Relevant bibliographies by topics / Textbook construction

Contents

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

Academic literature on the topic 'Textbook construction'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Textbook construction"

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Afzal, Tahir, Muhammad Ilyas Chishti, Atta Ur Rehman Jadoon, and Hammad Mushtaq. "A COMPARATIVE ANALYSIS OF IDEOLOGICAL CONSTRUCTIONS EMBEDDED IN ENGLISH TEXTBOOKS: A CRITICAL DISCOURSE PERSPECTIVE." Humanities & Social Sciences Reviews 9, no. 2 (2021): 487–98. http://dx.doi.org/10.18510/hssr.2021.9247.

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Purpose of the study: The subject study aims at investigating the construction of diverse ideologies embedded within English textbooks used in Pakistani settings at the elementary level. The entire study is based on a comparative analysis of English textbooks of Punjab Textbook Board (PTB) and Oxford University Press (OUP) and employs a critical discourse lens for a comprehensive analysis. Methodology: Based on purposeful sampling, the study hinges on insights of Critical Discourse Studies. Out of various models available in CDA, the study employs Fairclough's Three-Dimensional Model for an extensive qualitative analysis of the selected texts as it is more suited to the dynamics of the subject study. Both micro and macro dimensions of the model were employed for an enriched analysis. Main Findings: Both textbooks aimed at infusing different cultural and ideological constructions within students. Exercise of power supplemented by a specific religious perspective was also witnessed in constructions of diverse ideologies. The current study hinted at a deliberate effort on the part of the government to preserve religious, national, political, and societal ideologies through PTB English textbooks. On the other hand, OUP English textbooks created consent among the students to accept a specific culture and its embedded ideologies. Applications of this study: The study can be a useful resource for researchers investigating multiple ideologies in textbooks. Critical discourse examination of both textbooks entails ample advice for textbook developers, authors, and syllabus designers to consider the ideological impacts of the textbooks while devising an all-encompassing and comprehensive curriculum to avoid any conflict at later stages. Novelty/Originality of this study: Diverse dimensions of textbook analysis have already been conducted, but examination of textbooks through a critical discourse lens is indeed a novel dimension that will not only facilitate the reader but also open up new avenues of research for textbook developers and curriculum designers. Examination of diverse ideological construction is indeed an interesting inquiry.
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Dali, Ning. "The Construction of EAP Textbooks in Chinese Context from the Perspective of Eco-education Theory." English Language Teaching 10, no. 5 (2017): 214. http://dx.doi.org/10.5539/elt.v10n5p214.

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The increase of international exchange in education triggers strong demand for learning English language skills in various academic disciplines among Chinese students, which brings up a wide implementation of EAP (English for academic purposes) learning in universities in China. However, the teaching and learning result do not seem to be as satisfactory. A key factor to the disappointing situation is the lack of suitable textbooks. Currently, most of the few domestically designed EAP textbooks only focus on the reading and writing and cannot meet the learners’ needs of overall (listening, speaking, reading and writing) development. The adoption of textbooks designed abroad was found unable to cater to the needs and language proficiency of the learners in China. There is an urgent need of constructing localized textbook for EAP learning in Chinese context. Previous frameworks on textbook design are mainly based on linguistic theories, which though offer theoretical support of language study from the perspective of learning subjects did not pay attention to the interconnection of factors within the learning environment. This paper proposes the application of eco-education theory to the design of a localized EAP textbook. It stresses the importance of the interrelations between textbook, editor, researcher, teacher and student during the process of designing a localized textbook so as to promote a healthy and sustainable development of EAP learning in Chinese context.
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Komadina, Isidora D. "Sociocultural Aspect of Foreign Language Textbooks." Филолог – часопис за језик књижевност и културу, no. 23 (August 7, 2021): 211–25. http://dx.doi.org/10.21618/fil2123211k.

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The main goal of studying textbooks is to create an optimal textbook model. A foreign language textbook can be viewed from a theoretical and practical aspect of study. The analysis of Russian language textbooks of a generaleducational type from a theoretical point of view, implies a critical analysis of the structural and content components of the textbook as well as the formulation of the basic principles of its construction. Within the theoretical aspect, the analysis of textbooks can be approached from the socio-cultural plan, which takes place on two levels: content, and structural-organisational.In this paper, we consider whether the content of textbooks has the appropriate elements necessary for acquiring socio-cultural competence, which constitutes socio-cultural content, and how these contents can be presented in textbooks. What criteria do we use to evaluate the socio-cultural content of the textbook and how do we check the adoption of socio-culturalmaterial by students.
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Nuñez-Pardo, Astrid. "The English Textbook. Tensions from an Intercultural Perspective." GiST Education and Learning Research Journal, no. 17 (December 17, 2018): 230–59. http://dx.doi.org/10.26817/16925777.402.

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This review article addresses tensions, critiques and trends that are still latent in mainstream research on English textbooks that have looked at their intercultural aspects, which need to be explored from the perspective of critical interculturality to resist the instrumental, regulatory, homogenizing and commercial nature of textbooks developed by foreign and local publishing houses. The manuscript firstly elaborates on the textbook as an object of research; secondly, it discusses critical analysis of the content of textbooks; and thirdly, the text concludes by pondering critical interculturality, as a decolonial alternative, to make possible the construction of criteria of being, knowledge and power to orient the development of the English textbook, and move away from a de-contextualised textbook toward a desirable contextualised one. This article encompasses the state of the art supporting an ongoing research study on the English textbook from the perspective of critical interculturality that is being conducted within the doctoral programme1 in Education at Universidad Pedagógica and Tecnológica de Colombia (UPTC), conducted during 2014-2018, and supported by Universidad Externado de Colombia, Bogotá. Key words: English textbook, critical analysis, interculturality, critical interculturality 1 Decolonising the English Textbook: A Venture from Critical Interculturality
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Nashriyah, Nashriyah, and Dini Khairul. "ENGLISH SENIOR HIGH SCHOOL TEXTBOOK ANALYSIS: ADDRESSING GENDER BIAS ISSUES." Gender Equality: International Journal of Child and Gender Studies 4, no. 2 (2018): 1. http://dx.doi.org/10.22373/equality.v4i2.4531.

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Due to the imbalance gender presentation in English Senior High School textbook detected during teaching practice program, the researcher was interested in doing a research about the issue. Students might take much time to learn from textbooks to develop their gender roles at school, therefore, the proper textbooks which attain the objectives of gender equality are needed. The aim of this study is to investigate whether or not female and male are presented equally in the English Senior High School textbook. The object of this study is the English textbooks widely used by teachers in Banda Aceh Senior High School. First and second textbook entitled Bahasa Inggris X Semester 1 and Bahasa Inggris X Semester 2 were written by Utami Widyati, Zuliati Rohmah, and Furaidah in 2014. Third and fourth textbook entitled Bahasa Inggris XI Semester 1 and Bahasa Inggris XI Semester 2 were written by Mahrukh Bashir in 2014. The last textbook is Bahasa Inggris XII was written by Utami Widyati, Zuliati Rohmah, and Furaidah in 2015. All textbooks were published by Indonesian Ministry of Education and Culture. The focus of this study is the gender representation through five aspects which were also used by Amini and Parviz in their study in 2012. The five aspects are visibility, firstness, masculine generic construction, activity, and occupation. The result showed that four aspects were led by male in the term of quantity: visibility, firstness, masculine generic construction, and occupation while females were more visible in activity aspect. Even so, the difference of number was not too big in every aspect, except the visibility. However, in the term of quality, visibility and activity aspects showed that female and male are presented fair enough in English textbook at high school level by involving females in every aspect which may indicates that females are considered as important and useful as males nowadays.
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Priyanti, Neng. "THE EFFECTS OF AN EFL TEXTBOOK ON LEARNERS’ IDENTITY CONSTRUCTION." Polyglot: Jurnal Ilmiah 15, no. 2 (2019): 187. http://dx.doi.org/10.19166/pji.v15i2.1661.

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<p>It has been generally accepted that language learning, to some extent, affects identity construction and such a complex relationship has generated a considerable amount of research papers and literature. Few studies, however, have looked into and discussed how teaching media (e.g., language textbooks) contributes to learners’ identity construction particularly in the context of Indonesia. This study attempts to address this gap by analyzing an EFL textbook and then, grafting on several theoretical frameworks, discussing its contribution to the formation of learners’ identity. Its pedagogical implications are also discussed.</p>
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Nashriyah, Rizka Maulida, Yuni Setia Ningsih, and Yunisrina Qismullah Yusuf. "ADDRESSING GENDER BIAS ISSUES IN ELEMENTARY SCHOOL EFL TEXTBOOKS: AN ANALYSIS OF GROW WITH ENGLISH." Humanities & Social Sciences Reviews 8, no. 3 (2020): 56–63. http://dx.doi.org/10.18510/hssr.2020.837.

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Purpose of the study: A textbook is a book containing comprehensive teaching-learning materials for a certain subject which is regularly used by both teachers and students at school. Textbooks should not contain unfair content or matters, such as gender bias. This study was conducted to examine the extent to which gender bias appears in the EFL textbook mostly employed in Aceh, Indonesia. Methodology: This research was aimed at investigating the representation levels of gender in English elementary textbooks of Grow with English book 4, book 5, and book 6. A content analysis method was used, for which every page of the textbooks was investigated to explore the five aspects of visibility, priority, feminine/masculine generic construction, activity, and occupation. Main Findings: The result of the investigation shows that every textbook contains gender bias of various representation levels. Males dominated three categories, namely priority, activity, and occupation. Meanwhile, females are only dominant in the visibility category. The results suggest that the EFL textbooks mostly used in Aceh are still not free from gender bias issues. Applications of this study: Indonesia is a country where English is used as a Foreign Language (EFL). Indonesian schools are apt to use textbooks written by Indonesian authors as the major source for English instruction in schools. Therefore, researchers should focus their attention on the content of English textbooks used in schools because they become the guidance for these students in learning. Novelty/Originality of this study: The results of the study suggest that the EFL textbook should be considered for revision to ensure that it is free from unfair content. This is aimed at national textbook designers when they have to produce a textbook for Indonesian learners so that the books they make available to schools are free from gender bias issues in the textbooks.
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Anshori, Dadang S. "FRAMING OF JOURNALISM DISCOURSE TO IMPROVE DISCOURSE COMPETENCE OF SENIOR HIGH SCHOOL STUDENTS." English Review: Journal of English Education 6, no. 1 (2017): 137. http://dx.doi.org/10.25134/erjee.v6i1.780.

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This study aims to describe the analysis model of framing on journalism discourse in Indonesian textbooks in Senior High School to be used in language learning. This research used qualitative method with framing theory from Pan and Kosicki as an tool of analysis. The research data is journalism discourse in textbook amounted to 30 pieces of discourse taken from 10 text books of class X, XI, and XII in Senior High School. The results show the following: (1) The discourse of journalism has received acceptance in the world of education, especially in textbooks. The use of journalism discourse in 10 textbooks is very high and very diverse in terms of number, topic, source, and usage. (2) The journalism discourse in the textbook meets the criteria of reporting value, even if not all reporting value is fulfilled. (3) The frame construction of the journalism discourse in Indonesian textbooks is packaged in different angles according to news topics and facts. (4) The analysis model of journalism discourse framing �is developed by focusing on the structural analysis of category, syntax, script, thematic, diction/phrase, and rhetoric.Keywords: construction, discourse, framing, journalism�
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Coleman, S. R., Anthony Fanelli, and Scott Gedeon. "Psychology of the Scientist: LXXXII. Coverage of Classical Conditioning in Textbooks in the Psychology of Learning, 1952–1995." Psychological Reports 86, no. 3 (2000): 1011–27. http://dx.doi.org/10.2466/pr0.2000.86.3.1011.

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Objective information was obtained from 89 textbooks in the psychology of learning published from 1952 through 1995 to answer questions about their coverage of classical conditioning. We found (a) that classical conditioning consistently received less coverage than instrumental and operant conditioning, (b) that the distinction of classical and instrumental conditioning has become established as a textbook-construction device, (c) that use of the classical-instrumental distinction by textbook authors has “hardened” after a period of “fluidity” in the 1970s, (d) that the currency of references in the basic classical (as well as instrumental) conditioning chapters diminished from 1952 to 1995. Findings are discussed in regard to the possibility that, as a class, and in comparison to other textbooks, the textbooks of the psychology of learning fall short of fulfilling some of their recognized roles.
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Yonata, Fadhila, and Yoniswan Yoniswan. "Stereotip Karakter Perempuan dalam Buku Ajar untuk Sekolah Dasar: Kajian Multimodalitas." Jurnal Bahasa dan Sastra 9, no. 2 (2021): 111. http://dx.doi.org/10.24036/jbs.v9i2.111935.

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Myriads of studies about gender stereotypes in educational materials have been carried out by global scholars in recent years. One of the focus is in the textbook seems to be crucial due to its prominent role as guidance to curriculum and teachers’ credence on the contents. A textbook actually has two important role as vehicle of knowledge transfer and of social practices paradigm construction. However, little studies have reported on the representation of female characters stereotypes in the context of elementary school language textbook. Following multimodality framework proposed by Van Leuween (2008), verbal and visual texts in two English language textbooks published by private companies in Indonesia were analysed in respect to gender stereotyped. The findings reveal the existence of stereotypes of female character on personality, hobby and interest, occupation, and social roles. The study suggests textbook makers (authors and publishers) and users (parents, teachers, and education stakeholders) to rise critical gender awareness.
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Dissertations / Theses on the topic "Textbook construction"

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Weiss, Rachel. "Multimodal textbook design : analyzing the construction of the discourses of pharmacology." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/19034.

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Includes bibliographical references.
The aim of the research is to contribute to a pedagogy of Multiliteracies in the context of Health Sciences. A Multiliteracies approach sees text in terms of a process of 'redesigning' meaning from a range of available resources. These include multimodal semiotic resources such as visual and verbal modes, as well as particular discursive and social practices that the text draws upon. The study originates from a disagreement over which Pharmacology textbook fourth year medical students should use. The founding argument is that a Pharmacology textbook can be seen as constructing the discourses of the 'prescribing physician' As such, it simultaneously constructs and bears imprints of particular ideologies, discursive formations and social relations which are relevant in the field of medicine and science, as well as those from private and public life-worlds. As a teacher, I am interested in how the textbooks' ideologies contribute to or contest that of the new problem-based medical curriculum. I also analyze the respective designs in terms of their accessibility and suitability specifically for undergraduate medical students. The theoretical framework is provided by Fairclough's notion of 'orders of discourse' together with Halliday's metafunctional view of text, and is operationalized through a social semiotic analysis of sections of two textbooks. The textbooks analyzed are 'Pharmacology' by Rang et al ('Rang'), and 'the Oxford Textbook of Clinical Pharmacology and Drug therapy' ('Oxford'). I focus on the grammatical system of transitivity to construct the respective textbooks' views of social reality, and I use an analysis of modality in the texts to construct the social relations between writers, readers and the subject of Pharmacology. The analytical 'toolkit' includes verbal as well as visual semiotic resources within a framework of textual coherence. The study concludes that while Rang constructs social relations and identities that resonate with a contemporary society, its interest in Pharmacology is scientific rather than clinical. Furthermore, its design features may limit access specifically for undergraduate medical students. Oxford, on the other hand, is dominated by the discourses of clinical medicine and medical education. It constructs the subject of Pharmacology in terms of therapy or 'process', rather than in terms of drugs or 'products', and in this sense may be more suitable as a 'tutor'. However, it does not prepare the student for critical engagement with the changing social realities and relations of power in a post-Fordist society. The value of the study is two-fold. Firstly, it reiterates the importance of critical reflection on the various aspects of a curriculum. This includes reflection on alignment between the ideologies of textbooks and that of the new curriculum, and between curricular objectives, activities and assessment practices. Secondly, it has led to the operationalizing of a metalanguage of design, specifically in a Health Sciences context. This metalanguage may be used not l ' only for improving the communicative value of students' assignments, but also to expand their cultural perspectives through critical engagement with aspects of social identities and relations.
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Hernandez, Alexander A. "“According to Wikipedia…”: A Comparative Analysis of the Establishment and Display of Authority in a Social Problems Textbook and Wikipedia." Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/2009.

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In this study, I aim to examine (1) how authority is established and (2) how it is displayed. Through the use of content analysis, I investigate how the topics of "gender" and "race" within a contemporary social problems textbook compares and contrasts to corresponding Wikipedia articles. Through my research I wish to shed light on the social construction of knowledge within our modern society while also shedding light on the role that authority plays within knowledge. In order to examine how authority is established I examined the number of citations found in each topic, the publishing date of each reference and the location from which a citation emanated from. I found that authority is established differently between the two sources as each medium differed considerably in the number of citations presented, the average publishing date and the medium from which their resources were taken. To examine how authority is displayed I investigated the topics selected for both gender and race as well as the amount of space devoted to each topic. While there were similarities in regards to topic selection between the textbook Wikipedia I also found a number of topics present within the Wikipedia articles that were not addressed at all within the textbook. I found that the disparities between the textbook and Wikipedia simply illustrated a difference in perspective between the two mediums. The textbook featured a large number of citations predominantly from peer-reviewed, social scientific sources as is common within the academic world while Wikipedia featured a large number of citations that drew from a wide range of locations. This distinction highlights the idea that while knowledge may be viewed by the general public as objective and unchanging there are in fact significant differences in how knowledge is presented and legitimated depending on its originating source.
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Harding, Nancy H. "Social construction of management." Routledge, 2003. http://hdl.handle.net/10454/3590.

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What is management and how do the people who become managers take on a managerial identity? How does text inform the manager's identity? From cultural studies we understand that the relationship between text and reader is not passive but that each works upon the other and that text is active in forming the identity of the reader. However, analysis of management textbooks published since the 1950s reveals that textboks construct a world in which chaos is kept at bay only by strong management and in which strong management is based upon the rationality of modernity. This book exposes and analyses such claims-to-truths and theorises their arguments using the work of Butler and Foucault, the sociology of scientific knowledge, crtical legal studies, art history and queer theory. By revealing the post-modern turn in these texts,The Social Construction of Managementis both a critical and empirical study that explores the constitution of managerial identities in the age of masseducation in management. An exciting contribution to the growing body of knowledge within critical management studies, this book challenges the way we think about organizations and their management, and about management education as a whole. This is thought provoking reading for anyone studying management or working int he managerial organization
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Jeffries, Tammy L. "Examining the Ontoepistemological Underpinnings of Diversity Education Found in Interpersonal Communication Textbooks." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4695.

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This project examines the ontoepistemological underpinnings of diversity education in the field of communication by focusing on the points where diversity, pedagogy and communication intersect. In this study I seek to understand how we come to know what we know about diversity, or the social construction of differentness, and how we share this information with others. I analyzed three popular interpersonal communication textbooks, examining the patterns revealed in the text, in order to address these questions. This study uses three complimentary methods to reveal the number of occurrences that center on diversity in the text (content analysis), to interpret themes reflected by the patterns discovered in the text (thematic analysis) and a creative twist on the coding process that opens the analysis process to the coders and includes their input as participants to this study (reflexive content analysis). The results of this study revealed three-hundred ten occurrences of the social construction of difference across all three textbooks but only a portion of those, seventy-six, suggested social constructionist underpinnings of these constructs. This study shows how we have missed an opportunity at the introductory level to expand our student's knowledge of issues in diversity.
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Kabapinar, Yucel. "A comparison between Turkish and English history textbooks : design, construction and usability issues." Thesis, University of Leeds, 1998. http://etheses.whiterose.ac.uk/11332/.

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This study is about the comparison of Turkish and English history textbooks in terms of the issues of design, construction and usability. In order to address design and construction issues, a number of components of Turkish and English history textbooks were examined and compared. This incorporates the qualitative and quantitative comparisons made on the legibility and page layout, illustrations, readability, content and organisation of text, presentation of value judgements and controversial issues in the Turkish and English history textbooks. In addition, bureaucratic process and approval of a textbook in Turkey and England were also investigated. In order to find out the viewpoints of Turkish and English history teachers on the textbooks that they use, questionnaire and interview techniques were used. As a result, a total of 135 questionnaires and 14 interviews with the Turkish and English history teachers have been used for this research. In addition, two Turkish and two English textbook writers were interviewed to understand the processes and difficulties that they had in writing. Furthermore, in order to understand the importance and role of history textbooks in Turkish and English educational settings, a total of 108 lessons were observed in these countries. The findings of the research reveal that Turkey and England have very different history teaching policies in terms of the way historical knowledge, illustrations, controversial issues and value judgements, content and organisation of the text and page layout of the textbooks are presented. These countries have very different textbook approval systems as well. The findings of the empirical study also indicate the existence of very different viewpoints of Turkish and English history teachers and textbook writers about the quality of the textbooks. The roles that textbooks play in teaching processes in Turkish and English classrooms are considerably different from each other. Thus, this study can be taken as the story of the Turkish and English teaching experiences which appear to contrast with each other.
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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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Ivanoff, Johanna, and Amanda Andersson. "Constructing 'the Other': A Study of Cultural Representation in English Language Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33542.

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Educational textbooks have the power to influence pupils’ perception of the world. In the subject of English, this specifically concerns learning about cultures in different parts of the world where English is used. The purpose of this study is to identify the characteristics of cultural representation in two English Language Teaching (ELT) textbooks with the aim to make the hidden curriculum visible and to raise awareness among publishing houses and teachers. Using a Critical Discourse Analysis (CDA) based on Fairclough’s (2001) three-dimensional model in combination with Barthes’ (1977) Visual Semiotics methodology, we investigated which regions and countries were presented and how their cultures were constructed through texts and images. These findings were further compared to the cultural values and content of the Swedish curriculum, the genre of textbooks, and existing hegemonic discourses in society. In the analysis, Kachru’s (1986) Circles of World Englishes, Machin and Mayr’s (2012) toolkit for CDA, McKay’s (2010) interpretation of Anderson’s (1983) imagined communities, and Said’s (2003) concept of Orientalism were applied. Our findings show that the inner circle dominates and is depicted as superior in contrast to the outer and expanding circles. Although the textbooks include a variation of different cultures which is in line with the curriculum, representation of the outer and expanding circles is often stereotypical and underdeveloped which reinforces hegemonic discourses instead of acting to restructure them. This corresponds to previous studies in the genre, and hence, educators must work to ensure that the hidden curriculum in ELT textbooks is continuously made visible and challenged.
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Anuar, Mustafa Kamal. "The construction of a 'national identity' : a study of selected secondary school textbooks in Malaysia's education system, with particular reference to Peninsular Malaysia." Thesis, Online version, 1990. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.255203.

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Soltan, Zadeh Maryam. "History Education and the Construction of National Identity in Iran." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/601.

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This study examined the representation of national and religious dimensions of Iranian history and identity in Iranian middle school history textbooks. Furthermore, through a qualitative case study in a school in the capital city of Tehran, teachers’ use of textbooks in classrooms, students’ response, their perceptions of the country’s past, and their definitions of national identity is studied. The study follows a critical discourse analysis framework by focusing on the subjectivity of the text and examining how specific concepts, in this case collective identities, are constructed through historical narratives and how social actors, in this case students, interact with , and make sense of, the process. My definition of national identity is based on the ethnosymbolism paradigm (Smith, 2003) that accommodates both pre-modern cultural roots of a nation and the development and trajectory of modern political institutions. Two qualitative approaches of discourse analysis and case study were employed. The textbooks selected were those published by the Ministry of Education; universally used in all middle schools across the country in 2009. The case study was conducted in a girls’ school in Tehran. The students who participated in the study were ninth grade students who were in their first year of high school and had just finished a complete course of Iranian history in middle school. Observations were done in history classes in all three grades of the middle school. The study findings show that textbooks present a generally negative discourse of Iran’s long history as being dominated by foreign invasions and incompetent kings. At the same time, the role of Islam and Muslim clergy gradually elevates in salvaging the country from its despair throughout history, becomes prominent in modern times, and finally culminates in the Islamic Revolution as the ultimate point of victory for the Iranian people. Throughout this representation, Islam becomes increasingly dominant in the textbooks’ narrative of Iranian identity and by the time of the Islamic Revolution morphs into its single most prominent element. On the other hand, the students have created their own image of Iran’s history and Iranian identity that diverges from that of the textbooks especially in their recollection of modern times. They have internalized the generally negative narrative of textbooks, but have not accepted the positive role of Islam and Muslim clergy. Their notion of Iranian identity is dominated by feelings of defeat and failure, anecdotal elements of pride in the very ancient history, and a sense of passivity and helplessness.
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Escher, Allison Lamonna. "Constructing knowledge through writing| An analysis of writing tasks in eleventh grade ELA textbooks." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3725598.

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This dissertation reports on a study of two widely used eleventh grade ELA textbooks for the opportunities they provide students to construct knowledge through writing. Data included every writing task in both textbooks (158 tasks) as well as the corresponding texts. Data analysis focused on (a) how cognitive demand, textual grist, and elaborated communication contribute to the rigor of a writing task, (b) how authentic the tasks are to the discipline of ELA, and (c) how writing tasks position students as intellectual authorities. This study contributes a new approach to determine the quality of ELA writing tasks and a detailed assessment of the writing tasks in the most widely used ELA textbooks. The findings from this study showed differences in the quality of ELA writing tasks types (text-based, non text-based, and creative writing), with text-based tasks ranking the highest quality for cognitively demanding work. Findings also showed that textual grist and opportunities for elaboration in addition to cognitive demand are essential factors when determining the overall rigor of text-based writing tasks (i.e., analyzing text-based ELA writing tasks for cognitive demand alone may inflate the rigor of the task). Further findings on writing task quality describe the level of disciplinary authenticity and intellectual authority contained in ELA textbook writing tasks and why these features are important in determining the quality of ELA writing tasks. The findings from this study suggest the importance of using a disciplinary-specific theory of task quality, including a three-part model of rigor, disciplinary authenticity, and intellectual authority, to assess the quality of ELA writing tasks. Additionally, this study provides suggestions for practitioners including how teachers might revise and supplement ELA textbook writing tasks in order to support student writing.

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Books on the topic "Textbook construction"

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Strischek, Dev. Analyzing construction contractors: Textbook. 3rd ed. RMA, 2004.

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1949-, Vosbury Peter A., ed. Aircraft gas turbine powerplants: Textbook. Jeppesen, 2010.

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Sakamoto, Tomio. Konkurīto no hibiware o yobōsuru kyōkasho: Textbook to prevent the concrete cracks. Ekusunarejji, 2013.

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Zhukov, Aleksey, Vladimir Astashkin, Vil'en Zholudov, and Vyacheslav Semenov. Industrial construction. Buildings and constructions. Corrosion protection and ecology. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1064907.

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This monograph summarizes the modern experience of protection of industrial buildings and structures against aggressive impacts are considered characteristic of corrosion processes under the action of liquid, solid and gaseous environments on the main building materials. Provides a system of regulating the degree of aggressiveness for different parts of buildings and constructions basic provisions for the selection of chemically resistant structures and materials, design methodology section corrosion protection. Systematic design methods of protecting groundwater and soil against aggressive and toxic media, the methods of accounting for the cost of corrosion protection as applied to building elements. Designed for a wide range of engineering-technical workers (ITR), related to design, construction and exploitation of constructions and structures. Can also be used as a textbook for technical schools, colleges and training system engineers.
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T, Smith Mark J., ed. Digital filtering: A computer laboratory textbook. J. Wiley, 1994.

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F, Twyman. Prism and lens making: A textbook for optical glassworkers. 2nd ed. A. Hilger, 1988.

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Airframe section textbook: Chapters one through nine : International Aviation Publishers, Inc., training manual. International Aviation Publishers, 1985.

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Digital circuit design for computer science students: An introductory textbook. Springer, 1995.

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Serov, Viktor, Natal'ya Moiseenko, and Ekaterina Bogomolova. Economics of construction and installation organizations. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1056567.

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The textbook provides a holistic view of the construction and installation organization as a subject of production and management and as a production and socio-economic system. Its role and place as a primary link in the general system of the national economy, the internal and external environment of its functioning are considered. Production resources, production capital and production capacity of construction and installation organizations, methods and indicators of their condition and use are characterized. The content and indicators of the costs of construction production, the cost of construction products and construction and installation works, income, profit and profitability of production and economic activities are disclosed. The basics of contractual relations of construction contractors and risk assessment of their production and economic activities, assessment of the economic condition, competitiveness and position in the construction contract markets are described. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students studying in the areas of training 38.03.01 "Economics" (profile "Economics of enterprises and organizations"), 38.03.02 "Management" (profile "Production Management"), teachers, as well as for a wide range of specialists of construction and installation organizations.
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John, Williams. Digital VLSI design with Verilog: A textbook from Silicon Valley Technical Institute. Springer, 2008.

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Book chapters on the topic "Textbook construction"

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Hunt, Steven R., and Matthew L. Silviera. "Anastomotic Construction." In The ASCRS Textbook of Colon and Rectal Surgery. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25970-3_9.

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Hancheva, Camellia. "Social Trauma Memory Construction." In Social Trauma – An Interdisciplinary Textbook. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47817-9_20.

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Geier, Johannes. "Hand Eczema in the Construction Industry." In Textbook of Hand Eczema. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-39546-8_20.

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Oteíza, Teresa, and Mariana Achugar. "History Textbooks and the Construction of Dictatorship." In The Palgrave Handbook of Textbook Studies. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_22.

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Chen, Jing, Qing Li, and Ling Feng. "Refining the Results of Automatic e-Textbook Construction by Clustering." In Advances in Web-Based Learning – ICWL 2005. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11528043_31.

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Zagumny, Lisa, and Amanda B. Richey. "Textbook Orientalism." In Constructing Knowledge. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-912-1_11.

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Martell, Christopher C., and Erin A. Hashimoto-Martell. "Throwing out the Textbook." In Constructing Knowledge. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-930-5_17.

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

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Ceglie, Robert, and Vidal Olivares. "Science and Mathematics Textbook Progression." In Constructing Knowledge. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-930-5_6.

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Love, Kurt. "Politics and Science Textbooks." In Constructing Knowledge. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-930-5_7.

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Conference papers on the topic "Textbook construction"

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Zhou, Zigang, Huili Wang, Yongjia Yang, Yanling Han, and Jinlong Zhang. "Stereoscopic construction and practice of optoelectronic technology textbook." In 14th Conference on Education and Training in Optics and Photonics, ETOP 2017, edited by Xu Liu and Xi-Cheng Zhang. SPIE, 2017. http://dx.doi.org/10.1117/12.2269930.

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SUN, Jirong. "Construction and Design of All-Media Digital Textbook." In 2020 5th International Conference on Modern Management and Education Technology (MMET 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201023.052.

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Li, Tianli, and Jinbo Zhang. "Application-oriented Undergraduate "Internet +" Software Engineering Textbook Construction." In Proceedings of the 2018 3rd International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/mmetss-18.2018.19.

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Rivanti, Ari Nursenja, and Vidi Sukmayadi. "Cross-Cultural Teaching Construction in Textbook for Foreign Language Learning." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.006.

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Chen, Chen, and Yang Min. "A Study of Textbook Construction for Information Technology Course in College." In 2010 International Forum on Information Technology and Applications (IFITA). IEEE, 2010. http://dx.doi.org/10.1109/ifita.2010.29.

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Chen, Changshun. "Construction and Thinking over the Textbook �Linux-Embedded Application� Based on Project." In 2nd International Conference on Education, Management and Social Science (ICEMSS 2014). Atlantis Press, 2014. http://dx.doi.org/10.2991/icemss-14.2014.110.

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Cai, Zhongyi, Yunxiang Chen, Lili Wang, and Huachun Xiang. "Research on the Textbook System Construction for Equipment Purchasing Management Personnel Training." In Proceedings of the 1st International Symposium on Education, Culture and Social Sciences (ECSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/ecss-19.2019.55.

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Yan, Taohai, Yu Lin, and Yajing Shi. "The Course and Textbook Construction of a “Basic Textile and Clothing Knowledge” Course." In 2020 6th International Conference on Social Science and Higher Education (ICSSHE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.097.

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Chunhui, Song, Wu Shulei, and Chen Huandong. "The Construction and Application of MAER Textbook in the Era of Internet + Education." In ICDEL '18: 2018 International Conference on Distance Education and Learning. ACM, 2018. http://dx.doi.org/10.1145/3231848.3231882.

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Mao, Feng. "Study on "VIS design" Textbook Construction in Higher Vocational Colleges in an Information Era." In 2nd International Conference on Arts, Design and Contemporary Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.224.

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Reports on the topic "Textbook construction"

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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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