To see the other types of publications on this topic, follow the link: Textbook. eng.
Journal articles on the topic 'Textbook. eng'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Textbook. eng.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Kadzoeva, Tamara М. "School history textbook as a component of the Soviet education system by the end of the 1980s." Science and School, no. 2, 2020 (2020): 226–32. http://dx.doi.org/10.31862/1819-463x-2020-2-226-232.
Full textAbstract:
The article reveals theoretical approaches to the creation of Soviet school history textbooks of the late 1980s. Despite the achievements of domestic methodologists in the field of theory and practice of a school textbook, the society abandoned the Soviet model of a history textbook. Its crisis is caused by excessive ideologization, dogmatism, one-sided representation of historical events. The article analyzes some aspects of Soviet school history textbooks on the domestic history of the 20th century.
2
Gökçek, Tuba, and Sedef Çelik. "A Meta-Synthesis Study of Research About Mathematic Textbooks." Pegem Eğitim ve Öğretim Dergisi 10, no. 4 (2020): 1247–88. http://dx.doi.org/10.14527/pegegog.2020.038.
Full textAbstract:
This research aimed to investigate studies examining mathematics textbooks in depth. To this end, specific keywords and criteria were entered into Google’s advanced search engine and the Council of Higher Education national thesis center to obtain articles and theses related to mathematics textbooks. The research investigated a total of 114 studies on mathematics textbooks published between 2005 and 2019. The data obtained were firstly subject to a descriptive analysis. A meta-synthesis method was then used to evaluate the studies included in this research. To analyze the objectives of the studies included in this research, we used the theoretical framework developed by Fan, Zhu and Miao (2013) to create an original classification. Results showed that studies examining opinions on mathematics textbooks (41.00%) were less than studies analyzing mathematics textbook (59.00%). Moreover, surveys were found to be the most frequentlyy used data collection tool in studies collecting opinions on mathematics textbooks, with teachers being the most commonly used participants subject to this data collection method. Additionally, the meta-synthesis analysis indicated that studies analyzing mathematics textbooks generally focused on topics specific to mathematics and on a specific section of a textbook (e.g. activities, problems) whereas those investigating opinions on mathematics textbooks concentrated on studies emphasizing the features of mathematical textbooks and the role of textbooks in learning-teaching.
3
Zhang, Xiaodong. "A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer." Journal of Language and Cultural Education 5, no. 1 (2017): 78–102. http://dx.doi.org/10.1515/jolace-2017-0005.
Full textAbstract:
Abstract This paper, from the perspective of language learning as a meaning-making process, presents a critical review of the existing research on how pre-use, in-use, and post-use evaluation has investigated the relationship between English language teaching textbooks’ content and learners’ academic literacy development. The paper shows that previous research on these three types of evaluation examined English language teaching textbooks’ effect on English learners’ academic literacy development in an unprincipled and macro way. The research gap identified in these previous studies calls for an improved textbook evaluation framework that integrates a principled learning theory while simultaneously emphasizing macro-constructs (e.g., context) and micro-linguistic features needed for academic literacy development. To this end, this paper proposes a framework informed by Systemic Functional Linguistics-related constructs (e.g., genre, register, meta-meanings, and lexico-grammar system) to optimize the evaluation of English language teaching textbook content.
4
Mohar, Alenka Kepic. "The Materiality of Textbooks." Logos 30, no. 2 (2019): 26–34. http://dx.doi.org/10.1163/18784712-03002005.
Full textAbstract:
This article discusses changes in the materiality of textbooks by examining several examples of primarily Slovene textbooks from various periods. By focusing on their spread design rather than technical aspects (e.g., length, weight, and format), one may infer that their materiality changed with the development of printing technologies and publishing skills. Based on the assumption that textbook visuality is a field of meaning that requires different bodily movements, postures, and engagement with the physical environment to produce cognitive processing, this article sheds light on how the body adapts to the changed materiality of digital textbooks. Numerous micro-movements in a long string of procedures are required in a digital textbook ecosystem. All the participants should be aware of the different demands and properties of the digital textbook ecosystem. Therefore, further empirical research is needed.
5
Johnston, David James, Selinda Adelle Berg, Karen Pillon, and Mita Williams. "Ease of use and usefulness as measures of student experience in a multi-platform e-textbook pilot." Library Hi Tech 33, no. 1 (2015): 65–82. http://dx.doi.org/10.1108/lht-11-2014-0107.
Full textAbstract:
Purpose – The purpose of this paper is to contribute to the understanding of how students accept and use e-textbooks in higher education by assessing their experiences with e-textbooks from Flat World Knowledge (FWK) and Nelson Education during a two year campus pilot. Design/methodology/approach – Students enrolled in one of 11 classes involved in the library’s e-textbook pilot were recruited to complete an online survey including questions related to the perceived usefulness and perceived ease of use of electronic textbooks, as well as their general habits with the textbook. This study uses the Technology Acceptance Model as a framework for analysis. Findings – Students experienced a drop in enthusiasm for e-textbooks from the beginning to the end of the pilot. While research suggests that students prefer for print over electronic in some contexts, students rarely acted on that preference by seeking out available alternative print options. Student experience with the open/affordable textbook (FWK) was very comparable to that of the high cost commercial text (Nelson). Originality/value – While previous research suggests that students have a general preference for textbooks in print rather than electronic, the study suggests that preference may not dictate the likelihood that students will use print options. Students appear to be willing and able to easily make use of the content and functions in their e-textbooks. Despite overall positive reviews for the e-textbooks, students experienced a drop in enthusiasm for e-textbooks from the beginning to the end of the pilot.
6
Chulkov, Dmitriy, and Jason VanAlstine. "The impact of multiple textbook format availability in business education." Journal of Applied Research in Higher Education 6, no. 1 (2014): 176–86. http://dx.doi.org/10.1108/jarhe-09-2012-0024.
Full textAbstract:
Purpose – Technology is changing the use of textbooks in higher education. The purpose of this paper is to examine the impact of offering multiple textbook formats in the same economics course using textbooks that provided multiple options including new and used printed books, as well as electronic books. Design/methodology/approach – The study is based on a survey conducted in nine sections of introductory economics classes at a public US university. The study took place within the confines of undergraduate courses that offered textbooks with multiple available formats. A survey collected information about the format each student selected, the factors that students considered when choosing the format, and their overall attitudes about their selection at the end of the semester. Demographic information was also recorded. Findings – The paper finds that students selected a variety of textbook options and identified the factors of cost, ease of use, and learning style as most important to their textbook format decision. Students overwhelmingly support the value of offering choice in textbook formats. In examining student selections further, the paper finds that among students that select an electronic textbook, cost is the dominant factor, while students selecting a new printed textbook mention their learning style and ease of use more often. Students that selected a used printed textbook identified cost, ease of use, and the ability to keep the textbook as factors important to them. Originality/value – This study provides evidence on the impact of having multiple textbook format options within the same course. Overall, the results suggest that the student population has diverse preferences and any uniform policy on textbook format selection may not satisfy the needs of all student groups. Furthermore, students themselves recognize the diversity in learning styles and see value in having options in textbook format selection.
7
Sulistiyo, Urip, S. Supiani, Ahmad Kailani, and Reni Puspitasari Dwi Lestariyana. "Infusing moral content into primary school English textbooks: A critical discourse analysis." Indonesian Journal of Applied Linguistics 10, no. 1 (2020): 251–60. http://dx.doi.org/10.17509/ijal.v10i1.25067.
Full textAbstract:
Situated in character-based education, the Indonesian Government mandates all teachers to incorporate moral values into school subjects. Teaching English to young learners (TEYL) is no exception. Little empirical evidence reports how school textbooks (e.g., language textbooks) discursively teach particular values explicitly and implicitly. To validate whether English for young learners (EYL) textbooks teach particular moral values, the present critical discourse study (CDA) reported in this article examines how moral content is discursively infused into EYL textbooks. Framed in Hallidayan Systemic Functional Linguistics (SFL) theory, it looks specifically at how particular moral values are represented in three nationally-adopted EYL textbooks through lexical choices, the representation of images, and selected texts that the textbook writers use to represent their attitudinal discourse. The findings show that the value of helping others is predominantly represented in the textbooks. The other dominant values encapsulated in the textbooks include politeness and caring. We conclude that the textbook writers place greater emphasis on such values as helping others, being polite, and caring in the textbooks in as much as they may want to teach these values at an early age.
8
Jennifer, Jennifer, and Ouda Teda Ena. "Cultural Diversity in the Use of Action Verbs in Indonesian Senior High School English e-Textbooks: A Qualitative Content Analysis." Language Circle: Journal of Language and Literature 14, no. 2 (2020): 211–21. http://dx.doi.org/10.15294/lc.v14i2.23336.
Full textAbstract:
Having a purpose of providing all Indonesian students with cheap but qualified textbooks, the e-textbooks should be culturally inclusive, which are able to make the students engage with the texts, and later be motivated to learn. Ena (2013) and Wulandari (2019) found cultural biases in English e-textbooks for senior high schools in Indonesia, which could demotivate students from certain cultural groups, which were underrepresented or represented unfairly. Thus, aiming to elaborate to what extent diversity is represented in the action verbs of the e-textbooks studied, qualitative content analysis was chosen for this study. The reseachers were the main instruments, followed by categorizations and interraters. The results showed there was ethnicity bias. There was no Melanesian animal subjects using action verbs at all in all the e-textbooks and Melanesian human subjects never dominated any e-textbook, while Foreign subjects, who in reality are less in number than the Melanesian, dominated the e-textbook for grade X. Since there was ethnicity bias in the e-textbooks, all the parties involved in the creation of the e-textbooks should either vary the writer team’s ethnicities or vary the texts’ cultural settings and make them in line with the population rank of ethnicities in Indonesia.
9
Javadi, Yaghoob, and Mozhdeh Tahmasbi. "Application of Sociocultural Identity Theory to Education in EFL Textbooks Development." Theory and Practice in Language Studies 10, no. 5 (2020): 536. http://dx.doi.org/10.17507/tpls.1005.07.
Full textAbstract:
The present study aims to use Sociocultural Identity theory to education with reference to teaching and learning English as a second language in the EFL textbooks development. The findings of this study revealed that there is a need to use the cultural sensitive and context-appropriate materials in the EFL textbooks. It is urgent to teaching materials correspond with the learners’ attitudes, religious opinions and preferences. Because, textbook is not only a commercially accessible reference book which is utilized in a language teaching program, it additionally serves as a significant way to convey political and ideological orientation. Moreover, textbooks decide not only content teaching and learning environments, but also what dominant or valid culture is passed on. Then one goal of textbooks is to serve as a means of facilitating the integration of content about ethnically, racially and culturally diverse individuals. To this end, textbook writers should avoid cultural inequalities and prejudices that learners can absorb in their learning, and have a balanced representation of social / cultural components such as ethnicity, gender, and race.
10
Azodi, Nazli, and Fatemeh Karimi. "ESP Needs Analysis in Iran: The Case of University Students of Medicine." Journal of Studies in Education 7, no. 4 (2017): 54. http://dx.doi.org/10.5296/jse.v7i4.11336.
Full textAbstract:
It is believed that textbooks play the most vital role in the classrooms. A lot of class time is spent on using textbooks, thus choosing the appropriate one requires full considerations. A need analysis is a useful instrument to identify learner’s needs as a prerequisite for effective course design including course books. To this end, this study aims to investigate the foreign language learning needs of Iranian students studying in faculties of medicine. The total number of 113 medicine students participated in the study to answer the prepared questionnaire whose results were compared with 125 other students from different universities with a different textbook. To obtain the desired result, qualitative descriptive analysis was used to evaluate the data. The results indicated that the new textbook fulfills the need of students for their reading and listening skills in general and it is also more satisfying to medicine students. This study could be helpful for medical departments of universities to select their ESP textbooks more carefully.
11
M. Kassem, Hassan. "The Effect of Communication Strategy Instruction on Saudi EFL Learners’ Strategy Use, Speaking Proficiency and Self-Efficacy." Journal for the Study of English Linguistics 7, no. 1 (2019): 21. http://dx.doi.org/10.5296/jsel.v7i1.14649.
Full textAbstract:
The current study investigated the effect of communication strategy instruction on Saudi EFL learners’ strategy use, speaking proficiency and speaking self-efficacy. Two intact classes of EFL freshmen at Thadiq Sciences and Humanities College, Shaqra University, KSA participated in the study in the first semester of the academic year 2018-2019. They were assigned to an experimental group (N = 20) and a control group (N = 19). A speaking test and a speaking self-efficacy questionnaire were administered to the two groups. Students’ oral production and communication strategy use were assessed by independent raters. Independent samples t-tests performed on the pretest mean scores of the two groups showed that they were homogenous in strategy use, speaking proficiency and speaking self-efficacy prior to the treatment. Treatment group students were then taught four communication strategies: circumlocution, approximation, appeal for help, and fillers in the Listening and Speaking 2 (Eng 122) course. The control group received the teaching sequence adopted in the course’s textbook which includes no training on communication strategy. Independent and paired samples t-tests revealed that the treatment group outperformed the control group in all dependent variables, hence supporting the positive effect of communication strategy training on strategy use, speaking proficiency and speaking self-efficacy. Pedagogical implications are offered.
12
Banionis, Juozas. "Known and unknown high mathematics conspectus of the end of the 4th decade of the 20th century: Z. Žemaitis’s “Differential-integral calculation”." Lietuvos matematikos rinkinys, no. 59 (December 20, 2018): 16–19. http://dx.doi.org/10.15388/lmr.b.2018.2.
Full textAbstract:
Zigmas Žemaitis (1884–1969) is the professor who is called the patriarch of Lithuania’s mathematicians, the one who led foundation of science of the Republic of Lithuania of the 16th of February. Z. Žemaitis’s merit is significant in publishing the first textbooks of high mathematics in Lithuanian. The article is aimed at discussing the conditions under which quite forgotten Z. Žemaitis’s textbook “Differential-Integral Calculation” came to existence and its content. The article also considers the importance of the textbook for increasing the role of teaching differential-integral calculations in higher educational institutions in Lithuania.
13
Muhammad Ajmal, Tanzeela Azam, Dr Asifa Qasim,. "The Study of English Curriculum at Secondary Level for Developing Critical Thinking." Psychology and Education Journal 58, no. 1 (2021): 1940–50. http://dx.doi.org/10.17762/pae.v58i1.1047.
Full textAbstract:
The original input of this study involves in creating a critical thinking structure that can be used to explore the elements of critical thinking in the textbooks. The teachers, who are concerned with the improvement of students’ critical thinking skills, can also use this structure as a guideline. This study attempts to find out the extent to which critical thinking has been manifested in the two selected English textbooks, Punjab Textbook Board (PTB) and Oxford Progressive English (OPE) taught at secondary level in different Pakistani schools. It is the text that determines how effectively the critical thinking and knowledge is being developed in the learners. Both critical thinking and knowledge are the need of students at secondary level and these skills are essential for the English Language classrooms. These skills enable the students to learn concepts more thoroughly and without this learning outcome cannot be achieved. The questions given at the end of chapters of English textbooks (PTB) and (OPE) have been qualitatively analyzed. The proposed model of critical thinking used by Janpha Thadphoothon (2005) has been employed in this study. The findings of the content revealed that both text books contained the elements of critical thinking helpful in enhancing the knowledge of the students. The PTB textbook covers 25.37% and OPE covers 43.18% of critical thinking content for the secondary students. The findings revealed that the textbook published by OPE is playing a more significant role in developing critical thinking and enhancing knowledge in the students as compared to the PTB textbook.
14
Abdullah, Abdul Halim, and Bomi Shin. "A COMPARATIVE STUDY OF QUADRILATERALS TOPIC CONTENT IN MATHEMATICS TEXTBOOKS BETWEEN MALAYSIA AND SOUTH KOREA." Journal on Mathematics Education 10, no. 3 (2019): 315–40. http://dx.doi.org/10.22342/jme.10.3.7572.315-340.
Full textAbstract:
This study compares Malaysian and Korean geometry content in mathematics textbooks to help explain the differences that have been found consistently between the achievement levels of Malaysian and South Korean students in the Trends in International Mathematics and Science Study (TIMSS). Studies have shown that the use of textbooks can affect students’ mathematics achievements, especially in the field of geometry. Furthermore, to date, there has been no comparison of geometry content in Malaysian and Korean textbooks. Two textbooks used in the lower secondary education system in Malaysia and South Korea were referred. The topic of quadrilaterals was chosen for comparison, and the topic’s chapter in the South Korean textbook has been translated into English. The findings show four main aspects that distinguish how quadrilaterals are taught between the two countries. These aspects include the composition of quadrilaterals topics, the depth of concept exploration activities, the integration of deductive reasoning in the learning content and the difficulty level of mathematics problems given at the end of the chapter. In this regard, we recommend the Division of Curriculum Development of the Malaysian Ministry of Education reviews the geometry content of mathematics textbook used today to suit the curriculum proven to produce students who excel in international assessments.
15
Ghasedi, Parviz, and Aliye Azizi. "Intercultural Communicative Competence in ELT Textbooks: The Case of Iranian High Schools." International Journal of Comparative Literature and Translation Studies 8, no. 4 (2021): 14. http://dx.doi.org/10.7575/aiac.ijclts.v.8n.4p.14.
Full textAbstract:
The major aim of the current study was investigating the extent to which the content of ELT textbooks used in Iranian high schools boosts language learners’ intercultural communicative competence. To this end, an in depth content analysis of Vision 1, Vision 2, and Vision 3 were done based on Hillard’s (2014) model in four phases. The results of statistical analysis indicated that the cultural topics covered in Vision Series were limited. Besides, most of the aural or written sentences and pictures were culture free. The textbooks contained no multicultural comparison and the authors used mono-perspective style in writing the texts, activities, dialogues, and exercises. Moreover, the series presented no information regarding historical backgrounds of the target culture. The findings of the study can be of great help for material developers and textbook writers. Also, the results make teachers and learners aware of the cultural content of the textbook.
16
Griggs, Richard A., and Sherri L. Jackson. "Studying Open Versus Traditional Textbook Effects on Students’ Course Performance." Teaching of Psychology 44, no. 4 (2017): 306–12. http://dx.doi.org/10.1177/0098628317727641.
Full textAbstract:
To combat the high cost of textbooks, open (digitally free) textbooks have recently entered the textbook market. Griggs and Jackson (2017) reviewed the open introductory psychology textbooks presently available to provide interested teachers with essential information about these texts and how they compare with traditional (commercial) introductory textbooks. They did not, however, include any discussion of the research that has examined the effects of open introductory psychology textbooks and other open educational resources versus traditional introductory textbooks on students’ course performance (e.g., course grades). The present study provides a review of this research. The review indicated that no firm conclusions can be drawn not just because there are a limited number of studies with seemingly conflicting findings but more importantly because of numerous uncontrolled relevant variables in all of the studies. To aid researchers who want to conduct future studies on this topic and reviewers who will evaluate these studies, we discuss these variables and the control issues they create.
17
Şahin, Vedat, and Ziya İnce. "The Use of the High School 12th-Grade Geography Textbook by Students in Turkey." Journal of Education and Training Studies 7, no. 1 (2018): 140. http://dx.doi.org/10.11114/jets.v7i1.3777.
Full textAbstract:
Textbooks are one of the most used teaching materials for attaining educational goals in secondary education institutions. Textbooks still maintain their importance at the present time, when a lot of technological developments are taking place. It is important to evaluate textbooks, which also play an important part in geography education, from the perspective of students who have just completed their high school education. To this end, the purpose of this study is to determine to what extent the geography textbook is used by high school 12th graders in their classes. The study employs the mixed research model. A Likert-type survey composed of ten questions and five variables was prepared by obtaining expert opinion. The Cronbach’s alpha coefficient of the survey was found to be 0.761. At the end of the survey, an open-ended question was addressed to the students. The study was conducted on the newly enrolled first-grade students of four verbal departments of Namık Kemal University Faculty of Arts and Sciences in the 2018-2019 academic year. The data obtained from the student survey are presented in tables along with frequency and percentage values.The students’ responses to the five-variable, ten-question Likert-type survey prepared by the researchers imply that students do not frequently use the geography textbook when they are in the 12th grade, especially in the process of preparing for the university entrance exam.
18
Patil, Swarali. "Hegemonic Past: Exclusion of Subaltern Histories in NCERT Textbooks." ANTYAJAA: Indian Journal of Women and Social Change 5, no. 1 (2020): 9–21. http://dx.doi.org/10.1177/2455632719880622.
Full textAbstract:
History textbooks are always a site of contestation. Therefore, present political struggles for maintaining hegemony or overthrowing it play on the site of history. History as discipline has always been dominated by androcentric values. Therefore, feminist historiography was emerged which not only criticized existing androcentric historiographies but suggested new ways to do history. This article tries to analyze inclusions and exclusions within history textbooks. In the first part of the article I will try to analyze why certain histories never became part of the textbook and what are the sources that are used to write history. In this article I will analyze VIII standard NCERT history textbooks in India (Central level Government textbooks) through caste and gender lenses. In 2005 the theme of NCERT History textbooks changed from ‘our past’ (singular) to ‘our pasts’ (plural). However, this change does not reflect in the content of the textbook. I am using content analysis as a method to analyze pictures and texts. I will also try to contextualize the text within time and space. The exclusion and inclusion of history in the textbooks depends on the contemporary caste, patriarchal hegemony in our society. The dominant mainstream history has become part of these textbooks, but subaltern history is excluded from it. In this article I will also talk about the Dalit histories, Dalit women histories and tribal histories which are silenced as ‘other’ and remained part of counterculture but did not become part of these mainstream textbooks. In the later part of the article, I will try to look in what way the histories are altered to fit in a particular framework especially the histories of subalterns. At the end I will focus on how textbooks always build the idea of hegemonic nation and nationalism in students mind. Therefore, through this article I will analyze the ways through which the ‘other’ is being silenced in history textbooks.
19
Simamora, Benget. "KAJIAN TERHADAP MANAJEMEN PENULISAN DAN PENERBITAN BUKU TEKS PELAJARAN KURIKULUM 2013." Jurnal Ilmiah Publipreneur 2, no. 1 (2014): 1–14. http://dx.doi.org/10.46961/jip.v2i1.121.
Full textAbstract:
This research aims at exploring the management of writing and publishing the school textbooks in Curicullum 2013. Data are collected through interviews, observation, and documentation. Respondents in this reseach are the authors, editors, book designers, layouters, and illustrators of Curriculum 2013. The method used in this research is a qualitative method. Data are analyzed using a descriptive-qualitative analysis technique. This research can be used as inputs to address problems manuscript textbook procurement associated with Curicullum 2013, particularly in an effort to improve the quality of school textbooks of elementary, junior high or high school. The end result of this research is that the management of writing and publishing school textbooks in Curicullum 2013 have some problems, for instance there is standard operating procedures in writing and designing.
20
Stokes, Leonard, Joseph L. Rosetti, and Michelle King. "Form Over Substance: Learning Objectives In The Business Core." Contemporary Issues in Education Research (CIER) 3, no. 11 (2010): 11. http://dx.doi.org/10.19030/cier.v3i11.242.
Full textAbstract:
While members of the business faculty community have been advocating active learning in the classroom, it appears that textbooks encourage learning from a passive perspective. A review of learning objectives from 16 textbooks used in Financial Accounting, Managerial Accounting, Finance, and Marketing demonstrates a focus on basically the same set of primary verbs at a low cognitive level. These low cognitive level verbs differ in substance from the expectations contained in the end-of-the-chapter materials. In a world of assessment, the authors are concerned that the textbook learning objectives seem to focus on the form of technical content and not the substance of student learning.
21
Koster, Dietha, and Chiara Iding. "Van typiste naar ingenieur?" Dutch Journal of Applied Linguistics 8, no. 2 (2019): 248–69. http://dx.doi.org/10.1075/dujal.18014.kos.
Full textAbstract:
Abstract Studies on English language learning materials indicate that women are underrepresented and often appear in low-status professions, though gender equality increases within the last decade (Sunderland, 2015). To what degree does this finding apply for textbooks for learners of Dutch as a Second Language (DSL)? To our knowledge, there are no studies into gender and profession in DSL materials. Dutch however, constitutes an interesting case as both female, male and ‘gender neutral’ professional role nouns exist, while their use is not formally regulated. We systematically analyzed textual and pictorial representations of female and male professionals in textbook chapters about work in fifteen DSL textbooks published within the last 50 years. We drew on quantitative (e.g., number of fe/male and ‘gender neutral’ professional names; instances of male generics and firstness; number of depicted wo/men) and qualitative (e.g., nature of the most frequent professional names; categorization of textbook images) methods to do so. Results show that women are not underrepresented in dialogues and pictures, but that dialogue themes are unequally divided over women and men. Moreover, women are backgrounded through male generics and male firstness and female professional names appear less frequently than male names. Women are also described in gender typical roles, whereas men are not. This holds for both older (1974–2009) and recent textbooks (2011–2017). Overall, more ‘gender neutral’ nouns refer to men in the corpus, but they are used more frequently to refer to women within the last decade. Future studies should address the present theme from psycholinguistic and classroom discourse perspectives and consider additional analytical domains (e.g. chapters about family) and foci (e.g. analyses of verbs associated with wo/men). We discuss pedagogical implications (e.g., screen materials for male firstness; describe women in a greater variety of roles; reverse gender roles in class) for those with concern for gender equality in language education.
22
Głowińska, Beata. "“The Bravo Boys” Band versus Mozart: the Issue of Cultural Message in Contemporary German Language Textbooks." Respectus Philologicus, no. 38(43) (October 19, 2020): 230–39. http://dx.doi.org/10.15388/respectus.2020.38.43.70.
Full textAbstract:
Wolfgang Amadeus Mozart had to give way to The Bravo Boys music band. This is what the authors of the textbook entitled Ping Pong 1 and Ping Pong neu 2 have decided to do in the current edition of their book. So, they decided to replace its contents concerning the Composer himself and other representatives of classical music with the report from the concert of the BB. The article attempts to determine who, what characters from the real world populate in contemporary German textbooks, what cultural content it has and whether or not it conforms with the core curriculum standards of the Polish education system. To this end, selected German language textbooks have been analyzed along with the practice material offered by them. The authors of examined textbooks have almost completely abandoned depicting representatives of high culture, of German culture. They have been replaced with representatives of mass culture: mainly models, actors, athletes as well as politicians. Their common feature is the fact that they are universally known: the majority are celebrities while some of them are scandalists. The fact that these persons can be easily recognized seems to increase the students’ learning involvement, but it cannot constitute the only criterion of such selection. The article stresses the responsibility of textbook authors for the quality of cultural message addressed to children and teenagers.
23
Nigrini, Mark J. "The Implications of the Similarity between Fraud Numbers and the Numbers in Financial Accounting Textbooks and Test Banks." Journal of Forensic Accounting Research 1, no. 1 (2016): A1—A26. http://dx.doi.org/10.2308/jfar-51465.
Full textAbstract:
ABSTRACT Accounting students learn financial accounting through examples. The examples in accounting textbooks, and the exam questions in the test banks, use round numbers excessively. After graduation, these individuals could be asked to audit client journal entries and to scan transactions to identify unusual items. They will be expected to realize that, in this context, those familiar round numbers are now red flags for fraud. This study reviews the auditing standards and the authoritative practice aids that state that inappropriate journal entries have characteristics that include round numbers and consistent ending digits. Four fraud schemes in which the investigation of the round numbers would have uncovered the frauds are then described. The realism of the numbers in accounting textbooks and test banks is then evaluated using Benford's Law, their round number frequencies, and their number duplications. This analysis finds that the first digits of the textbook numbers conform to Benford's Law, but the second digits do not. It also finds that textbooks frequently use numbers that are both large and round. The concluding discussion explains why round numbers might be used so often in accounting textbooks and includes recommendations aimed at remedying the round-number conundrum. Data Availability: The datasets were created by manually entering the textbook and test bank numbers into several spreadsheets. Each record in the final database includes the dollar amount, the chapter number, the page number, and a chapter-body or end-of-chapter-material indicator. The author will consider requests to share the data.
24
CESUR, Kürşat, and Narin ÖZİŞLER. "Evaluation of EFL Textbook ‘Traveller Elementary’ from the Perspectives of Instructors and University Students." International Journal of Language and Literary Studies 1, no. 2 (2019): 1–16. http://dx.doi.org/10.36892/ijlls.v1i2.46.
Full textAbstract:
Undoubtedly, foreign language teaching intends to make students obtain the required competence so as to get the linguistic knowledge needed in a foreign language. With this respect, a textbook should supply to the users as much as possible, be satisfactory to fit into the syllabus, and meet all the needs and expectations of the students during the learning process in order to achieve required targets in foreign language learning. Particularly in English Language Teaching, textbooks as the basic instructional materials are expected to build learners’ four skills that are speaking, listening, reading and writing. Depending on this basic assumption, this study attempts to get in-depth evaluation of the textbook in terms of methodology and language content, language skills, practicality, topic, social and cultural values by taking into consideration university first year students and their instructors’ evaluations, observations, beliefs, and suggestions on the textbook. From the students’ perspectives, results reveal that the textbook is moderately efficient in terms of methodology and language content, language skills, practicality, topic, social and cultural values; however, instructors find some parts of the textbook weak; especially some aspects of language skills, practicality, social and cultural values. As a result, the textbook is neither completely insufficient nor perfectly adequate. At the end of the study some suggestions for instructors and material writers are provided.
25
Boonen, Ute K., Sabine Jentges, and Tina Konrad. "Lehrmaterialangebot für den schulischen Nachbarsprachenunterricht. Ein deutsch-niederländischer Vergleich." Glottodidactica. An International Journal of Applied Linguistics 45, no. 1 (2018): 7–26. http://dx.doi.org/10.14746/gl.2018.45.1.01.
Full textAbstract:
This paper discusses the differences between teaching Dutch in Germany and German in the Netherlands, while considering the challenges teachers are confronted with, e.g. the lack of appropriate textbooks. In particular, the composition and method of some textbooks for Dutch and German are presented and evaluated with regard to their practicality in the classroom. It is striking that textbooks for German are written in Dutch, and that pupils even have to work out tasks in Dutch and not in the target language, while there is merely one textbook in Germany for school-based teaching, lacking a consideration of school types, age groups, and prior knowledge. Even though the conditions of neighbouring language teaching are particularly diverse, teachers on both sides are in urgent need of more innovative and improved teaching material which ensures that pupils are able to develop and improve their language skills, as well as their intercultural competences.
26
Anshori, Dadang. "KONSTRUKSI IDENTITAS BUDAYA KEINDONESIAAN DALAM WACANA BUKU TEKS SEKOLAH DASAR." Jurnal Pendidikan Bahasa dan Sastra 16, no. 2 (2016): 161. http://dx.doi.org/10.17509/bs_jpbsp.v16i2.4479.
Full textAbstract:
AbstractThe objectives of research are identified the Indonesia culture identity constructed in primary schools textbooks with curriculum 2013. The Indonesia culture identity was very important while considering social conflict today very apraid and doing in every social life dimention. The conflict was become between scholar social community also unscholar social community with be at the bottom of variation. The study used text content analysis through words and sentence as based analysis. The analysis of data are discourse of textbooks grade one primary schools amounted four theme. The research finding that textbooks represented Indonesia culture identity in all activity and the action has doing by the stories actor which are cheave to each action as well setting as planning of writer textbooks. The language used as Indonesia identity representation described in words and sentence or discourse as well depicted identity. The Indoensia culture identity has description e.g. religious identity, humanism, socialism, sportive, toleration, works in together, discipline, optimist, and rational. The ideology has making in textbooks based on ideology reliogius, social-humanism ideology, toleration-pluralism ideology, and independenty ideology.Keywords: contruction, grammar, identity, ideology, discourse, textbook
27
Qomaruzzaman, Bambang. "Religious Inclusivity in Islamic Education Course Book of the 2013 Curriculum." MADANIA: JURNAL KAJIAN KEISLAMAN 22, no. 2 (2018): 195. http://dx.doi.org/10.29300/madania.v22i2.1281.
Full textAbstract:
A survey of Center for the Study of Islam and Society (PPIM) in 2017 states that Islamic Education course is one of the triggers for the rise of intolerant attitudes and thoughts in the younger generation of Indonesian Muslims. This background encourages this paper to examine the content of tolerance in Islamic Education textbook of the 2013 curriculum. This study is a library research using Fairclough’s Critical Discourse method for senior high school’s Islamic Education textbooks of X, XI, and XII grade. The results of the study show that, (1) the general framework of the 2013 curriculum is oriented towards building an inclusive generation of young Muslims, but the textbooks are ambiguous, (2) the discourse battle between substantive Islam and Islamism in the curriculum causes ambiguity in the textbooks, and (3) the book’s producers are not official institution of Islam, therefore the course’s teaching material is personal, as the author’s personal opinion. Implementation and limitation of papers are presented at the end of this paper.
28
Rauter, Branislav. "Kitarske šole slovenskih avtorjev od Adolfa Gröbminga do Stanka Preka / Guitar Schools by Slovenian Authors from Adolf Gröbming to Stanko Prek." Glasbenopedagoški zbornik Akademije za glasbo ◆ The Journal of Music Education of the Academy of Music in Ljubljana 16, no. 33 (2021): 109–30. http://dx.doi.org/10.26493/2712-3987.16(33)109-130.
Full textAbstract:
The main purpose of the article is to present textbooks for guitar written by Slovenian authors and published between 1925 and 1950. With basic instructions for playing in Slovenian and mostly domestic musical examples they satisfied the needs of selftaught people for the basics of guitar technique and chordal accompaniment to singing. The first textbooks were entitled Kitarska šola (Guitar School), the basic problems of the guitar playing were treated comprehensively and as such did not envisage continuation. In addition to the basics of the guitar playing, they also included music theory, which was essential for self-taught people without prior musical knowledge, as this was the only way they could follow the practical instructions for playing according to the musical notation. With the reintroduction of guitar teaching into public music education, textbooks were created from the end of the 1960s, entitled Začetnica za kitaro (The Textbook for Beginners) with sequels, and followed the guidelines and development of public music education.
29
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.
Full textAbstract:
<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>
30
Minelli-de-Oliveira, Janaina, Mar Camacho-i-Martí, and Mercè Gisbert-Cervera. "Exploring student and teacher perception of E-textbooks in a Primary School." Comunicar 21, no. 42 (2014): 87–95. http://dx.doi.org/10.3916/c42-2014-08.
Full textAbstract:
The potential of technology in digital society offers multiple possibilities for learning. E-books constitute one of the technologies to which great attention has to be paid. This article presents a case study on the perceptions held by a teacher and his students on the use of e-textbooks in a Primary education classroom. It examines students’ meaning-making practices and the perceptions that teachers and students have towards their engagement in learning activities in this context. In the analysis of the data generated, the classroom is considered a multimodal learning space, where virtual, physical and cognitive environments overlap, allowing students to negotiate meaning across multiple contexts and reflect upon it. Results show that e-textbook users’ perceptions greatly depend on the institutional culture in which they are embedded. While the adoption of e-textbooks does not necessarily mean a transition from traditional textbooks to e-textbooks, students and teachers may develop a more demanding range of criteria which must be met by e-textbook providers. By doing this, e-books become a real alternative to free internet resources. Although e-textbooks favor a communicatively active style of learning, there are still real challenges to be overcome by publishers so that e-textbooks do not become the next forgotten fad. El potencial que posee la tecnología en el marco de una sociedad digitalizada supone también múltiples oportunidades para el aprendizaje. Los libros electrónicos constituyen una de esas tecnologías a las que hay que prestar especial atención. En este artículo se presenta un estudio de caso sobre la percepción de un profesor y sus estudiantes sobre el uso de un libro de texto electrónico en un aula de Educación Primaria. Se examinan prácticas de construcción de significado y actitudes mientras se realizan actividades con un libro de texto electrónico. El aula se considera como un espacio de aprendizaje multimodal en el que se solapan entornos como el virtual, el físico y el cognitivo. Los estudiantes negocian significados en múltiples contextos, reflexionando durante el proceso. Los resultados demuestran que la percepción de los usuarios de los libros de texto electrónicos depende de la cultura institucional en la que están inmersos. Cuando su adopción no significa una transición de los libros de texto tradicionales a los libros de texto electrónicos, existe una gama más exigente de criterios a fin de que puedan convertirse en una alternativa real a los recursos disponibles en Internet. Pese a que los libros de texto electrónicos favorecen un estilo activo y comunicativo de aprendizaje, aún existen desafíos reales que las editoriales deben superar para que el libro de texto electrónico no se convierta en una moda pasajera.
31
Zhabko, Elena D. "Modern Educational Literature: The New Textbook on Management of Library and Information Activity." Bibliotekovedenie [Russian Journal of Library Science] 70, no. 3 (2021): 331–35. http://dx.doi.org/10.25281/0869-608x-2021-70-3-331-335.
Full textAbstract:
The article presents review of the textbook for bachelors “Management of library and information activity”. The author analyses the structure of the book and highlights the content of seven chapters. The article describes educational, scientific and practical significance of the publication. The book was published in early 2021 in the publishing house “Profession” as part of the publishing project on series of textbooks on basic academic disciplines for sectoral bachelorʼs degree course. The textbook is prepared by specialists of universities of culture and national, federal and scientific libraries. The basis of the publication is the marketing concept of management, considered in the context of priority areas of sectoral management. The textbook describes theoretical, legal, functional, technological and economic foundations of management of information and library activity and characterizes its areas. The author highlights the issues of personnel management and also considers the role of the head of library institution. At the end of each chapter, the textbook presents the summary, the questions for self-checking of knowledge learning, as well as the lists of the main publications on the topic. The textbook contains the subject index. In the text, there are graphically revealed the key concepts, using tables, graphs and figures. The textbook includes previously unpublished analytical material by I.M. Suslova “Evolution of approaches to library management”. The appendices contain provisions on the trends in libraries activity, as well as organizational and legal documents that can be used to develop their own local documents in specific cultural institutions. The textbook presents the material, taking into account the achievements of the modern level of domestic library science. The publication will be useful for both students and library specialists. The book makes significant contribution to the development of modern educational literature in the profile discipline and helps students learn the course “Management of library and information activity”.
32
Gilbert, Daniel R. "Propaganda, Trusteeship, and Artifact: Locating a New Place for the Management Textbook." Journal of Management Education 27, no. 6 (2003): 730–33. http://dx.doi.org/10.1177/1052562903257943.
Full textAbstract:
Whether or not the management textbook qualifies as ideology and as propaganda has important implications for where the study of management can be located in an undergraduate college curriculum. This article contains a sketch of one way to use the concept of management practice as the focal point for an undergraduate course about pluralism in American society. In such a course, the study of management practice is not an end in itself but rather becomes a means to an end in each student’s quest to find an intellectual voice. This kind of critical study of management practice is enhanced by the way that Cameron, Ireland, Lussier, New, and Robbins sidestep the question of management textbooks as propaganda.
33
Samuelson, Paul A. "Credo of a Lucky Textbook Author." Journal of Economic Perspectives 11, no. 2 (1997): 153–60. http://dx.doi.org/10.1257/jep.11.2.153.
Full textAbstract:
At war's end, introductory economics textbooks were overdue for a revolutionary advance. Change conspired to tempt the author to bring to the beginning course the rudiments of Keynesian macroeconomics. The impact was explosive. In reaction to criticisms of the subsequent evolutionary revisions, the author here describes the transition beyond the 1936 Model T General Theory paradigm from the standpoint of advances on the frontier, at the same time correcting erroneous claims about the saving process. Finally, he tells the tales of rightist censorship of Lorie Tarshis's 1947 pioneering Keynesian textbook and of later thunder from the left.
34
Gil, Kook-Hee, Heather Marsden, and Melinda Whong. "The meaning of negation in the second language classroom: Evidence from ‘any’." Language Teaching Research 23, no. 2 (2017): 218–36. http://dx.doi.org/10.1177/1362168817740144.
Full textAbstract:
This article brings together an experimental study involving L2 knowledge of negation in English and an analysis of how English language textbooks treat negation, in order to consider whether textbook explanations of negation could better exploit linguistic insights into negation. We focus on the English negative polarity item any, whose distribution is contingent on negation, whether through the explicit negator not or through lexical semantic negators (e.g. hardly). Our experiment compares Chinese-speaking learners with existing data from Arabic-speaking learners, finding lower accuracy on any with lexical semantic negators in both groups. Our textbook analysis reveals an approach to negation that is limited to form, focusing on the explicit negator not without explicit treatment of other types of negation. We propose that emphasizing the meaning of negation, with explicit treatment of the full range of negative forms could facilitate more complete acquisition across a range of grammatical properties where negation plays a role.
35
Kaija, Inga, and Inga Laizāne. "„Latviešu valoda zobārstniecības studentiem” – pirmā latviešu valodas kā svešvalodas mācību grāmata zobārstniecības studentiem." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 87–101. http://dx.doi.org/10.37384/va.2020.16.087.
Full textAbstract:
Latvian as a foreign language is being learned both inside and outside Latvia. It is done in higher education institutions as well as various group language classes and individual lessons. The goals of learners range from professional and research-driven needs to personal interests. A significant part of Latvian language learners in Latvia are international students who study in higher education institutions in Latvia. Those are not exclusively exchange students. There is a considerable number of international students who study full-time academic programs in universities of Latvia. The first adult-oriented textbook of Latvian as a foreign language came out in 1960s. Since then, quite a lot of various learning materials have been created with 11 intermediary languages. However, the contents of almost all textbooks are targeted to people who have either a general or philological interest in Latvian, because in the higher education institutions outside Latvia, Latvian is often learned for research purposes as a part of philology studies. The authors of the present paper – Inga Kaija and Inga Laizāne – teach Latvian to international students who study dentistry at Riga Stradiņš University in Latvia. These students have a specific goal when learning Latvian, namely, they have to be able to communicate to their patients in Latvian, which is using the language in a professional environment. The pre-existing textbooks are not suitable for reaching this goal in a relatively short time. Thus, a new textbook had to be created to support the learners’ needs. The textbook “Latvian for dentistry students” has been created to support acquisition of the basics of Latvian with the purpose of enabling a conversation between a dentist and a patient. The needs of the language learners have been acknowledged by employing the communicative approach but also including explanations on grammatical topics. A grammar overview is included in the end of the book. It could be useful for any adult learner of Latvian as a foreign language as well as teachers. Its target user is the practically, rather than academically inclined learner. This kind of grammar overview has not been included in any textbooks of Latvian before.
36
Dilley, Steve, and Nicholas Tafacory. "Damned if You Do and Damned if You Don't." Communications of the Blyth Institute 1, no. 2 (2019): 37–70. http://dx.doi.org/10.33014/issn.2640-5652.1.2.dilley.1.
Full textAbstract:
We argue that a number of biology (and evolution) textbooks face a crippling dilemma. On the one hand, significant difficulties arise if textbooks include theological claims in their case for evolution. (Such claims include, for example, ‘God would never design a suboptimal panda’s thumb, but an imperfect structure is just what we’d expect on natural selection.’) On the other hand, significant difficulties arise if textbooks exclude theological claims in their case for evolution. So, whether textbooks include or exclude theological claims, they face debilitating problems. We attempt to establish this thesis by examining 32 biology (and evolution) textbooks, including the Big 12—that is, the top four in each of the key undergraduate categories (biology majors, non-majors, and evolution courses). In Section 2 of our article, we analyze three specific types of theology these texts use to justify evolutionary theory. We argue that all face significant difficulties. In Section 3, we step back from concrete cases and, instead, explore broader problems created by having theology in general in biology textbooks. We argue that the presence of theology—of whatever kind—comes at a significant cost, one that some textbook authors are likely unwilling to pay. In Section 4, we consider the alternative: Why not simply get rid of theology? Why not just ignore it? In reply, we marshal a range of arguments why avoiding God-talk raises troubles of its own. Finally, in Section 5, we bring together the collective arguments in Sections 2-4 to argue that biology textbooks face an intractable dilemma. We underscore this difficulty by examining a common approach that some textbooks use to solve this predicament. We argue that this approach turns out to be incoherent and self-serving. The poor performance of textbooks on this point highlights just how deep the difficulty is. In the end, the overall dilemma remains.
37
Marshall, Jennings B., and Charles M. Carson. "A Preliminary Blooms Taxonomy Assessment Of End-Of-Chapter Problems In Business School Textbooks." American Journal of Business Education (AJBE) 1, no. 2 (2008): 71–78. http://dx.doi.org/10.19030/ajbe.v1i2.4625.
Full textAbstract:
This article examines textbook problems used in a sampling of some of the most common core courses found in schools of business to ascertain what level of learning, as defined by Blooms Taxonomy, is required to provide a correct answer. A set of working definitions based on Blooms Taxonomy (Bloom & Krathwohl, 1956) was developed for the six different levels of the taxonomy. Because the course credit model relies so heavily on textbooks, the end of chapter problems for a leading text book in eight traditional business disciplines were evaluated. The initial findings indicate that the vast majority of end of chapter problems examined only required students to function at Level 1 (Knowledge) or Level 2 (Comprehension). While preliminary in nature, these data suggest the need for the use of other methods to challenge the student to think on higher cognitive levels.
38
Chmura-Rutkowska, Iwona, Edyta Głowacka-Sobiech, and Izabela Skórzyńska. "Unworthy of History? On the Absence and Stereotypical Images of Women Scientists in Light of the Historical Narrative in Middle and Secondary School Textbooks." Studia Edukacyjne, no. 53 (June 15, 2019): 117–42. http://dx.doi.org/10.14746/se.2019.53.8.
Full textAbstract:
Our research project “Unworthy of History” focuses on discussing the historical narrative in Polishhistory textbooks that are used in teaching history at the middle school level. The aim is to analyze and describe ways of thinking about as well as presenting the role and place of women and men in history in schools. Research shows that women are portrayed in textbooks as playing a less important role than men – they are almost non-existent in public life. “(...) what is male is universal. What is female is accidental and secondary”. The few women that are mentioned in these textbooks are portrayed in traditional roles, usually family roles, and in those contexts and spheres of life that are culturally considered to be typically feminine. Women are not only under-represented in history textbooks; also, informationabout them is often distorted or simply untrue. The topic of the (in)equality between women and men as well as the history of women’s emancipation movements, which are related to the empowerment of half of humanity, is not considered worthy to be presented in Polish textbooks. Our presentation and study focused on the absence and stereotypical representations of women scientists in Polish history textbooks. The results reveal that although women could be as creative and hard working as men – not exclusively in the fields traditionally associated with women (e.g. Josephine Cochran invented the dishwasher in 1872, and Marion Donovan – disposable diapers in 1950) butalso in those associated with men (e.g. Mary Anderson created windshield wipers in 1903 and Grace Murray found the first computer bug in 1947) – their contribution to the development of societies is marginalised, trivialised or totally omitted by the authors Polish history textbooks. In every textbook analysed, men make up over 90% of characters introduced by name although they were not necessarily widely known. On the other hand, women who achieved professional success in science, art or social development get ignored.
39
LoPresto, James C. "The Paperless Astronomy Classroom." International Astronomical Union Colloquium 105 (1990): 186–88. http://dx.doi.org/10.1017/s025292110008670x.
Full textAbstract:
The “Paperless Astronomy Classroom” was instituted at Edinboro University of Pennsylvania in the fall semester of the 1985–1986 academic year.The goal of this endeavor was to teach an elementary and some advanced astronomy courses “on line” with the use of multiple terminals supported by a Digital VAX 11/785. Currently the system used is a clustered VAX system using two VAX 11/785’s and one VAX 8550.The procedure of the “paperless classroom” eliminates the need for the transfer of paper between professor and students (homework, exams, supplementary handouts) in the first phase and eliminates the need for a textbook in the second phase.An equally important goal is to provide additional enhancement for the student that may not be convenient or easily available from a textbook and the traditional classroom. Such an enhancement is series of large data bases, some of which can be the small data bases that traditionally appear in the appendices of textbooks. Another example might be a data base of graphs and charts (e.g., H-R diagrams, periodic table, abundance tables and graphs, binding energy curves, etc.).
40
Božic, Zoran. "The Topic of Mining in Secondary School Literature Textbooks from 1850 to 1950." Studies in English Language Teaching 6, no. 3 (2018): 233. http://dx.doi.org/10.22158/selt.v6n3p233.
Full textAbstract:
<p><em>During the first century of secondary school literature textbook publishing (from the introduction of Slovenian language as a school subject after the March Revolution in the Austrian Empire to the first Five-Year Plan after World War II) over a hundred texts featuring the topic of mining and related activities were included. The first writings have a clearly affirmative attitude towards mining, perceived and presented as a way of promoting general prosperity. The first mentions of the negative aspects of mining and the deceptive folly of coveting precious mineral resources appear towards the end of the 19th century. Only during the interwar period, however, were there various texts which presented mining as an inhumane and dangerous activity. After World War II the approach was again optimistic: in central literature textbooks mining was depicted as the glorification of socialist progress. Relevant texts were published in eight series of textbooks, the first as early as in the Bleiweis series for lower secondary schools in 1850 and the last in the ethnic Slovenian Beli?i? series of textbooks in 1947. The discovery of mercury in the Idrija mine was described by Valvazor, Kastelic, Hrovat and Oblak</em><em>.</em></p>
41
Nakayama, Shusaku. "Do EFL Textbooks in Japan Cause Lexical Priming?" JALT Postconference Publication 2019, no. 1 (2020): 273. http://dx.doi.org/10.37546/jaltpcp2019-32.
Full textAbstract:
The question of whether or not government-approved Japanese EFL textbooks lead Japanese learners of English to have a false impression regarding stative verbs is explored in this research. To this end, three kinds of language data are analyzed: the Corpus of Contemporary American English (COCA), a textbook corpus sourced from all the government-approved textbooks for junior high students, and test results from 189 junior high students. Comparing a textbook corpus with the COCA corpus suggests that textbooks do not adequately reflect language patterns occurring in American English. Stative verb usage by learners is compared with that in textbooks, revealing that the longer learners are exposed to textbooks, the better their knowledge mirrors the contents of the textbooks; however, this correlation does not necessarily mean learner language development. Research findings attest that Japanese EFL textbooks treat stative verbs in a way that differs from real world usage, negatively affecting learners’ language development. 本研究では、日本で使われている英語検定教科書が日本人英語学習者による状態動詞の使用に対して、誤った解釈を与えているかどうかを検証する。これはCOCAコーパス、教科書コーパス、そして189名の中学生に実施されたテスト結果の比較・対照によって導かれる。教科書コーパスとCOCAコーパスの比較により、教科書がCOCAコーパスにおける言語使用を反映しきれていないことを明らかにする。テスト結果と教科書コーパスの比較により、学習者が教科書を使用するにつれ、その知識はより教科書内容を反映したものになることを明らかにする。本研究で明らかにされる学習者知識と教科書内容の相関関係は、学習者言語の発達を意味しているわけではない。これらの結果から、教科書と実際の言語使用との違いが学習者に否定的な影響を与える可能性があることを主張する。
42
Kim, Kyung Suk. "Direction-giving Interactions in Korean High School English Textbooks." ITL - International Journal of Applied Linguistics 137-138 (January 1, 2002): 165–79. http://dx.doi.org/10.1075/itl.137-138.01kim.
Full textAbstract:
Abstract This paper investigates the authenticity of conversational texts, particularly direction-giving interactions in Korean high school English textbooks. Previous studies (e.g., PEARSON & LEE 1992; SCOTTON & BERNSTEN 1986) of natural conversations of direction-giving have shown that the structure of native speakers' direction-giving turns is highly formulaic. They are composed of four main moves: 'insertion sequence' (SCHEGLOFF 1972), a set of directions, pre-closing, and closing. In addition, realizations of the moves were very much uniform across the studies. The study demonstrates that 7 7 direction-giving interactions of the textbooks fall short of the features of authentic direction-giving. Specifically, the moves before or after a set of directions are usually not included, especially insertion sequence and pre-closing. Also, the forms of directives in a sequence of directions are more in favor of bald imperative than in naturalistic data. It is argued that in order to help language learners be better equipped to function outside the classroom, textbook conversations should reflect not the authors’ introspection but naturally occurring conversations.
43
Averintseva-Klisch, Maria, Doreen Bryant, and Corinna Peschel. "Referenzielle Kohärenz: Diskrepanz zwischen Theorie und Vermittlung." Linguistik Online 100, no. 7 (2019): 19–64. http://dx.doi.org/10.13092/lo.100.6012.
Full textAbstract:
Secondary school graduates are expected to write coherent texts for their respective occupations and other purposes later in life. Schooling should therefore prepare them adequately for this. It is thus paradoxical that textbooks for German provide pupils with very few explicit didactic instructions on how to write coherent texts. This applies in particular to referential coherence.
 Our article aims to contribute to the appropriate teaching of referential coherence in its complexity. To this end, first, the functions and the actual forms of referential means are examined in detail, from which the requirements for classroom instruction are derived. Next, textbook excerpts are examined to see whether and to what extent they meet these requirements.
 Our analysis shows that the way coherence is dealt with in textbooks is far from matching either linguistic or didactic demands. Very little attention is paid to form-function relationships. In some cases, tasks are even designed in such a manner that they lead pupils in the wrong direction and are thus counterproductive for the development of suitable writing or text skills.
44
Croteau, Emily. "Measures of student success with textbook transformations: the Affordable Learning Georgia Initiative." Open Praxis 9, no. 1 (2017): 93. http://dx.doi.org/10.5944/openpraxis.9.1.505.
Full textAbstract:
In 2014, the state of Georgia’s budget supported a University System of Georgia (USG) initiative: Affordable Learning Georgia (ALG). The initiative was implemented via Textbook Transformation Grants, which provided grants to USG faculty, libraries and librarians, and institutions to “transform their use of textbooks and other learning materials into using lower cost options”, in other words to use open educational resources (OER) in lieu of a traditional bound textbook. The Round One Textbook Transformation Grants have already shown to be successful in that they saved students approximately $760,000. What is not known, is the collective impact on student learning. This study examines the learning gains or losses pre- and post-transformation in ALG Round One courses where traditional resources were replaced with OER. It estimates differences between pre- and post- textbook transformation across the following outcomes: 1) Drop Fail Withdraw (DFW) rates, 2) rates of completion, 3) numbers of students receiving a final grade of A or B, C and D, 4) numerical final grades as a percent, 5) final exam grades as a percent, and, 6) course-specific assessment grades measured in percent. Twenty-four data sets were analyzed for DFW rate, eight data sets for completion rate, fourteen data sets for grade distribution, three data sets for final exam grades, three data sets for course specific assessment and one data set for final grades. The null hypothesis that there would be no differences between pre- and post-transformation rates in these learning outcomes was supported. Thus, this study demonstrates that the USG’s ALG initiative helped students save money without negatively impacting learning outcomes. In addition, it is the first of its kind to measure some of these learning outcomes (e.g. final exam grade, assessment grade, and distribution of letter grades) at this scale.
45
Henao Mejía, Edwin Alejandro, José Orlando Gómez Salazar, and Jorge Heriberto Murcia Yalí. "Intercultural awareness and its misrepresentation in textbooks." Colombian Applied Linguistics Journal 21, no. 2 (2019): 179–93. http://dx.doi.org/10.14483/22487085.14177.
Full textAbstract:
The role of culture and intercultural awareness in the language classroom is not a new area of research in ESL/EFL, and its relative importance has shifted in different approaches and methods of foreign language teaching. Today, the goal of some English textbooks has transcended a pure linguistic and language training orientation as text developers have moved towards also teaching intercultural awareness. The development of intercultural awareness was presented as a key component in ensuring the success of the latest Colombian National Bilingual Programme 2015-2025 (NBP), and the textbook series English, Please! was promoted as a breakthrough in this context. This article presents the research analysis and findings of an exploratory study based on the ambitious task set forth in the NBP policy on English textbooks. We examine the theoretical constructs adopted by the National Ministry of Education and by using, both quantitative and qualitative, analysis we explore the intercultural awareness activities presented in the series. At the end, we suggest that although the series is an important addition to existing materials in the area, it presents an overly reductionist and instrumentalist use of the concept of intercultural awareness.
46
Samra Bashir, Dr. Muhammad Amin, and Humera Amin. "Tracing the Standards of Peace Education: Reflections from English language Curriculum." sjesr 3, no. 2 (2020): 360–69. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(360-369).
Full textAbstract:
Contemporary world, is facing serious issues of peace e.g. social injustice, gender discrimination and violation of human rights, narrow-mindedness towards other’s cultures, religious conflicts, suppressing the women, inhumane handling of minorities and lake of interest in environmental sustainability. Consistency in this situation arises the need to address these issues through education to move forward towards peace and stability. This research analyzed the curriculum and textbooks of English of Punjab Textbook Board to determine whether this curriculum impending the standards of peace education or not. This qualitative study followed the curriculum analysis framework suggested by Levander & Mikkola, in 2009. The analysis of English language curriculum was conducted in two stages. First stage that is called Concept Map Framework (CFM) was performed to enlist features of peace education found in the objectives and textbooks of English curriculum. The second stage of analysis; Dimensional Description Framework (DDF) was conducted to determine the depth or quality of description that was enlisted at first stage. The findings of the study highlights that the objectives of curriculum of English give sufficient coverage to the features of peace. Text books of English for elementary grades elaborates some features of peace education i.e. “love for humanity, tolerance, brotherhood, human values, justice, gender equality”. The depth or quality of description remained brief for most of features of peace education. This situation is not presenting a satisfactory picture of existence of features of peace education in the textbooks of English language. Curriculum of English language needs to incorporate all features of peace education in balance form at all grades of elementary.
47
Liu, John Chung-En, and Andrew Szasz. "Now Is the Time to Add More Sociology of Climate Change to Our Introduction to Sociology Courses." Teaching Sociology 47, no. 4 (2019): 273–83. http://dx.doi.org/10.1177/0092055x19862012.
Full textAbstract:
Sociology has been slow in responding to the challenge of climate change. In this conversation, we advocate adding more climate change content to Introduction to Sociology courses. To support our arguments, we present data from a content analysis of the top 11 best-selling introductory textbooks in the United States, demonstrating that environmental concerns are usually relegated to the end of books, which provide little (and sometime errant) content. Climate change gets even less attention, and there has been little change to textbook content over time. To correct such deficiencies, we suggest instructors free climate change from its current position as “a subfield of a subfield” and interweave the issue with all content areas in the curriculum. Our conversation concludes by considering how climate change can be featured in the curriculum of introductory courses as well as in the pedagogies presented at the introductory level.
48
Teleshov, Sergey. "CHEMICAL QUESTIONS AND PROBLEMS FOR THE CADETS, GRAMMAR-SCHOOL BOYS AND REALISTS IN PRE-REVOLUTIONARY RUSSIA." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 1 (2010): 42–47. http://dx.doi.org/10.48127/gu-nse/10.7.42.
Full textAbstract:
Studying questions of application of various tutorials in practice of work of the school teacher of chemistry, we have addressed to educational texts XIX – beginnings ХХ centuries It is translation both original textbooks and books of problems not only in chemistry, but also on the physics. The matter is that the independent subject "chemistry" existed no more than in 25 % of average educational institutions of the Russian empire. For this reason chemical data inevitably joined in physics textbooks. Still in the end of XYIII centuries P.Gilarovsky, the professor of the Petersburg teacher's seminary, in the preface to his textbook of physics has noticed that it "has added" data from chemistry as it is necessary for the physicist. There upon by us have been considered over 200 textbooks and books of problems of physics and chemistry which found application in various types of average educational institutions of Russia. The most interesting are chosen from them 40 in the methodical plan and questions and problems which were offered in these texts to pupils are considered. The file of educational texts studied by us allows, on the one hand, when also what questions and settlement problems in chemistry have appeared in high school. Simultaneously we enrich a modern technique of training by those approaches and receptions which were applied by our predecessors since problems simultaneously are both tutorial and a training method. Possibility to estimate use of the mathematic device by the schoolboys who have passed a course more hundred fifty years ago is useful also. Comparison, by the way, unfortunately, is obvious not in our advantage. Key words: tutorials, history of a technique of training, settlement problems.
49
Pearce, John M. "Nicholas John Seymour Mackintosh. 9 July 1935—8 February 2015." Biographical Memoirs of Fellows of the Royal Society 64 (January 17, 2018): 299–316. http://dx.doi.org/10.1098/rsbm.2017.0024.
Full textAbstract:
Nicholas Mackintosh was an experimental psychologist whose principal goal was to understand the basic mechanisms of learning and cognition, largely through research with animals. The two textbooks that he wrote on this topic synthesized a vast body of research and set it within a theoretical context of association formation that has remained dominant for over 40 years. He developed a formal theory of the relationship between attention and learning that had an immediate impact and can be expected to be the foremost theory of its kind for many years to come. He was also a prolific experimenter, whose ingenious experiments were remarkable for the theoretical insights they offered into the mechanisms of learning in a wide range of species. Towards the end of his career, he developed an interest in the measurement of human intelligence. The textbook that followed from this interest is one of the most authoritative ever written on the topic.
50
Tung, Nguyen Thanh. "A learning-centred approach to teaching linguistic knowledge: Teachers’ perception of teaching periods 1 and 2(/3) in the new English curriculum for secondary schools in Vietnam." SOCIAL SCIENCES 10, no. 2 (2020): 11–25. http://dx.doi.org/10.46223/hcmcoujs.soci.en.10.2.1342.2020.
Full textAbstract:
The new curriculum was promulgated at the end of 2018. Therefore, there is a need to investigate how teachers perceive the teaching of linguistic knowledge in addition to skills to develop secondary school learners’ communicative competence. The study was carried out during the three months of July, August and October of 2020 in the three provinces of Kien Giang, Ben Tre and Lam Dong with the participation of 120 teachers from 106 secondary schools. Data were collected in the form of group poster presentations for the first two/three periods in the textbooks for the new curriculum and analyzed according to three aspects of form, meaning and use for linguistic knowledge and their sequence. The findings of the study indicate that the teacher participants have a vague idea about teaching the aspects of linguistic knowledge from a learning-centered approach, do not know their sequence of meaning, form and use, and normally follow the activities and their order in the textbook as the only resort available.