in favor of the textbook in terms of grammar and vocabulary and their appropriateness for the age and level of students. However, the study criticizes the limited role and the poor representation of culture in this curriculum.<br>M.A.<br>Masters<br>Modern Languages<br>Arts and Humanities<br>Teaching English to Speakers of Others Languages
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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<br>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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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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Silva, Karina T. F. da. "Do scripted textbook dialogues reflect native speaker discourse an analysis of English textbooks for adult students in Brazil /." Ohio : Ohio University, 2002. http://www.ohiolink.edu/etd/view.cgi?ohiou1040048746.

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Books on the topic "Textbook analysis"

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Fægri, Knut. Textbook of pollen analysis. 4th ed. Wiley, 1989.

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Faegri, Knut. Textbook of pollen analysis. 4th ed. Blackburn Press, 1989.

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Emil, Kaland Peter, and Krzywinski Knut, eds. Textbook of pollen analysis. 4th ed. Wiley, 1989.

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Vogel, Arthur Israel. Vogel's textbook of quantitative chemical analysis. 5th ed. Longman Scientific & Technical, 1989.

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John, Mendham, ed. Vogel's textbook of quantitative chemical analysis. 6th ed. Prentice Hall an imprint of Pearson Education, 2000.

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Vogel, Arthur Israel. Vogel's textbook of quantitative chemical analysis. 5th ed. Longman, 1989.

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Renkema, J. Discourse studies: An introductory textbook. J. Benjamins, 1993.

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Vogel, Arthur Israel. Vogel's textbook of quantatitve chemical analysis. 5th ed. Longman Scientific & Technical, 1989.

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1909-, Jeffery G. H., and Vogel Arthur Israel, eds. Vogel's textbook of quantitative chemical analysis. 5th ed. Longman Scientific & Technical, 1989.

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Renkema, J. Discourse studies: An introductory textbook. J. Benjamins, 1993.

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Book chapters on the topic "Textbook analysis"

1

Nipkow, Tobias, Manuel Eberl, and Maximilian P. L. Haslbeck. "Verified Textbook Algorithms." In Automated Technology for Verification and Analysis. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59152-6_2.

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Kleinbaum, David G., Kevin M. Sullivan, and Nancy D. Barker. "Stratified Analysis." In ActivEpi Companion Textbook. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5428-1_14.

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Johnson, Egil Bórre. "Textbook Research in Norway." In History and Social Studies – Methodologies of Textbook Analysis. Routledge, 2022. http://dx.doi.org/10.1201/9780203751770-23.

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Hirao, Tetsuji. "Corneocyte Analysis." In Textbook of Aging Skin. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-89656-2_68.

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Hirao, Tetsuji. "Corneocyte Analysis." In Textbook of Aging Skin. Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-47398-6_68.

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Hirao, Tetsuji. "Corneocyte Analysis." In Textbook of Aging Skin. Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-27814-3_68-2.

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Capek, Vratislav. "Methodologies of Textbook Analysis in Czechoslovakia." In History and Social Studies – Methodologies of Textbook Analysis. Routledge, 2022. http://dx.doi.org/10.1201/9780203751770-17.

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Hammoud, Rani, and Hassan Haidar. "Facial Aesthetic Analysis." In Textbook of Clinical Otolaryngology. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54088-3_67.

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Bamberger, Richard. "The Austrian Institute for Textbook Research." In History and Social Studies – Methodologies of Textbook Analysis. Routledge, 2022. http://dx.doi.org/10.1201/9780203751770-16.

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Son, Ji-Won, and Jeri Diletti. "What Can We Learn from Textbook Analysis?" In What Matters? Research Trends in International Comparative Studies in Mathematics Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51187-0_1.

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Conference papers on the topic "Textbook analysis"

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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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Karpenko, Daria, and Oxana Dubnyakova. "Linguistic Analysis of Contemporary Italian Language Textbook." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0432.

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Carlson, Jan-Renee. "Verification of Software: The Textbook and Real Problems." In 11th AIAA/ISSMO Multidisciplinary Analysis and Optimization Conference. American Institute of Aeronautics and Astronautics, 2006. http://dx.doi.org/10.2514/6.2006-7128.

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Fester, Victor, Anthea Fester, and Keiko Umeda. "JAPANESE TEXTBOOK ANALYSIS: A DISCOURSE-BASED APPROACH." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1017.

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Sheppard, Sheri, Kim Jones, and Natalie Jeremijenko. "Developing ‘Text Learning Capture’ to Examine How Students Learn From Texts and How Texts Learn From Students." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/dtm-5655.

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Abstract This paper describes an innovative assessment method that provides formative feedback on the effectiveness of an engineering textbook. We describe the development of the Text Learning Capture Method and the prior art that it is drawn from. We then go on to interpret and analyze the protocols captured with the method and describe the preliminary results generated with its application. Concrete examples of how the feedback enables us to identify the text’s readability, comprehensibility, and usability are given. From the analysis a list of questions was generated about how students learn from engineering textbooks. The textbook assessment work presented here was motivated by a desire on the part of the author of the textbook (hereafter the text-author in contrast to the authors of this paper) to understand more fully the role of this textbook in supporting student learning. We began with questions such as: “Do students relate to the real-world examples given?”; “How do students work through the equations?”; “How are figures utilized?”; “Are students excited by a textbook that uses a familiar multi-faceted artifact to demonstrate engineering principles?”. In our attempts to carefully answer these questions we generated questions such as: “Can learning from a text book be thought of as passive?”; “What constitutes effective learning from texts?”; “What are best reading practices?”; and “How much control does an author have over this?”.
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Lijun Tang and J. R. Kender. "Educational video understanding: mapping handwritten text to textbook chapters." In Eighth International Conference on Document Analysis and Recognition (ICDAR'05). IEEE, 2005. http://dx.doi.org/10.1109/icdar.2005.97.

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Hardi, Vitri Angraini, and M. Syahrul Rizal. "Suitability Analysis of Textbook Contents from Students’ Characteristics." In 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210413.089.

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Demaree, Dedra, Saalih Allie, Michael Low, et al. "Quantitative and qualitative analysis of student textbook summary writing." In 2008 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2008. http://dx.doi.org/10.1063/1.3021228.

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Kurdyukova, Elena Vanifatievna. "The content of an electronic textbook: analysis and recommendations." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-463292.

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Fatimah, Annisa. "Secretary Students’ Need: A Content Analysis on English Textbook." In Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, Magelang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2292188.

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Reports on the topic "Textbook analysis"

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Razin, Assaf, Efraim Sadka, and Alexander Horst Schwemmer. DEglobalizaion and Social Safety Nets in Post-Covid-19 Era: Textbook Macroeconomic Analysis. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w27239.

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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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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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Harter, Rachel M., Pinliang (Patrick) Chen, Joseph P. McMichael, Edgardo S. Cureg, Samson A. Adeshiyan, and Katherine B. Morton. Constructing Strata of Primary Sampling Units for the Residential Energy Consumption Survey. RTI Press, 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0041.1705.

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The 2015 Residential Energy Consumption Survey design called for stratification of primary sampling units to improve estimation. Two methods of defining strata from multiple stratification variables were proposed, leading to this investigation. All stratification methods use stratification variables available for the entire frame. We reviewed textbook guidance on the general principles and desirable properties of stratification variables and the assumptions on which the two methods were based. Using principal components combined with cluster analysis on the stratification variables to define strata focuses on relationships among stratification variables. Decision trees, regressions, and correlation approaches focus more on relationships between the stratification variables and prior outcome data, which may be available for just a sample of units. Using both principal components/cluster analysis and decision trees, we stratified primary sampling units for the 2009 Residential Energy Consumption Survey and compared the resulting strata.
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Wittke, Helen. An analysis of geographical concepts and characteristics of maps in selected textbooks. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.695.

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NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
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Reddy-Best, Kelly L., Eunji Choi, and Hangael Park. When and How Are Men Represented in Fashion Illustration Textbooks? A Critical Analysis of Race and the Body. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1843.

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Yoo, Soyung. Hypothetical Would-Clauses in Korean EFL Textbooks: An Analysis Based on a Corpus Study and Focus on Form Approach. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.911.

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Reddy-Best, Kelly L., and Laura Kane. A Feminist Visual Content Analysis of College-Level Textile and Apparel Textbooks 1970s-2010: Intersections of Gender, Race, and Size. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-141.

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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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