Relevant bibliographies by topics / Textbook evaluation

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

Academic literature on the topic 'Textbook evaluation'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Textbook evaluation"

1

Abu Rezeq, Khalil Abdullah Khalil. "Evaluating the Palestinian's English as a Foreign Language (EFL) Textbooks of the Secondary Stage Using Textbooks Evaluation Standards." Journal of Educational Sciences 20, no. 20 (December 2022): 177–98. http://dx.doi.org/10.29117/jes.2022.0093.

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The study aimed at evaluating the Palestinian EFL textbooks of the secondary stage in terms of standards for evaluating textbooks. In order to achieve the study objectives, the descriptive analytical approach was adopted. The study sample included four Palestinian EFL textbooks of the secondary stage in the scholastic year 2020/2021. In order to evaluate the textbooks, the instrumentation of a list of (32) standards for evaluating textbooks was built. The standards were listed under five domains (textbook introduction, textbook content, textbook activities, the assessment procedures of students, and textbook layout). In light of the new instrument, the process of evaluation was conducted. The study found that the Palestinian secondary stage EFL textbooks highly met the standards for evaluating textbooks, having reached a percentage up to (75.6%, a mean of 3.78); this percentage was interpreted based on the study scale. The study offered many recommendations, the most important of which were that the planners of the Palestinian secondary stage EFL textbook should prepare the textbooks to meet the students' life, the introduction of the textbooks should identify the learning sources and guide students on how to use the textbook, and the activities of the textbook should meet the students' level.
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Gholami, Reza, Nooreen Noordin, and Shameem Rafik-Galea. "A Thorough Scrutiny of ELT Textbook Evaluations: A Review Inquiry." International Journal of Education and Literacy Studies 5, no. 3 (July 31, 2017): 82. http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.82.

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It is thoroughly agreed that English language textbooks stand amongst the foremost components in any language classrooms worldwide, being referred to as valid, beneficial and labor-saving tools to fulfill an extensive range of needs. An ELT textbook is not merely a set of sheets of paper fastened together to hinge at one side, but is the beating heart of any education system whereupon the whole learning revolves. Notwithstanding their interminable benefits, it is admitted that still the compiled textbooks, especially the ones prescribed in Educational systems have to be evaluated and assessed to confirm whether they fulfil the objectives they are meant for or not, as it is said no perfect textbook exists. Having dealt with evaluation in general, this research meticulously elaborates on textbook evaluation more specifically concluding that there is a dearth of inquiry on textbook selection and evaluation. Afterwards, this research introduces the most common approaches for evaluating ELT textbooks and materials. The paper culminates with concluding remarks and implications, hoping to shed light on how textbook evaluation is practiced worldwide.
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Zhang, Xuezhu. "Evaluation of Suitability of a Listening Textbook for English Majors in Universities of China." Advances in Language and Literary Studies 11, no. 4 (July 29, 2020): 87. http://dx.doi.org/10.7575/aiac.alls.v.11n.4p.87.

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Textbooks occurring in diverse social settings points to the need to make textbook evaluation in its social context. Many researchers have highlighted the significance of evaluating textbooks in local practices. The present study aims at exploring the suitability of a listening textbook--- A Listening Course(I) published by Shanghai Foreign Language Education Press in terms of content analysis. The analysis of the textbook finds that the general organization of the book, text types, listening tasks and activities are mostly suitable for first-grade English majors, but it still needs improvement on theme interests, authenticity, task options and assessment. Although ALC is a localized textbook, it still mirrors the macrocosm of English language teaching. The findings of this study will shed light on developing listening materials for textbook developers in order to avoid some pitfalls, and enlighten teachers on selecting suitable listening textbooks.
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Cahyani, Siska, and Satya Perdana. "Textbooks evaluation by Ur’s Theory." Journal of English Language and Pedagogy 2, no. 2 (November 18, 2019): 162. http://dx.doi.org/10.36597/jelp.v2i2.4869.

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The objectives of this study are to: (1) describe the appropriateness of textbooks used by seventh grade junior high school with the criteria of good textbooks developed by Ur’s theory, and (2) reveal the strengths and weaknesses of each textbook. This research was conducted using evaluation research. The data was obtained through document analysis and interviewing expert. Ur’s theory was used to analyze the data. The objects of this research for analysis were two English textbooks; WERB and Bright for seventh grade junior high school. The research found out When English Ring a Bell meets eight criteria of a good textbook by Ur. They are: objectives explicitly laid out in an introduction, attractive layout and visual material, interesting and various topics, the content organization, and graded adequate guidance for the teacher, and readiness of the textbook. Bright meets all the criteria of a good textbook. The researcher also found the strength of WERB lies in its colorful and attractive layout and the textbook also presents various topics that motivate the students to practice actively. There is teachers’ book as guidelines. Meanwhile, the strength of Bright lies in clear layout, pictures and illustration, four skills are covered. Its main weaknesses are the dull color of this textbook and no teacher’s book is provided. The researcher concludes that Bright is better than WERB. This book is appropriate with criteria of good textbooks and used by teacher and student. It is available in many bookstores. Bright is also compatible in terms of coherence and unity of ideas among units and language content.
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Dwi Jayanti, Widuri Indah, Maya Ulyani, and Surono Surono. "Textbook Evaluation for The Eleventh Grade of Vocational High School." Journal Research of Social, Science, Economics, and Management 1, no. 3 (October 28, 2021): 316–32. http://dx.doi.org/10.36418/jrssem.v1i3.20.

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This study aims to analyze and evaluate the EFL Textbooks for the eleventh grade of Vocational High School. The entitle of the textbook is Forward, an English Course for Vocational Students. EFL Textbooks have become an essential thing used in foreign language teaching. The textbook is a guide for teachers in carrying out the learning and teaching process in the classroom. The textbook consists of a syllabus, methodology, and supporting materials for teaching in the school. Currently, choosing a textbook is a challenging job for EFL teachers because textbooks must be under the material to be taught in class. To evaluate the content of this textbook, the theory of Harmer has been adopted to research assessing and analyzing the textbook. Researchers want to know the strengths and weaknesses of the textbook. After implementing Harmer's theory, researchers found results that showed that textbooks were satisfactory because they were affordable, contained attractive layouts, attractive designs, and clear instructions. It conforms to the current ELT methodology, covers the four language skills, and comprises a variety of culturally appropriate topics. In addition, it has add-ons, contains additional material, and provides authentic listening material. However, teachers have succeeded in using textbooks as teaching materials and are expected to help teachers meet the learning needs of students in EFL classes.
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Kalyany Ponnusamy, Nithya, Shanti C Sandaran, Nur-al Huda Hashim, and Iswaran Gunasegaran. "Evaluation of Year 6 KSSR English (SK) Textbook: Teachers’ Perspectives." LSP International Journal 8, no. 1 (June 25, 2021): 67–80. http://dx.doi.org/10.11113/lspi.v8.17232.

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Textbook evaluation is the process for ensuring that the right textbook is selected for use in the teaching and learning scenario. During educational reforms, such as the adoption of the Common European Framework of Reference for the ELT scenario, textbook evaluation should be a crucial part of the textbook selection process. In Malaysia, with the adoption of CEFR, new books such as the Super Minds and Get Smart, which are imported textbooks, have replaced locally produced books. The Year 6 KSSR (SK) English textbook is currently still in use but would be phased out in the near future as part of the CEFR reform. Since the introduction of the ‘global’ textbooks, there have been mixed concerns amongst teachers and researchers about the suitability of the imported textbooks. This study investigated the effectiveness and suitability of the currently-in-use KSSR Year 6 English (SK) textbook, which was locally produced. It looked at the perceptions of teachers on the general attributes of the textbook, such as syllabus and curriculum, the methodology, the book’s suitability to learners, as well as the learning-teaching content such as skills, grammar, vocabulary, exercises, and pronunciation, etc. Adopting a mixed method design, Nimehchisalem & Mukundan’s (2015) revised textbook evaluation checklist was used as the instrument for the quantitiative part, where twenty, Year 6 English teachers, from three primary schools in the Kulai district (in Johor) evaluated the textbook. For the qualitative part, five teachers were involved in semi-structured interviews. The findings showed that the teachers perceived the Year 6 KSSR English SK Textbook that is currently used in primary (SK) schools, as highly useful for the learners, in terms of both the general attributes as well as learning-teaching content. Our findings highlight that locally produced textbooks are better suited for our learners, and if imported ‘global’ textbooks replace the local ones, they should first be customized (custom textbooks) that would be infused with local cultures, etc, to be better suited to local learner needs.
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Chatman, Steven P., and Ernest T. Goetz. "Improving Textbook Selection." Teaching of Psychology 12, no. 3 (October 1985): 150–52. http://dx.doi.org/10.1207/s15328023top1203_9.

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This study describes an objective index-based textbook evaluation method that can be efficiently and reliably applied to large collections of introductory textbooks. The method was designed to help an instructor or textbook review committee reduce the pool of available introductory textbooks to a manageable number for more in-depth treatments. Initial results indicated that there was a great deal of variability among introductory educational psychology textbooks in the extent of their coverage of recent developments in cognitive psychology. Based on the dimensions assessed (key concepts and major theorists referenced), the majority of textbooks were eliminated from further consideration. The advantages and limitations of this and other textbook evaluation procedures are discussed.
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Sahyoni, Sahyoni. "Textbook evaluation on Everyday English for Hospitality Professionals and English for Work in EFL Classroom." SALEE: Study of Applied Linguistics and English Education 1, no. 01 (January 20, 2020): 83–92. http://dx.doi.org/10.35961/salee.v1i01.71.

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Textbook plays important role in teaching English. Yet, not all textbook is appropriately meet to the students’ needs and knowledge level. The material for EFL is totally different to Native speaker of English. One of the ways matching students’ needs and textbook is by doing textbook evaluation. This research is aimed at discussing textbooks that are used by the teacher in English Foreign Language (EFL). The textbooks that have been chosen are English for Everyday English for Hospitality Professionals by Lawrence, J. Zwier and Nigel Caplan (2007) and English for Work (2003) by Ian Badger. Both of them are ESP textbooks where they are taught in a foreign language class. The purpose of this research is to know how much Everyday English for Hospitality Professionals and English for Work textbook used in college meets the criteria of good EFL textbook. The research design is a descriptive-evaluative. The procedure of analyzing the data starts by analyzing the data based on EFL evaluation criteria, then finding out how much each items meet the criteria of good EFL textbook and concluding the result. The research result revealed that most parts of the textbooks are appropriately met to the students’ needs. Most of the material stated inside of the textbooks covered students’ knowledge level and relevant for the field of study. Keywords: evaluation, foreign learner class, textbooks
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Muhedeen, Bekhal Latif. "An Evaluation of the Materials Deployed in English Language Proficiency Courses for Postgraduate Applicants: A Content- Based Study." Journal of University of Raparin 9, no. 4 (September 29, 2022): 315–28. http://dx.doi.org/10.26750/vol(9).no(4).paper14.

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There is broad recognition that a textbook, among other components, plays an important role in many English language classrooms today. As a result, its evaluation is a significant issue to guarantee its contribution to the success of the teaching- learning process. Evaluating textbooks and other instructional materials used in the teaching- learning contexts is one of the responsibilities of teachers. The textbooks adopted in Kurdistan university language centers are no exception. Hence, the present paper is an attempt to conduct a post-use evaluation for the content of one of the textbooks (Interchange 3) used at the intermediate level in Kurdistan university English language proficiency courses. It aims to determine the areas of strengths and weaknesses of the textbook content and to see to what extent it was appropriate in helping the learners improve their level of English from the teachers’ perspectives. The textbook is analyzed using a descriptive content analysis method. For this purpose, 23 teachers who taught this textbook in six different language centers were asked to participate and the data were obtained through a 24-item questionnaire suggested by Demir and Ertaș (2014). The results of the content analysis indicated that the teachers are highly satisfied with the textbook under evaluation regardless of some deficiencies in certain aspects of the textbook - and that the textbook suited the teaching/ learning context as it could provide sufficient meaningful opportunities for the learners to communicate with the target language.
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Dos Santos, Luis Miguel. "Evaluation of a Foreign Language Textbook Used in the Greater Boston Region: An Evaluation of a Japanese as a Foreign Language Textbook." International Research in Education 5, no. 1 (April 1, 2017): 152. http://dx.doi.org/10.5296/ire.v5i1.10191.

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Textbook materials continue to play an important role in foreign language teaching and learning classroom. Textbooks are significant because these materials are considered elements in the field of foreign language learning. Teachers are often engaged in the application of textbooks for common teaching goals. Although the significance of the application of textbooks is accepted, ideas on whether textbooks could assist or hinder the teaching–learning process seem polarizing. This study employed a Likert scale survey to collect data on the evaluation of Japanese for busy people I: Romanized version (3rd Edition), a Japanese language textbook for new learners. The survey checklist yielded a highly unusual result, that is, all the participants advocated the use of the textbook. This study was conducted in the Greater Boston region in Massachusetts, MA, USA. Upon investigation, over 30 language learning centers, nearly 20 postsecondary institutions, and above 20 secondary schools were determined to be offering Japanese language courses. A total of 49 participants responded to the survey. None of the participants provided negative comments about the textbook. In addition, over 90% of the participants believed that the textbook materials and exercises were organized, contemporary, and applicable.
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Dissertations / Theses on the topic "Textbook evaluation"

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Price, Jennifer Lynn. "Textbook Bling: An Evaluation of Textbook Quality and Usability in Open Educational Resources Versus Traditionally Published Textbooks." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3327.

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This mixed-methods study evaluated quality, usage, and perceptions of open educational resources compared to traditionally published textbooks. Because textbooks and other related materials make up a significant portion of educational costs, open educational resources have been explored for potential cost savings at all levels of education. These resources use public domain or open-licensed materials as the content component of free eTextbooks or low-cost printed textbooks. This evaluation explores how teachers and students use textbook resources both in and out of the classroom and the degree to which the content and design of open textbooks compares in quality and value to traditional textbooks. Data came through evaluating the print media design and content quality of the books in a Utah pilot program, analyzing the actual textbook artifacts from students, and conducting teacher surveys and interviews. The data points to clear differences in quality and use between the two types of books. Although the open textbooks are generally a lower quality product than traditional publisher produced textbooks, they were used in unique ways. Teachers who participated in the open textbook development tended to value the book as a resource, leading us to conclude that the ability to customize open resources may be an important determinant of textbook use. However, it is also likely that textbooks have only a minor affect on academic outcomes compared to other more problematic pedagogical and educational policy issues. This evaluation points to the need for additional study on the impact these differences have on learning outcomes.
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Demir, Ema Kristina. "English Textbooks in Sweden : Textbook Choice, Evaluation and the English Syllabi." Thesis, Stockholm University, Department of English, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37260.

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Kim, Mija. "Expertise in EFL textbook evaluation." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577544.

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This thesis reports on a study of expertise in English as a foreign language (EFL) textbook evaluation. So far, studies in the area of EFL textbook evaluation have focused on what evaluators should do, rather than what they actually do. However, this thesis describes the procedures used in practice by a group of teacher evaluators in terms of what they focused on and their manner of doing so, in their actual evaluation of an EFL textbook. The study was conducted in the Korean high school setting, where school teachers are required to choose from among the 'authorised' EFL textbooks approved by the Ministry of Education. The primary heuristic involved in the study was the concept of 'expertise' . The attempt was therefore made to distinguish between the textbook evaluation approach of the research subjects who were conceptualised as, on the one hand, 'expert' evaluators and, on the other, those thought of as 'non-experts'. Thus, twelve Korean EFL school teachers were chosen to evaluate one of the authorised EFL textbooks, and data gathered concerning their evaluations by means of concurrent verbalisation, i.e., the research subjects were audio-taped while providing 'think-aloud' accounts of their evaluation procedures. A 'judgment group', comprising a panel of personnel with distinguished records in the areas of textbook evaluation and production in the Korean context, then examined the data from the evaluations and made judgements on their quality in terms of whether they were considered 'expert', 'non-expert' or 'in- between' the two. The transcripts of the evaluation session tapes were coded using a 'grounded' approach, in order to distinguish the features attaching to each of the three main categories of evaluators. The analysis indicated that the expert evaluators evaluated at a much deeper level than the non-experts, as evinced by what they considered, what their priorities were, and the nature of the cognitive activities they used. The study is seen to have pedagogic implications for both textbook development and teacher development, as well as for the development of a research framework that bridges a current gap in textbook evaluation studies. It is also seen as contributing to widening the potential for the application of an expertise perspective within applied linguistics in general.
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Cakit, (ezici) Isil. "Evaluation Of The Of The Efl Textbook." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607694/index.pdf.

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The purpose of this study is to assess the effectiveness of an intermediate textbook titled &ldquo
New Bridge to Success 3&rdquo
, which was prepared by Ministry of National Education as an instructional material for the ninth grade high school students from the perspectives of the teachers and students. The evaluation of the textbook concerned was conducted at macro level on the basis of eleven criteria. Both quantitative and qualitative data were obtained through student questionnaires administered to 336 students and interviews with eight teachers. Frequencies, percentages, means and standard deviations were calculated for each item to describe the overall picture of how the students rated the textbook in terms of ten criteria. Data collected through interviews were transcribed, content- analyzed and grouped according to 11 criteria used in this study for the evaluation of the particular textbook The results revealed that both teachers and students felt negative about the most of the characteristics of the textbook. It was found that the reading passages needed to be simplified in terms of both vocabulary load and structures. Majority of the students and all the teachers mentioned that the level of the textbook was not appropriate for the particular age group. It also indicated that the materials failed to consider learning style preferences of the visual, auditory, and kinesthetic learner. On the other hand, one of the strengths of the textbook was the artwork&rsquo
s being up-to date and helpful for the students to understand the lesson
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Law, Wai-han Grace, and 羅慧嫻. "Teachers' evaluation of English textbooks: aninvestigation of teachers' ideas and current practices and theirimplications for developing textbook evaluation criteria." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957985.

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Ramaligela, Manto Sylvia. "A comparative study of how technology teachers evaluate, select and use commercially prepared technology textbooks." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25508.

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This study explores how technology teachers evaluate, select and use commercially prepared textbooks, comparing practices in well-resourced and medium-resourced schools in South Africa. The study is led by two research questions, firstly how technology teachers evaluate and select textbooks and secondly how technology teachers use textbooks in their classrooms. This is a comparative case study, involving nine schools, sampled for convenience. Data were collected through semi-structured interviews and classroom observation. Two conceptual frameworks were used to interpret data. Evaluation and selection of textbooks were explored in terms of ‘textbook register’, while the use of textbooks was explored in terms of ‘didactical transposition’. From the literature, I extracted seven categories on textbook evaluation. These were content, connections, language, format, activities, context, and teaching strategies. I merged these categories with the two conceptual frameworks to design instruments and analyze data. Results showed that teachers in both contexts regarded the requirements of the curriculum as crucial in textbook selecting. They also regarded suitable activities as very important, and preferred that textbooks clearly present the technological steps. In well-resourced schools, teachers also preferred support in the form of teachers’ guides. There was a clear difference in the ways teachers from the two contexts used textbooks in the classroom. In medium-resourced schools, the relevant section from the textbook was read to class while in wellresourced schools, teachers compiled additional notes, indicating that they set a higher standard for their learners. However, in both contexts teachers explained difficult concepts and used discussions to involve learners in making connections and to reduce the language level used in textbooks. In medium-resourced schools, teachers also allowed learners to code-switch to their mother-tongue language. In terms of activities, teachers in both contexts used textbook activities without adaption but also developed additional activities. In terms of contextualising, teachers discussed or explained content information by relating it with real-life experiences, but didn’t attempt to contextualise textbook activities. Regarding teaching strategies, they mostly used their own preferred strategies instead of that proposed by the textbook. In particular, teachers in well-resourced schools preferred that learners do activities individually, indicating that they valued traditional teaching methods. In this study, the teachers in medium-resourced schools did not question the authority of the textbook. In well-resourced schools, the teachers set a higher standard than the textbook, but at the same time required support in the form of teacher’s guides. This suggests that teachers in both contexts were unsure about what exactly is required by the curriculum in terms of content and pedagogy, and that they did not know how to adapt activities offered in textbooks to suit their context. It is recommended that teachers be assisted by specialists to align textbook evaluation, selection and use with curriculum expectations.
Dissertation (MEd)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Law, Wai-han Grace. "Teachers' evaluation of English textbooks : an investigation of teachers' ideas and current practices and their implications for developing textbook evaluation criteria /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709922.

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

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The purpose of the present study was to investigate the cultural load of the reading texts of the Spot On 8 ELT textbook published in Turkey, and to find out the teachers&rsquo
and students&rsquo
perceptions concerning the presence of native, target and other world cultures (C1, C2 and C3 respectively) in ELT textbooks. In order to fulfill these aims, a checklist, a teacher questionnaire, a student questionnaire, a teacher interview were developed by the researcher. Moreover, the impressionistic overview and the item frequency procedure were applied for the analysis of cultural content of the textbook. Quantitative data were analyzed by calculating the frequencies, percentages, and the Chronbach alpha. Qualitative data were analyzed by applying the coding system for the categorization of collected responses and content analysis. The results showed that the cultural load of the textbook was insufficient and that the percentage of cultural elements in the reading passages is significantly low. The teachers&rsquo
satisfaction with the textbook appeared to be relatively low and students showed neither high level of satisfaction with their textbook nor dissatisfaction with it. Overall, there is a serious mismatch between teachers&rsquo
and students&rsquo
perceptions of culture and the real cultural load of the textbook. The target culture prevails in the reading texts although teachers considered native and other world cultures to be important as well, and students showed equally low interest in target and other world cultures giving the preference dominantly to their native culture.
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Kim, Haedong. "The opinions, classroom interest and motivational orientation of students on a general English course at South Korean universities with regard to the materials employed to teach them." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340590.

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Al-Akraa, Sarab. "Teaching English in Iraq:An Analysis of an EFL textbook." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5899.

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This study evaluates the fifth- grade beginning English textbook, Iraq Opportunities 3, which was introduced in elementary schools by the Iraqi Ministry of Education in 2012. This mixed methods research aims to analyze the content of a new textbook that is considered to be the foundation of the English language program in Iraq. This is a valuable research project since its findings reveal the strengths and weaknesses of Iraq Opportunities 3 based on three critical components: grammar, vocabulary, and culture. A survey questionnaire was used in this study to elicit the perspectives of English language teachers who are using this textbook in their classrooms along with the personal evaluation by the researcher. Three research questions were addressed in this study: 1) How are grammar and vocabulary addressed in Iraq Opportunities 3? 2) How are English-speaking and Iraqi cultures represented in Iraq Opportunities 3? and 3) Is the L2 culture represented in this textbook in a way that exposes students to the English-speaking culture? The findings are generally in favor of the textbook in terms of grammar and vocabulary and their appropriateness for the age and level of students. However, the study criticizes the limited role and the poor representation of culture in this curriculum.
M.A.
Masters
Modern Languages
Arts and Humanities
Teaching English to Speakers of Others Languages
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Books on the topic "Textbook evaluation"

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L, Strom Brian, and Kimmel Stephen E, eds. Textbook of pharmacoepidemiology. Chichester, West Sussex, England: John Wiley & Sons, 2006.

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Textbook of pharmacoepidemiology. Chichester, West Sussex [England]: Wiley Blackwell, 2013.

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Making the most of your textbook. London: Longman, 1987.

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Bagaason, Linda. Basal textbook investigation and supplementation in Kelso, Washington. [Pullman]: Department of Education, Washington State University, 1988.

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Smith, Gregory L. How to write a winning worker's compensation report: A programmed textbook. Beverly, Mass: OEM Press, 1995.

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Chŏn, Mi-gyŏng. Kyogwasŏ sok e natʻanan tayanghan kajok chʻabyŏl sarye mit kaesŏn pangan yŏnʼgu: Kajok kwa kwallyŏn toen chʻodŭng kyogwasŏ kaepʻyŏn chichʻim charyo kaebal. Sŏul-si: Yŏsŏng Kajokpu, 2006.

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Chŏn, Mi-gyŏng. Kyogwasŏ sok e natʻanan tayanghan kajok chʻabyŏl sarye mit kaesŏn pangan yŏnʼgu: Kajok kwa kwallyŏn toen chʻodŭng kyogwasŏ kaepʻyŏn chichʻim charyo kaebal. Sŏul-si: Yŏsŏng Kajokpu, 2006.

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Astrid, Heger, and Emans S. Jean Herriot, eds. Evaluation of the sexually abused child: A medical textbook and photographic atlas. New York: Oxford University Press, 1992.

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Hirakareta kagakuteki shakai ninshiki keisei o mezasu rekishi kyōiku naiyō henseiron no kenkyū. Tōkyō: Kazama Shobō, 2011.

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Hirakareta kagakuteki shakai ninshiki keisei o mezasu rekishi kyōiku naiyō henseiron no kenkyū. Tōkyō: Kazama Shobō, 2011.

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Book chapters on the topic "Textbook evaluation"

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Fey, Carl-Christian, and Eva Matthes. "Textbook Quality Criteria and Evaluation." In The Palgrave Handbook of Textbook Studies, 157–67. New York: Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_11.

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Conwell, Jeffrey A. "Murmur Evaluation." In Textbook of Clinical Pediatrics, 2275–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-02202-9_247.

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Temperley, David. "Radiological Evaluation." In Textbook of Shoulder Surgery, 587–609. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-70099-1_35.

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Thomas, Alison R., Erinn E. Savage, Kathleen Hodgin, and Robert Savage. "Program Evaluation." In Textbook of Community Psychiatry, 723–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10239-4_52.

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Šarmanova, Jana, and Katerina Kostolányova. "Adaptive E-Learning Textbook Evaluation Methods." In Lecture Notes in Computer Science, 105–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41165-1_10.

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Schulman, Kevin A., Henry A. Glick, Daniel Polsky, and Shelby D. Reed. "Pharmacoeconomics: Economic Evaluation of Pharmaceuticals." In Textbook of Pharmacoepidemiology, 280–90. Chichester, UK: John Wiley & Sons Ltd, 2013. http://dx.doi.org/10.1002/9781118344828.ch17.

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Schulman, Kevin A., Henry A. Glick, and Daniel Polsky. "Pharmacoeconomics: Economic Evaluation of Pharmaceuticals." In Textbook of Pharmacoepidemiology, 333–43. West Sussex, England: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118707999.ch22.

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Soer, Eline C., and Caroline Sophie Verbeke. "Gross Evaluation and Histopathology." In Textbook of Pancreatic Cancer, 519–30. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-53786-9_34.

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Stanley, David G. "Noninvasive Evaluation of Carotid Artery Disease." In Textbook of Angiology, 859–75. New York, NY: Springer New York, 2000. http://dx.doi.org/10.1007/978-1-4612-1190-7_71.

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Go, Cristina Y. "Medical Intractable Epilepsy: Preoperative Evaluation." In Textbook of Pediatric Neurosurgery, 1–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-31512-6_97-1.

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Conference papers on the topic "Textbook evaluation"

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Nainggolan, Bernard Richard, and Yanty Wirza. "Evaluation of an English Textbook." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.008.

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Dat, Nguyen Van. "A Review on Approaches of Evaluating Tertiary Textbooks." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.20.

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An important part of the training process is textbook evaluation, which lets students determine whether or not the curriculum satisfies their goals while also helping teachers enhance their professional capacities. The textbook is still the most common type of material utilized in today's foreign language classrooms. It serves as the core of a training program and provides learners with the essential input they require through a wide range of different activities. This article clarified the textbook, coursebook, and materials' roles in ELT classrooms. This article also reviewed three main approaches to coursebook evaluation: Tomlinson’s approach (2003), Littlejohn’s approach (1998 & 2011), and McGrath’s approach (2002). The author also summarized the main criteria for textbook evaluation. The design of future textbooks at tertiary levels is discussed, along with some of the potential directions that could be taken.
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Mascarenhas, Emanuele A. F., and Roberto A. Bittencourt. "Evaluation of a Sixth-Grade Computing Textbook." In ITiCSE 2022: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3502718.3524738.

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Tanawongsuwan, Patrawadee. "Part-of-Speech Approach to Evaluation of Textbook Reviews." In 2010 Second International Conference on Computer and Network Technology. IEEE, 2010. http://dx.doi.org/10.1109/iccnt.2010.31.

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Yang, Yajun, Xiaomei Wang, and Xin Wen. "Evaluation of English Textbook Using Fuzzy Analytic Hierarchy Process." In 2008 International Workshop on Geoscience and Remote Sensing (ETT and GRS). IEEE, 2008. http://dx.doi.org/10.1109/ettandgrs.2008.205.

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Wang, Xiaomei, Yajun Yang, and Xin Wen. "Research and Design of Computer-Aided English Textbook Evaluation System." In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.741.

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Santika, Susan, and Yanty Wirza. "Evaluation of an ESP Textbook Entitled “Practice Your English Competence”." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.085.

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Zhao, Liming. "Quality Evaluation of College Foreign Language Textbook Based on SVM." In 2015 8th International Conference on Intelligent Computation Technology and Automation (ICICTA). IEEE, 2015. http://dx.doi.org/10.1109/icicta.2015.170.

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

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Putri, Dzulfia Eka, and Jufrizal Jufrizal. "Textbook Evaluation of English Learning Material at SMKN 1 Lembah Melintang." In 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220201.011.

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Reports on the topic "Textbook evaluation"

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Codd, Heather, Leslie Fierro, Ann Marie Castleman, Robin Kuwahara, Maureen Wilce, Sarah Gill, Ayana Perkins, et al. Planting the Seeds for High-Quality Program Evaluation in Public Health. National Center for Environmental Health ( U.S.), August 2021. http://dx.doi.org/10.15620/cdc:110639.

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Evaluation and evidence-informed decision making are central to public health practice. In recent decades, the professional discipline of evaluation has experienced tremendous growth that can be leveraged for use in public health. To meet the growing need for program evaluation training, the National Asthma Control Program presents the e-textbook Planting the Seeds for High-Quality Program Evaluation in Public Health. This free e-textbook is designed to help public health students and professionals understand evaluation approaches and techniques to improve public health programs.
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Taylor-Henry, Amy. Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5488.

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Tarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych, and Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3857.

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The urgency of application of technologies and means of distance learning in educational process of higher educational institutions is designated. The growing frequency of using cloud services and electronic textbooks in mobile and distance learning is noted. The importance of building educational environment is highlighted, where the key element is e-learning resources in digital form, including structure, subject content and metadata about the course. For higher educational institutions, the need for methodical support for the preparation of educational content on the basis of distance education platforms is determined. The experience of using the free distance education platform Moodle within the framework of the higher educational institution Donbass State Engineering Academy is considered. Methodical aspects of training content preparation on the basis of distance education platforms on the example of MoodleDDMA system are given. The General structure of the distance course and an example of evaluation of test tasks of the distance course (module) on topics are considered. An example of the presentation of the course on the basis of distance education platform MoodleDDMA is given. Conclusions about the experience of using the Moodle distance education system at the Donbass State Engineering Academy from the point of view of teachers and students are drawn. The perspective directions of researches and development of the Moodle distance education platform in completion and expansion of educational materials by multimedia elements and links, and also creation of the application for mobile devices for possibility of more effective use of the platform are allocated.
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