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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<br>New Bridge to Success 3&rdquo<br>, 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<br>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.<br>Dissertation (MEd)--University of Pretoria, 2011.<br>Science, Mathematics and Technology Education<br>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<br>and students&rsquo<br>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<br>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<br>and students&rsquo<br>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.
9
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.<br>M.A.<br>Masters<br>Modern Languages<br>Arts and Humanities<br>Teaching English to Speakers of Others Languages
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Kawano, Madoka. "An analysis of cultural contents of high school English textbooks in Japan." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26851.
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This study was conducted for the following two purposes: 1) to create and test a process by which cultural information in English textbooks in Japan can be analyzed, and 2) to examine what and how much information about foreign culture is taught in English classes in Japan.
First, a process was developed from Joiner's evaluation form to gauge the cultural content of EFL textbooks. Action was taken to ensure that the process included both qualitative and quantitative steps. Second, the process entailed an analysis of the cultural content of 10 senior high school English textbooks published in Japan.
The process was found to be functional and the analysis revealed that the textbooks were inadequate for the purpose of raising students' cultural awareness. The results of this study may be utilized not only for the improvement of textbooks, but also for future studies which might examine junior high school and college English textbooks.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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Bliss, TJ. "A Model of Digital Textbook Quality from the Perspective of College Students." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3424.
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The cost of textbooks is a financial burden on many college students. Fortunately the advent of open educational resources (OER) has allowed for the development of textbooks and other materials at significantly reduced costs to students. Many faculty are using OER to develop customized textbooks for their students, usually published digitally online. These faculty desire high fidelity feedback from their students to help them improve their texts. However, there is no general model of what digital textbook quality means to college students. Such a model would allow for the development of a measure of digital textbook quality that could provide highly valid and reliable student feedback for faculty to use in improving their open textbooks. This study describes a mixed-methods approach for developing a model of digital textbook quality from the college student perspective. An instrument for measuring the components of this model is also described. This dissertation can be freely accessed and downloaded from http://etd.byu.edu/ or from http://tjbliss.org/dissertation.
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Martinez, Marcella C. "An Evaluation of Communicative Activities in First-Year High School Spanish Textbooks." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2397.
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The study analyzed activities of Spanish Level 1 textbooks used in high school to determine the extent to which they incorporate some of the most respected theories of communicative language learning, in particular the theories of Krashen, Swain, Long and Nunan. Five well known Spanish books were chosen: Realidades, Exprésate, Así se dice, Avancemos, and Aventura. For each book, Chapter 2 and Chapter 5 were chosen to be evaluated by two raters. The activities in these chapters were analyzed according to four criteria derived from the abovementioned theories. Results suggest that textbooks may not be in alignment with major theories of how language is acquired. The majority of the activities may fall under the category of meaningless drills, which it is claimed do not contribute to acquisition of a second language.
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Silva, Karina Torres Farias Da. "Do scripted dialogues reflect native speaker discourse? An analysis of English textbooks for adult students in Brazil." Ohio University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1040048746.
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Jacobs, Keith Ronald. "Evaluation of the drawings in a new South African textbook for science and technology : a comparison between groups." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/7874.
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Bibliography: leaves 171-181.<br>The purposes of this study are: 1) to investigate learners' and teachers' perceptions and evaluations of 40 illustrations in a new South African school textbook for Natural Science and Technology, and 2) to compare assessments of the illustrations made by different groups of users, e.g. by classes in advantaged and disadvantaged schools; learners speaking different home language; learners of different grade levels; biology teachers compared with biology learners; and so on. Repeated null hypotheses are used to test each dependent variable against each independent variable. These are: 1) That, when rating the quality of a given textbook illustrations, no significant differences will occur between the expressed levels of satisfaction of two given samples of respondents (e.g. the disadvantaged and advantaged learners; the grade 8 and grade 9 learners; the high school and primary school teachers; and the science learners and the science teachers).
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Kong, Po-ping, and 江保平. "An evaluation of the design of ELT textbooks used in Hong Kong primary schools : do authors integrate principles of learner autonomy into textbooks?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207133.
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This study investigates whether principles of learner autonomy are integrated into ELT textbooks used in Hong Kong primary schools. Primary quantitative data were generated through an analysis of textbooks, and the supporting qualitative data came from interviews with teachers and lesson observations. Two sets with a total of twelve English language textbooks published for Primary Four, Primary Five and Primary Six students by Oxford University Press (China) Ltd. and Pearson Hong Kong were evaluated. Five teachers participated in the interviews while lesson observations were conducted with three of them. The results show that principles of learner autonomy are included in the textbooks to some extent. Out of the five key principles of learner autonomy, only self-assessment is achieved fully. The other key principles are partly achieved (i.e. self-selecting learning strategies, self-selecting materials and classroom activities) or not achieved (i.e. self-setting goals and self-reflection). There is currently not enough attention given in these primary ELT textbooks to promoting learner autonomy. In addition, it is found that there is no great difference in the degree of learner autonomy promoted across educational levels. The findings also suggest that different authors have different levels of awareness of promoting learner autonomy. This study concludes that a set of guidelines about the incorporation of principles relating to learner autonomy would facilitate authors and publishers in designing textbooks.<br>published_or_final_version<br>Applied English Studies<br>Master<br>Master of Arts in Applied Linguistics
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Nguyen, Cang T. "An evaluation of the textbook 'English 6' : a case study from secondary schools in the Mekong Delta Provinces of Vietnam." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10033/.
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The present study evaluates English 6, an official textbook used for grade 6 pupils in all secondary schools all over Vietnam, in the teaching and learning context of the Mekong Delta. The research was conducted in two stages: a theoretical evaluation and an empirical evaluation. The theoretical evaluation was based on the researcher’s experience, expertise, and the literature on textbook evaluation. The empirical evaluation was based on data collected from 22 teachers and 313 pupils at 8 different secondary schools in four different provinces in the Mekong Delta in the form of questionnaires, semi-structured interviews, documents and classroom observation. The evaluation sought to find out the users’ views on the textbook, its impact on users and the users’ recommendations for improvement. The results of the evaluation show that the textbook • suits the teaching and learning context and culture, • gives much help to both teachers and pupils, • receives positive responses from teachers and pupils. Beside these merits, the textbook needs to be improved in the following ways: • More varied types of activities, especially ones which help pupils practice using the target language communicatively, should be added to the textbook content. • Free practice activities should be added after the controlled ones to help pupils practice speaking and writing creatively. • The textbook should be supplemented with language material from different resources such as picture stories, comic strips, etc. • The supporting resources need to be more widely available and better, both in terms of physical appearance and quality. The findings also indicate that textbook writers should carry out learner needs analysis before writing new textbooks to make sure they meet learners’ needs.
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Nasban, Mohammed Suleiman. "A critical study and evaluation of the teaching of Arabic as a foreign language in Saudi Arabia : with reference to textbook analysis." Thesis, University of St Andrews, 1991. http://hdl.handle.net/10023/15379.
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Teaching Arabic as foreign language is a fairly new field of study, particularly in Western Universities. The aim of this thesis is to discuss one aspect of this field by concentrating on text-book analysis and evaluation. In carrying out this task we have formulated a set of questions to serve as parameters in the collection and analysis of data relevant to this task (appendix II). The subject of this practical study is vol. 1, entitled "Arabic for Beginners" of a series of books used for teaching Arabic to foreign adults at the Arabic Language Institute. Our study utilises a number of notions and considerations which are applicable to text-book analysis and evaluation generally. In Appendix I we deal with some of these points in an attempt to specify the theoretical dimension presupposed by our practical analysis. The thesis contains two main parts:- the theoretical part which deals with different aspects belonging to the teaching of Arabic as a foreign language, including the characteristics of the Arabic language and the teaching of sounds, vocabulary, constructions, and culture. The practical part, on the other hand, is concerned with the practical application and the outcome of the analysis of the text-book in terms of a set of criteria which may have applicability outside the immediate realm of Arabic foreign language teaching. The thesis contains four chapters. Chapter one deals with the characteristics of the Arabic language and its importance as a foreign language; it also concentrates on the objectives of Arabic language teaching as well as on the problem of syllabus design in relation to this language. Chapter two gives a general outline of the institutes and the materials of teaching Arabic as a foreign language in Saudi Arabia. Chapter three deals with the importance of sounds, vocabulary, constructions and culture, paying attention to their place in the text-book of teaching Arabic as a foreign Language. Chapter four sets out the results of applying the criteria of text-book evaluation to the book under investigation, pointing out its positive and negative features in the areas of sounds, vocabulary, constructions and culture.
19
Sundholm, Anders. "Matematikboken – betydelse och kvalité : En studie av matematikbokens betydelse för elevers resultat i matematik samt utvärdering av matematikböckers kvalité." Thesis, Södertörn University College, Lärarutbildningen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1654.
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<p>Det verkar råda stor konsensus om att matematikundervisningen är viktig för att Sverige skall kunna hävda sig och kunna konkurrera i en global värld. Samtidigt visar det sig att eleverna i allt större utsträckning har svårt att nå målen för undervisningen. En undervisning, som forskningen visar, är hårt styrd av den matematikbok som används.</p><p>I Finland har det visat sig att vilken lärobok som används i undervisningen får statistiskt signifikanta konsekvenser för elevernas resultat. I uppsatsen undersöks om samma statistiskt signifikanta samband även föreligger i Sverige. 149 skolor omfattande 13 408 elever ingår i den statistiska kvantitativa studien. Till skillnad från i Finland pekar resultaten på att det inte går att dra någon slutsats om samband mellan använd lärobok och elevernas resultat. En förklaring till att det inte går att påvisa någon skillnad kan vara att de två helt dominerande matematikböckerna i årskurs 9, i en kvalitativ utvärdering bedöms som likvärdiga.</p><p>För att göra den kvalitativa utvärderingen av matematikböckerna används en metod utvecklad av The American Association for the Advancement of Science, AAAS, i USA. I uppsatsen visas att metoden är tillämpbar i Sverige och kan fungera som det ”instrument för att bedöma läromedels kvalitet utifrån målen att sträva mot i grundskola och gymnasieskola samt motsvarande mål för annan matematikutbildning” som matematikdelegationen efterlyser (SOU 2004:97).</p><p>Den föreslagna metoden används för att granska de två dominerande matematikböckerna i årskurs 9, Matematikboken Z och Matte Direkt. Den begränsade granskningen visar att de båda böckerna är likvärdiga, men framförallt att de har samma svagheter. Båda böckerna får låga betyg i kategorierna ”Building on Student Ideas about Mathematics” och ”Enhancing the Mathematics Learning Environment”. Något som kan få negativa konsekvenser för elevernas inlärning och för sättet som undervisningen bedrivs på.</p><br><p>Education in mathematics is considered important for Sweden to be able to compete in a global world where knowledge and information is imperative. However, mathematics results are decreasing and students often fail to reach the stipulated educational goals.</p><p>Research shows that in mathematics, what is taught and how it is taught is very dependent on the textbook used. In Finland, it has been concluded that there is a statistically significant difference in students´ results depending on which textbook is used. The objective of this thesis is to evaluate if the same is true in Sweden, i.e. is there a statistically significant difference in students’ results in mathematics depending on which textbook is used in Swedish schools? The evaluation is based on responses from 149 schools comprising 13 408 students. The study indicates that the textbook used does not affect the outcome. One explanation is that when assessing the quality of the two textbooks most commonly used in Swedish schools they can be considered equivalent.</p><p>Since textbooks in mathematics have a large influence on what is taught and how it is taught it is important to be able to assess the quality of the textbooks. The thesis demonstrates that a method for assessing textbooks in mathematics, developed by the American Association for the Advancement of Science, AAAS, can be used in Sweden. The method would be appropriate as the tool the “Matematikdelegationen” (SOU 2004:97) is requesting for evaluation of the quality of textbooks in mathematics.</p><p>Following the method stipulated by the AAAS, a limited evaluation is made of the two textbooks that dominate in Swedish schools in year 9, Matematikboken Z and Matte Direkt. It is striking that both books perform poorly in the same areas, Building on Student Ideas about Mathematics and Enhancing the Mathematics Learning Environment. This can have a negative impact on the pupils´ ability to learn mathematics and might also have a negative effect on the way mathematics is taught.</p>
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Carlo, Sandra Del. "Conceitos de física na educação básica e na academia: aproximações e distanciamentos." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21012009-092457/.
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Este trabalho, juntamente com outros dois nas áreas de Biologia e Química, tem como objetivo verificar a aproximação entre os conteúdos de ensino de Ciências Naturais, especificamente Física, dos livros da educação básica (fundamental e médio) e a Ciência de referência. Para representar a Ciência de referência, foram utilizados os livros dos cursos de graduação (licenciatura e bacharelado) em Física da Universidade de São Paulo. Nessa proposta também é possível avaliar os conteúdos de ensino dos livros didáticos de Ciências em função de seu distanciamento dos conteúdos da Ciência de referência, resultado da transposição didática. Para a análise foram selecionados alguns conteúdos centrais da Física, como os princípios em geral e os conceitos de energia, força e campo, e comuns aos ensinos fundamental e médio: peso e massa; calor e temperatura; carga. Esses conceitos foram analisados em seis coleções de livros didáticos de Ciências do ensino fundamental (duas das séries iniciais e quatro das séries finais) e em qua tro livros de Física para o ensino médio. O desenvolvimento desses conteúdos foi comparado com a abordagem realizada nos livros da Ciência de referência para verificar a correção conceitual na perspectiva de aproximação entre os conhecimentos escolares e científicos. Os resultados preliminares indicaram que os livros do ensino fundamental abordam os conteúdos numa perspectiva com o maior número de distanciamentos da Física de referência, reforçada pelo laxismo presente. Como a maioria dos professores do ensino fundamental não tem formação específica em Ciências, dificilmente identifica esses aspectos. Nos livros de Física do ensino médio, os resultados iniciais mostraram uma maior proximidade com os livros da Física de referência e com o rigorismo característico. No entanto, quando esses resultados foram comparados com as pesquisas apresentadas em artigos de ensino de Física, mesmo que essa proximidade seja garantida, ainda há problemas no processo de ensino e aprendizagem que devem ser investigados, como a formação de professores de Ciências.<br>This work, together with two others in the areas of biology and chemistry, has the objective of verifying the approximation between teaching contents in the natural sciences, specifically physics, of grade school and high school textbooks and reference science. Representing reference science, textbooks from baccalaureate and licentiate degrees in physics at the University of São Paulo were used. It is also possible using this proposal to evaluate the teaching content of science texts as a function of their distance from the contents of reference science resulting from didactic transposition. Some central concepts of physics were selected for analysis, as well as general principles and the concepts of energy, force and field, common to both elementary and high school teaching: weight and mass, heat and temperature; load. These concepts were analyzed in six collections of grade school science teaching materials (two from primary series and four from junior high school materials). These contents were compared with the approach developed in reference science texts to verify the conceptual accuracy in the perspective of approximation between school and scientific knowledge. Preliminary results indicated that the texts used at the grade school and junior high school levels approach the contents from a perspective with the greatest number of distances from reference physics, reinforced by todays laxity. Because the majority of primary and secondary school teachers are not specifically trained in sciences, they have difficulty identifying these aspects. In high school texts, initial results showed a greater approximation with reference physics books and their characteristic rigor. However, when these results are compared with the research presented in articles on the teaching of physics, even guaranteeing this approximation, there are still problems in the teaching and learning process that should be investigated, like the development of professors in the sciences.
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Bonifácio, Elida Maria Rodrigues. "Criteria for evaluation of textbooks designed for english language teaching to brazilian air traffic controllers: a checklist proposal." Universidade de Taubaté, 2015. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=792.
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Considering the need to improve the level of proficiency of air traffic controllers (ATCO) in the English language, in order to avoid incidents and accidents due to lack of proficiency, many language courses started offering English classes to those professionals. According to ICAO (2010), all ATCO must be approved in a specific proficiency exam, so that they can control international traffic. Nevertheless, the number of published textbooks in aviation English field is still low; therefore, choosing the most appropriate textbook becomes difficult due to the few options. The general objective of this paper is to contribute with researches in the field of textbook evaluation and Englisht learning and teaching. The specific objectives are: to set criteria in order to create a checklist to evaluate textbooks used in English language courses to air traffic controllers, based on criteria already found in the literature about textbook evaluation, adapting those criteria to what ICAO requirements and to the Proficiency Exam tasks; and to evaluate the book Aviation English using the checklist. The checklist criteria were created in the light of the Document 9835 (ICAO 2010), as well as in the light of the theories of language, Widdowson (1978), and others; the theory of English as a lingua franca of aviation, Oliveira E. (2007), Hülmbauer et al (2008), and others; the principles of language teaching and learning, Larsen-Freeman (2000), Brown (2007), and others; the tenets of English for Specific Purposes, Hutchinson and Waters (1987), Dudley-Evans and St. John (1998), and others; and the conception of materials development, Cunninsworth (1995), Tomlinson (1998; 2003), Mc Grath (2002), Dias (2007), and others. The checklist has as main categories the theoretical principles (language role and language teaching and learning), graphical features, lexical, grammatical and functional competences described in the Document 9835, support materials and English proficiency test preparation and it was subdivided into 117 items. The material evaluated by the means of the checklist fulfilled 71,8% of the checklist items in a positive way; on the other hand, 20,5% of the items were not identified in the material, and 7,7% of the items were partially identified in the textbook. Using the checklist to evaluate materials will enable professionals engaged in English teaching to air traffic controllers to choose the most appropriate textbook according to their audience, as well as to identify gaps in the book, in order to adapt the material, since there is no such thing as perfect material.<br>Considerando a necessidade de aumentar o nível de proficiência em língua inglesa de controladores de tráfego aéreo (ATCO), a fim de prevenir incidentes e acidentes, cujas causas também estejam relacionadas à falta de proficiência na língua, vários cursos de idiomas começaram a oferecer aulas de inglês para esses profissionais. Segundo OACI (2010), os ATCO devem ser aprovados em exame de proficiência específico, para operarem em órgãos que controlam o tráfego aéreo internacional. No entanto, o número de livros didáticos (LD) de inglês aeronáutico continua modesto e, com isso, a escolha do mais adequado torna-se difícil, devido às poucas opções. O objetivo geral deste trabalho é contribuir com pesquisas na área de avaliação de material didático e de ensino-aprendizagem de inglês. Os objetivos específicos são: estabelecer critérios para a elaboração de uma checklist para avaliação de livro didático utilizado na formação de língua inglesa de ATCO, a partir de critérios existentes na literatura sobre avaliação de LD, adequando-os aos requisitos estabelecidos pela OACI (Organização de Aviação Civil Internacional) e às atividades aplicadas no Exame de Proficiência a que são submetidos os controladores de tráfego aéreo no Brasil; e aplicar a checklist elaborada na avaliação do livro didático Aviation English. A Checklist ATCO será elaborada à luz do Documento 9835, de OACI (2010); das teorias de linguagem Widdowson (1978) e outros; da língua inglesa como língua franca da aviação, de Oliveira E. (2007), Hülmbauer et al (2008) e outros; dos princípios de ensino-aprendizagem de línguas, de Larsen-Freeman (2000), Brown (2007) e outros; do ensino de inglês para propósito específico, de Hutchinson e Waters (1987), Dudley-Evans e St. John (1998) e outros; e de avaliação de livro didático, de Cunningsworth (1995), Tomlinson (1998; 2003), Mc Grath (2002), Dias (2007) e outros. A checklist tem como principais indicadores os princípios norteadores (linguagem e princípios de ensino-aprendizagem), os aspectos gráficos, as competências lexicais, gramaticais e funcionais descritas no Documento 9835, os materiais de apoio e a familiarização com as atividades aplicadas no exame de proficiência aplicado no Brasil, totalizando 117 itens. A partir da aplicação da Checklist ATCO na avaliação do material, foi possível verificar que 71,8% dos itens estão presentes no livro avaliado; 20,5% não estão presentes no material; e 7,7% estão parcialmente presentes. A avaliação de LD utilizando a checklist proposta facilita a identificação de lacunas e fornece informações ao professor que avalia, a fim de que ele planeje as adaptações de atividades, já que o material perfeito será difícil de encontrar.
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Filgueiras, Juliana Miranda. "Os processos de avaliação de livros didáticos no Brasil: (1938-1984)." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/10290.
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Previous issue date: 2011-02-28<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This study aims to analyze the textbook evaluation processes in Brazil, by their
historical perspective since the 1930 s, when the first nationally organized evaluation
process was established. During this research four major periods related to the textbook
national policies were identified, as well as different evaluation processes. The first
process was established by law no. 1.006 of 1983, which created the Comissão
Nacional do Livro Didático, the CNLD (Brazilian Textbook Commission). The second
process happened during the 1950´s, when the Campanha do Livro Didático e Manuais
de Ensino, the Caldeme (Textbooks and Teaching Manuals Campaign), was created.
The third moment took place during the military dictatorship in 1966 with the creation
of the Comissão do Livro Técnico e do Livro Didático, the Colted (Technical Book and
Textbook Commission). The last moment started in 1971, when the Colted was
extinguished and its functions were transferred to the Instituto Nacional do Livro, the
INL (National Book Institute), which started the Programa do Livro Didático (Textbook
Program) and the manuals co-edition processes until 1976. After that the Programa do
Livro Didático (Textbook Program) was transferred to the Fundação Nacional do
Material Escolar, the Fename (School Material National Foundation). The research is
concluded with the extinction of the co-edition system in the 1980 s. The objective of
this thesis was to identify those involved in the dispute field over the school manuals,
what were the activities and interests of these agents, also highlighting the conflicts and
struggles over this field. Based in authors as Chervel, Goodson and Choppin, the
analysis allowed the verification of the importance of didactic manuals in the schooling
process, in the school subjects teaching and learning relation. The exam of different
evaluation processes showed the intention of different social groups to control the
content disclosed by textbooks, showing the value of this instrument in education as a
tool for standardizing and harmonizing culture<br>Este estudo tem como objetivo analisar os processos de avaliação de livros didáticos no
Brasil, pela perspectiva histórica, desde os anos 1930, quando foi estabelecida a
primeira avaliação organizada em âmbito federal. Durante a pesquisa foram encontrados
quatro grandes períodos relacionados a políticas nacionais para o livro didático, com
processos de avaliação distintos. O primeiro processo foi instituído por meio do
Decreto-Lei n° 1.006, de 1938, que criou a Comissão Nacional do Livro Didático
(CNLD). O segundo processo ocorreu durante os anos 1950 com a criação da
Campanha do Livro Didático e Manuais de Ensino (Caldeme). O terceiro momento deuse
no início da Ditadura Militar, em 1966, com a criação da Comissão do Livro Técnico
e do Livro Didático (Colted). O último momento iniciou-se em 1971, quando a Colted
foi extinta e suas funções passaram para o Instituto Nacional do Livro (INL), que
iniciou o Programa do Livro Didático e os processos de co-edição dos manuais, até
1976, quando o Programa do Livro Didático foi transferido para a Fundação Nacional
do Material Escolar (Fename). A pesquisa é encerrada com o fim do sistema de coedição
nos anos 1980. Com esta tese, buscou-se compreender quem eram os sujeitos
envolvidos no campo de disputa sobre o manual escolar, qual a atuação e interesse
desses sujeitos, evidenciando, também, os conflitos e lutas que se estabeleceram nesse
campo. Baseada em autores como Chervel, Goodson e Choppin, a análise permitiu
verificar a importância dos manuais didáticos no processo de escolarização, na relação
de ensino e aprendizagem das disciplinas escolares. O exame dos diferentes processos
de avaliação mostrou a intenção dos diferentes grupos sociais de controlar o conteúdo
que seria veiculado pelo livro didático, demonstrando o valor desse instrumento na
escola, como ferramenta de uniformização e unificação cultural
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Neto, Luiz Caldeira Brant de Tolentino. "O processo de escolha do livro didático de ciências por professores de 1ª a 4ª séries." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04112014-134649/.
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O Governo Federal, com o PNLD (Programa Nacional do Livro Didático) propõe avaliar e distribuir livros didáticos para todas as escolas públicas de Ensino Fundamental brasileiras. Os critérios para esta avaliação, bem como sua logística, são refinados a cada edição do Programa. No entanto, o impacto e as reações causadas pelo PNLD a quem ele realmente se destina, são pouco estudados. O PNLD chega até as escolas sob a forma do Guia de Livros Didáticos, material que pretende ser fundamental à decisão dos títulos a serem requisitados ao MEC. O estudo do processo de escolha dos livros didáticos por professores de 1a a 4a séries é o objetivo deste trabalho. Buscamos conhecer os critérios utilizados pelos docentes na opção pela obra a ser adotada, as interferências internas e externas ao andamento do processo, as opiniões e sugestões ao PNLD. O trabalho visa contribuir com o PNLD na medida em que expõe o processo sob o olhar do professor. Procura subsidiar novas pesquisas, e produções editoriais. E visa, sobretudo, ao expressar as dificuldades, necessidades e desejos dos professores, colaborar com as mudanças necessárias para a melhoria da qualidade do ensino brasileiro.O trabalho desta pesquisa realizou-se de maneira paralela a uma pesquisa oficial do Ministério da Educação, cujo autor dessa dissertação auxiliou na coordenação, e procurou - com visitas a escolas e entrevistas com professores - estudar o processo de escolha dos livros in loco. Obtivemos como resultados, expressivos relatos de professores sobre este processo, mostrando a diversidade de critérios e condições para as escolhas. Constatou-se o pouco uso do Guia, o desconhecimento de importantes etapas do Programa. Conhecemos as deficiências estruturais do PNLD, as pressões exercidas pelas editoras e pelo poder público. Pretendemos, com o relato de sugestões e análise dos dados coletados, fornecer subsídios para o aprofundamento de estudos relacionados ao Programa Nacional do Livro Didático, contribuindo para sua eficiência.<br>The Brazilian Federal Government , with the PNLD ( National Textbook Program ) aims to evaluate and distribute textbooks to all public elementary schools. The criteria for this evaluation , as well as its logistics are refined at each edition of the Program. However , the impact and reactions caused by PNLD at whom he really intended , are poorly studied. PNLD arrives at schools by the Guide Textbook , material that purports to be fundamental to the decision of the securities to be bought by Ministry of Education. The study of the choice of textbooks by primary teachers is the aim of this Master´s work. We seek to know the criteria used by teachers in the choice of textbooks adopted , internal and external interference to the progress of the PNLD , the opinions and suggestions to PNLD. The work aims to contribute to the PNLD exposing the process under the gaze of the teacher. Aims to contribute to new researchs and editorial productions . And aims mainly express the difficulties , needs and wishes of teachers , collaborate with the necessary changes to improve the quality of brazilian schools. This research work was carried out in parallel to an official survey by the Ministry of Education , whose author of this master thesis helped coordinate , and searched - with school visit´s and interviews with teachers - study the process of choosing books spot. The results obtained shows the diversity of criteria and conditions for the choices . It found little use of the Guide , the lack of important steps in the Program . We know the structural deficiencies of PNLD pressures exerted by publishers and public authorities . We intend, with suggestions and analysis of collected data, provide support for deepening related to National Textbook Program studies, contributing to its efficiency .
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Carroll, Patrick James. "Investigation Into the Use of a Collaborative E-Book Reader AmongIntroductory Physics Students." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564499307072144.
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Wang, Weipei. "Teaching English to Young Learners in Taiwan: Issues relating to teaching, teacher education, teaching materials and teacher perspectives." The University of Waikato, 2008. http://hdl.handle.net/10289/2547.
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Abstract Since 2005, it has been government policy in Taiwan to introduce English in Grade 3 of primary schooling (when learners are generally age 9). The overall aim of this research project was to investigate some of the problems associated with the implementation of this policy by combining research involving teacher cognition with research involving the criterion-referenced analysis of a sample of textbooks produced in Taiwan for young learners and a sample of lessons taught in Taiwanese primary schools. A questionnaire-based survey of a sample of teachers of English in Taiwanese primary schools (166 respondents) was conducted, focusing on teacher background and training, views about national and local policies, approaches to course content, methodology and teaching resources, and perceptions of their own proficiency in English and of their own training needs. Only 46 (27%) of the respondents reported that they had a qualification specific to the teaching of English and 41 (25%) reported that they had neither a qualification in teaching English nor a general primary teaching qualification. Many expressed dissatisfaction with the implementation of policies relating to the teaching of English at national level (46/ 29%), local level (39/24%) and in their own school (28/17%). Although many reported that the availability of resources (125/ 75%) and/ or student interest (101/ 61%) played a role in determining what they taught, none reported that the national curriculum guidelines did so. Although official policy in Taiwan endorses the use of 'communicative language teaching', only 103 (62%) of respondents reported that their own approach was communicatively-oriented, with 18 (11%) observing that they preferred grammar-translation. A more in-depth survey relating to teacher perception of pre- and in-service training was conducted using a questionnaire and semi-structured interview. Although all 10 participants in this survey are officially classified as being trained to teach English in Taiwanese primary schools, the type and extent of their training varied widely and all of them expressed dissatisfaction with that training, noting that they had no confidence in the trainers' own competence in teaching English to young learners. All claimed that critical issues were either omitted altogether or dealt with in a superficial way. One contextual factor that has a significant impact on teacher performance in Taiwan is the quality of the textbooks that are generally available. A sample of textbooks (3 different series) produced in Taiwan was analysed and evaluated, the analysis revealing that the materials were often poorly organised, inappropriately selected and illustrated, contextually inappropriate. Finally, from a sample of twenty videotaped English lessons taught to students in primary schools in Taiwan, six that were considered to be typical were transcribed, analysed and evaluated in relation to criteria derived from a review of literature on teaching effectiveness. All of these lessons were found to be characterised by problems in a number of areas, including lesson focus, lesson staging, concept introduction, concept checking, and the setting up and conducting activities. It is concluded that the implementation of official policy on the teaching of English in primary schools in Taiwan is fraught with problems, problems that are evident at every stage in the process, from teacher education, through materials design to lesson planning and delivery.
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Fowler, Linda D. "Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1799.
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Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions. Poor achievement of U.S. middle school students in this topic is a problem.
U.S. eighth graders have had average mathematics scores on international comparison tests such as Third International Mathematics Science Study, later known as Trends in Mathematics and Science Study, (TIMSS)-1995, -99, -03, while Singapore students have had highest average scores. U.S. eighth grade average mathematics scores improved on TIMMS-2007 and held steady onTIMMS-2011. Results from national assessments, PISA 2009 and 2012 and National Assessment of Educational Progress of 2007, 2009, and 2013, showed a lack of proficiency in algebra. Results of curriculum studies involving nations in TIMSS suggest that elementary textbooks in high-scoring countries were different than elementary textbooks and middle grades texts were different with respect to general features in the U.S.
The purpose of this study was to compare treatments of linear functions in Singapore and U.S. middle grades mathematics textbooks. Results revealed features currently in textbooks. Findings should be valuable to constituencies who wish to improve U.S. mathematics achievement.
Portions of eight Singapore and nine U.S. middle school student texts pertaining to linear functions were compared with respect to 22 features in three categories: (a) background features, (b) general features of problems, and (c) specific characterizations of problem practices, problem-solving competency types, and transfer of representation. Features were coded using a codebook developed by the researcher. Tallies and percentages were reported. Welch's t-tests and chi-square tests were used, respectively, to determine whether texts differed significantly for the features and if codes were independent of country.
U.S. and Singapore textbooks differed in page appearance and number of pages, problems, and images. Texts were similar in problem appearance. Differences in problems related to assessment of conceptual learning. U.S. texts contained more problems requiring (a) use of definitions, (b) single computation, (c) interpreting, and (d) multiple responses. These differences may stem from cultural differences seen in attitudes toward education. Future studies should focus on density of page, spiral approach, and multiple response problems.
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Aftab, Asma. "English language textbooks evaluation in Pakistan." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3454/.
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This multidimensional study comprehensively explores the English language textbook situation in Pakistan in five stages utilizing mixed methods approach. Two preliminary stages were small scale – a survey of the English language requirements and interviews of the officials involved in sanctioning and publishing textbooks. The main stages were the critical examination of the English curricula and syllabi, the survey of the views of the textbook users, and the detailed coursebook evaluation. The evaluation criteria checklists and questionnaires employed during these stages were mainly based on the materials development, ‘needs analysis’ and curriculum design literature. The research highlighted shortcomings in the overall educational arena and these weaknesses are assumed to be indirectly responsible for the poor standard of English prevailing in the country. The curriculum and textbook policies were found to be inadequate. Generally the teachers/administrators lacked critical, in-depth and practical understanding of language learning objectives, teaching techniques, syllabus design, and materials. By and large, the coursebooks overwhelmingly relied on controlled and artificial activities to teach English. In conclusion, suggested improvements in the curriculum development process, teachers and textbook writers training programmes and, importantly, the prescribed coursebooks can in the long run aid in facilitating English language acquisition in the Pakistani learners.
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Myskow, Gordon. "Evaluative language in history textbooks." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6234/.
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This three-module thesis employs quantitative and qualitative methods to investigate evaluative language in Canadian secondary school and university history textbooks. The first module overviews approaches to the study of evaluation and key issues of historical discourse in need of research. The second module proposes a framework (Levels of Evaluation) for investigating history texts that combines methods from Martin and White’s (2005) Appraisal theory, and Hunston’s (2011) Status, Value and Relevance. The third module further theorizes this framework, employing Kress and van Leeuwen’s (2006) methods to account for evaluative features of visual texts. The Appraisal framework is also elaborated to include two subcategories of Judgment: Normality, and the Appreciation network is reworked to account for different types of historical significance. Coffin’s (2000) Voices of History framework is expanded to include an intermediary voice between Recorder and Appraiser, which was found to be a salient feature of history textbooks. Key findings include a higher frequency in secondary school than university textbooks of inscribed Attitude, a high overall occurrence of the resources of Affect, and a low overall occurrence of extra-evaluation, the evaluative level concerned with disciplinary engagement. Implications for the study of evaluation in historical discourse and history education are discussed.
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Vosloo, Barend Jacobus. "Designing an evaluation instrument for South African intermediate phase school textbooks." Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/324.
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No coherent theory about the practice of South African intermediate phase school textbook evaluation has been forthcoming since the advent of a new South African school curriculum in 1998. This deficiency has had an adverse effect on the quality of intermediate phase school textbooks, as well as on the capacity to assess their value. This research project, therefore, had two aims. The first was to articulate a theory about the practice of textbook evaluation. The second was to develop a procedure for evaluating South African intermediate phase school textbooks in terms of the theory. The research method was underpinned by the interpretive research paradigm in terms of which relevant data were analysed and interpreted. The data emanated from a literature review, an analysis of the national Department of Education’s Revised National Curriculum Statement and its draft policy for the evaluation of learning support material, and two surveys. The first survey comprised a sample of intermediate phase teachers and the second a sample of intermediate phase textbook authors. Sufficient evidence was found to conclude that the capabilities of the authoring team, the authors’ rationale and their observance of the process of learning and instruction, the accessibility of the textbook, the availability of teacher support, meeting the requirements of the Revised National Curriculum Statement, and certain key notions about textbook evaluation play a role in articulating a theory about textbook evaluation in order to guide the process of determining the effectiveness of South African intermediate phase school textbooks. Based on the above-mentioned theory, this study proposes a procedure to assist teachers and textbook evaluators to assess the worth of South African intermediate phase school textbooks in a brief, systematic, thorough, rigorous, and practical manner.
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Balazs, Sharon L. "Culture in language textbooks, criteria for evaluation and their application to five Russian language textbooks." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34297.pdf.
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Kavaz, Sevim. "Analysis Of High School Physics Textbooks." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607693/index.pdf.
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The purpose of this study is (1) to investigate the characteristics of ideal physics textbooks, (2) to investigate the students, teachers, textbook writers, book committee members and science education instructors&rsquo<br>opinions whether the 9th grade physics textbooks, used in TRNC (Turkish Republic of Northern Cyprus), possess the characteristics of an ideal physics textbook, and (3) to investigate how physics textbooks should be used and how they are being used.
In this study, &ldquo<br>Physics Textbooks Evaluation Questionnaires&rdquo<br>, which were prepared for physics teachers, 9th grade students, National Ministry of Education book committee members, science education instructors and physics textbook writers separately, were used as measuring instruments. The study was conducted with 591 students, 18 physics teachers, 4 book committee members, 3 science education instructors in Magosa and LefkoSa cities in TRNC, and 4 physics textbook writers in 2005-2006 spring semester.
The data were analyzed by using frequency analysis. Results revealed that most of the opinions of the participants matched with the literature review in terms of ideal physics textbooks characteristics. In addition, according to most of the textbook writers and book committee members, textbooks, that were analyzed, possessed most of the characteristics of ideal physics textbooks in the nine determined categories. However, according to most of the teachers&rsquo<br>and students&rsquo<br>opinions, analyzed physics textbooks possessed most of the ideal physics textbook characteristics in all categories except instructional approach category. Students&rsquo<br>views on usage of physics textbooks indicated that most of the teachers and students&rsquo<br>levels of using physics textbooks were almost similar. In addition, all groups of the participants stated that it is necessary to support textbooks with other sources.
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Li, Pui-lin, and 李佩蓮. "Evaluation of Hong Kong secondary school chinese history textbooks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957304.
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Li, Pui-lin. "Evaluation of Hong Kong secondary school chinese history textbooks." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833522.
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Smith, Barbara Desrosier. "A descriptive analysis of the content in three basal readers." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185538.
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Over the years there have been many criticisms of the contents of basal reading series. This study sought to describe the contents of basal readers by analyzing the student reading materials contained in the books for grades one, three, and five of three current basal readers, published by D. C. Heath, Houghton Mifflin, and Silver, Burdett, and Ginn. It determined the amount of material written for the basals and the amount of material originating in other literature sources. It also described the amount and types of adaptation to the text and visual displays in material that originated elsewhere. Further, it calculated the amount of material that was classified into each of seven literature genres and six writing types using number of selections, pages, and words as units of analysis. While other researchers have each investigated some of the points examined here, none has explored all and none has used all three units of analysis to describe the contents of basal readers. Each of the student reading selections was analyzed as to the number of pages and words and then classified into the following categories: written for the basal or taken from other literature sources, one of seven literature genres or an added reading instruction category, and one of six writing types. Material that had its origins outside the basal reader was located and compared to the basal version with notations for each adaptation to text or visual display. The adaptations were classified into twenty two different types of text adaptation or six different types of visual display adaptation. While less than half of the reading material was created expressly for the basal readers examined, most of the material from other literature sources was adapted in some way. The largest category of adaptation was deletions. Overall, while there were selections in each of the categories for literature genre and writing type, the distribution was uneven. For almost all of the points examined, individual differences were found among the three reading series and the grade levels in all of the means of analysis.
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Hsu, Shih-Yin. "Learning strategies and materials selection in the English for tourism classroom : a study of learning strategies employed by learners in the British context, with consideration of implications for published materials selection." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006622/.
Full textAbstract:
There are two enquiries undertaken in this work which is an investigation of learning strategies employed by students of English for Tourism in the British context, and an evaluation of textbooks already used for teaching this programme in Taiwan and relevant ones published in the United Kingdom. It is hoped that this work will have direct implications for pedagogy and learning processes of the English for Tourism programme in the Taiwanese context. This thesis is made up of four parts. The first part is Chapter 1 which investigates general broad backgrounds in the Taiwanese context. It also deals with the debate on the improvement of English language teaching in this context. It further discusses how this context relates to this work. The second part includes Chapters 2, 3, and 4, offering the theoretical framework on which an empirical research and a desk-based study of textbooks are based. Chapter 2 primarily examines the features of English for Tourism by taking account of the general key issues of ESP relevant to needs analysis, content and language, and methodology, and the specific crucial issues in relation to the target situation in the tourism industry, tourism education and training, and cultural content. It further postulates that communicative language teaching and learning strategies are closely relevant to the efficiency of ESP teaching. These are defined and explored in depth in Chapters 3 and 4 respectively. The third part consists of an empirical research and a desk-based study (Chapters 5, 6, 7, 8 and 9). Chapter 5 discusses research methodology indicating that a qualitative approach has been preferred to a quantitative approach. The empirical research will be based on participant observations (Chapter 6) and semi-structured interviews (Chapter 7). It will be followed by a desk-based study of textbooks (Chapter 9). Chapters 6 and 7 are mainly descriptive. Chapter 8 interprets the major findings of this empirical research, discusses the issues they raise and goes on to suggest improvements to the pedagogy and learning processes in the Taiwanese context. It indicates that social strategies and social interaction bothinside and outside the classroom are the most significant factors for learning processes. It suggests furthermore that a combination model of notional-functional and task-based approaches is essential for the effective English for Tourism syllabuses and methodologies in the Taiwanese context. Chapter 9 is a desk-based study of textbooks to evaluate and select appropriate and useful textbook for teaching English for Tourism in the Taiwanese context. The final part is Chapter 10. This chapter reviews the principal themes in the preceding chapters, and offers principles of approach which guide the teaching and learning of English for Tourism in the Taiwanese context.
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Lane, Donna N. Losciuto. "Evaluating E-textbooks in a Business Curriculum." NSUWorks, 2006. http://nsuworks.nova.edu/gscis_etd/657.
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Given the growing popularity of electronic textbooks (e-textbooks) in academia, it is important to evaluate the educational value of such textbooks and whether users can interact with the interface. The problem identified in this study is how to effectively use e-textbooks in a four-year undergraduate business curriculum to facilitate student learning. The primary goal of this study was to evaluate the educational usefulness of etextbooks.
The secondary goal was to evaluate the user interface usability of e-textbooks. Two methods of evaluation were used in this study. A web-based survey was used and the sample included current student users of e-textbooks in a variety of business topics in four-year undergraduate business schools. Survey requests were provided to instructors identified as using e-textbooks, who forwarded the survey to the students. There were 166 student responses to the web-based survey. A user review was used and included a "think-aloud" method of evaluation in which participants were asked to perform tasks with one business e-textbook and complete a questionnaire. The participants used included seven undergraduate business students enrolled at Southern Oregon University in a business course in which an e-textbook was used and presented in the Adobe Acrobat Reader 7.0 format.
The investigator expected to provide insight to what ways e-textbooks enable students to meet learning objectives. The web-based survey results showed students are satisfied with the criteria presented and deemed important in evaluating the educational usefulness of e-books. A key finding in the web-based survey was the dissatisfaction that users reported on the ability to edit, mark and annotate when using e-textbooks. These features are considered to be important assets in promoting the use of e-books. The investigator also expected to provide insight to what ways e-textbook interfaces make possible the performance of the tasks required of students. The user review results showed students are satisfied with the criteria presented and deemed important in evaluating the user interface usability of e-books. A key finding in the user review was that users sought paper book metaphors for finding information in the e-textbook that were not available.
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Reynolds, Mary Jane. "School textbooks and teachers' choices : a contextualizing and ethnographic study." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/17551.
Full textAbstract:
Bibliography: pages 140-157.<br>This study provides evidence that most teachers choose their class textbooks haphazardly and without evaluating them. As a result, bad textbooks are as likely to be chosen and to succeed commercially as good ones are. One consequence of this is that many publishers and authors continue to get away with producing bad textbooks. The study begins by describing the context in which school textbooks are chosen. It gives an overview of the textbook's role, and concludes that it is an indispensable part of an effective education system, especially where other resources are lacking. The study then considers the degree to which South African textbooks fulfil their roles; it concludes that most textbooks in schools are poor, many being incomprehensible to their audiences, but attention is also drawn to some positive textbook development that has taken place. The study next considers how and why so many poor textbooks have been selected by educators: it summarises the part played by education departments and publishers, and reviews the state of textbook evaluation as a discipline. It concludes that South African educators are poorly equipped to evaluate and select textbooks. Against this background, the study describes an investigation of how teachers select textbooks for their classes. The findings are that choice is haphazard and that evaluation, in the rare instances when it takes place, is usually unsystematic and superficial. In conclusion, the study recommends that research into textbook development is done to provide a theoretical framework for effective evaluation, and that training and other support in textbook evaluation for teachers is established to improve selection practices. The study hypothesises that the resulting demand from a broad base of well-informed textbook-selectors in schools will give authors and publishers a more powerful incentive than any other pressures can to produce materials that withstand systematic, critical and wise evaluation.
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Matoti, Sukude Mangwevandile. "An analysis of some school history textbooks with special reference to styles of concept presentation." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001409.
Full textAbstract:
The aim of this study was to find out whether the school history textbooks used in Transkei Junior and Senior secondary schools were adequate in helping pupils meet the demands of their course. The results of the study would be used as argument for or against the assumption that the type of textbooks used in Transkei schools, through their inadequacy in equipping the pupils with the necessary skills for "doing" history, do contribute to the high failure rate in history, especially that they are in most schools, the only recourse for both the teacher and the pupil. In particular the study intended to see what strategies the history textbooks used to aid concept understanding which is crucial to the understanding of history. Twenty three criteria, fourteen objective and nine subjective were used to assess the books for readability and for strategies which might aid concept understanding. Eight books were assessed: four Std 5 and four Std 8 books. The results showed that only three of the eight books catered for the development of skills of learning history and were suited to the level of the pupiils for whom they were intended . History textbooks therefore need to be improved so as to foster the skills of learning history. Their inadequacy could be a contributory factor to the high rate of failure. In-service and pre-service training in methods of textbook analysis can assist in textbook selection and for changes in methods of teaching to supplement shortcomings in books which are commonly used
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Soldati-Kahimbaara, Kulukazi Theodorah. "The evaluation of ESL textbooks : a sociolinguistic perspective / Kulukazi Theodorah Soldati-Kahimbaara." Thesis, Potchefstroom University for Christian Higher Education, 2000. http://hdl.handle.net/10394/1879.
Full textAbstract:
http://www.crimsa.ac.za/WebZ/Authorize:sessionid=0:autho=guest:password=guest1&&context;/AdvancedQuery?&next=crim/crim_abstract.html&bad=error/badsearchframe.html<br>Thesis (M.A.)--Potchefstroom University for Christian Higher Education, 2001.
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Wiström, Carl. "How well do textbooks cover collocations? An evaluation of Blueprint B 3.0." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-85595.
Full textAbstract:
Collocations receive considerable interest in the second language acquisition literature, with a growing interest in the way they are covered in English as a foreign language (EFL) textbooks. Despite this, corresponding studies in the Swedish context are sparse. The aim of this study was therefore to evaluate one of the most popular textbooks used in Swedish EFL classrooms, Blueprint B 3.0, by identifying how it covers collocations in terms of frequency and mode of presentation and how the collocational profile aligns with best practices as recommended in the existing literature. A total of 529 unique collocations were identified, of which 35 were targeted in exercises. The selection of collocations given explicit attention follows recommendations from the literature in terms of type, but not in terms of frequency, as less than half of the targeted multi-word units could not be identified as collocations with the Longman Collocations Dictionary and Thesaurus (2013) and none with the list of first 100 collocations (Nation & Shin, 2007). As for mode of presentation, the identified exercises did not follow recommendations, and by design increased the risk of learner error. I discuss a number of pedagogical implications for teachers and textbook authors and offer some suggestions for future research in this area.
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Koch, Lynn. "A study of the criteria teachers use when selecting learning material." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003665.
Full textAbstract:
This study investigates the criteria teachers use when selecting and evaluating learning support material, in particular, English second language textbooks. The study seeks to determine what informs the criteria that teachers use for selection. The study is conducted against the backdrop of Curriculum 2005 (C2005) and outlines the C2005 revision process and the subsequent introduction of the Revised National Curriculum Statement (RNCS). Through a series of focus group interviews, the researcher explores the criteria teachers use for evaluation. Many of the teachers in this study did not have clearly articulated criteria; rather, they drew on implicit criteria and mentioned favoured qualities or attributes that they looked for in a textbook. In addition, the teachers in the focus groups used criteria that had been ‘told’ rather than ‘owned’ and had not developed their own sets of criteria. This research concludes that teachers are caught between two conflicting sets of criteria: those of their pre-service training and those of the new curriculum, which is currently being mediated to them through brief orientations. Drawing on recent literature, the researcher argues that in order to shift deep-seated literacy practices, teacher training needs to be prolonged, in-depth and ongoing.
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Chung, Chia-Chen, and 鍾佳臻. "A Study of Textbook Evaluation Criteria for Taiwanese Primary English Textbooks: Learners' Perspective." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/88739067906445548945.
Full textAbstract:
碩士<br>中原大學<br>應用外語研究所<br>97<br>After practicing the policy of releasing the right of textbook publishing to public in 1994, various types of textbooks have filled the market in Taiwan’s formal education. A good English textbook can facilitate students’ learning as well teachers’ instruction. Regulating the quality of the textbooks is an important task for the government, and thus standardized guidelines have been passed down from the authority. With the change of the trend, the existing English textbook evaluation criteria proposed by the government a decade ago may have grown out of fashion. Thus, this research examined the official criteria on the basis of various studies of textbook evaluation criteria, the features of the Taiwanese context, and the empirical data from questionnaires and interviews with the users (i.e. students). This study took two famous books in textbook evaluation, which are Cunningsworth (1995) and Skireso (1991) as reference to identify the significant factors in textbook evaluation. This study also compared the Taiwanese learning context to select the suitable factors that can apply for the textbook evaluation of Taiwan. The empirical data from the users provided important reference for checking the actual situation of textbooks in Taiwan. The empirical data were obtained from questionnaire and interview. The questionnaire data were analyzed by SPSS tool and the interview procedure was recorded by tapes and analyzed thematically. This research hopes that through the study of three perspectives, it can produce suitable and effective textbook evaluation criteria which can ensure and promote the qualities of English textbooks in Taiwan.
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Magnusson, Jennie. "The Functions of Textbooks : A Textbook Analysis of Text Genres and their Representation." Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-54593.
Full textAbstract:
The aim of this study is to investigate which text genres are included in three textbooks intended for the course English 5, and how they are represented. This is done in order to discuss the functions that the textbooks Blueprint A, Solid Gold and Engelska 5 & 6: Outlooks on, can have in the English classroom. The investigation is conducted through a textbook analysis that includes both a quantitative content analysis to create an overview of the text genres, and a close reading text analysis that investigates the representation of the texts with the help of Bloom’s Taxonomy. The investigation finds that all three books contain several different text genres and that they use some of the text genres more frequently than the other books do. This means that the three books have different texts in focus. Since the study also shows that the texts are represented in many different ways, the study concludes that the books can have many different functions, specific for each book and therefore it can be important to evaluate textbooks before using them and to use more than one. However, one major factor that all these three books can help teachers with is to introduce pupils to many different text genres and improve learning by including most of the perspectives introduced by Bloom as important levels of learning.
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Fru, Nkwenti Raymond. "Heritage in contemporary grade 10 South African history textbooks : a case study." Thesis, 2011. http://hdl.handle.net/10413/8495.
Full textAbstract:
Drawing on two research questions, this study presents an understanding of the nature
of heritage in selected contemporary Grade 10 South African history textbooks, and
elucidates factors responsible for the depiction of heritage in a particular way. The
context that informed this study was that of South Africa as a post-conflict society.
Using the interpretivist paradigm and approached from a qualitative perspective, this
case study produced data on three purposively selected contemporary (post-1994)
South African history textbooks with regards to their representation of heritage.
Lexicalisation, a form of the Critical Discourse Analysis (CDA) was used as method to
analyse the pre generated data from the selected textbooks following Fairclough’s
(2003) three dimensions of describing, interpreting, and explaining the text. The study
adopted a holistic approach to heritage as a conceptual framework whilst following
social constructionism as the lens through which heritage was explored in the selected
textbooks. My findings from this study concluded that although educational policy in the form of the
NCS-History clearly stipulates the expectations to be achieved from the teaching and
learning of heritage at Grade 10 level, there are inconsistencies and contradictions at
the level of implementation of the heritage outcome in the history textbooks. Key among
the finding are the absence of representation of natural heritage, lack of clear
conceptualisation of heritage, many diverse pedagogic approaches towards heritage
depiction, a gender and race representation of heritage that suggests an inclination
towards patriarchy and a desire to retain apartheid and colonial dogma respectively,and finally a confirmation of the tension in the heritage/history relationship. The study
discovered that factors such as the commercial and political nature of textbooks, the
lack of understanding of the debates around the heritage/history partnership, and the
difficulties involved in post-conflict reconstruction are responsible for this type of
heritage depiction in the textbooks.<br>Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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Liu, Chang Kuo, and 劉昌國. "Fuzzy System Evaluation－with an Example of Textbook Selection." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/12474237726591460886.
Full textAbstract:
碩士<br>國立政治大學<br>應用數學研究所<br>96<br>The purpose of this study is to develop a system analysis by fuzzy theory. A comparison was made between fuzzy sample mode, fuzzy evaluation and the conventional method about textbook selection. In order to establish the factor fuzzy relation weight matrix and to estimate fuzzy evaluation matrix, we use the fuzzy weight and evaluation questionnaire first. It was found, by way of the actual evaluation, that the application of fuzzy evaluation is better than the traditional evaluation. While looking for appropriate consensus, fuzzy statistics is a better reflection of popular idea.
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Tseng, Tzu Yun, and 曾子芸. "A study on criteria for elementary english textbook evaluation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/95919587999974355944.
Full textAbstract:
碩士<br>國立政治大學<br>英國語文學研究所<br>100<br>The current study aimed to understand how elementary English teachers in Taiwan prioritized criteria for textbook evaluation, and whether their various backgrounds influenced their prioritization of criteria. The research framework was constructed based on Analytic Hierarchy Process (AHP), including 2 objectives, 5 sub-objectives, and 25 criteria. An AHP questionnaire was randomly administered to 126 elementary English teachers in Taipei City. All the data were analyzed by means of the software Expert Choice 2000.
The major findings in the current study are summarized below.
1.Internal evaluation of textbooks was prioritized
before External evaluation by a majority of the
teachers.
2.In external evaluation, most teachers emphasized
General features of a textbook; in internal
evaluation, teachers focused more on Language skills
rather than Language components in a textbook.
3.Concerning criteria for evaluating General features of
textbooks, teachers considered the criterion Accuracy
and fluency most important; as for Layout and physical
makeup of a textbook, the criterion Typeface came out
top; in Teaching aids, Multimedia was viewed as the
most crucial criterion.
4.In respect to criteria for evaluating Language
components and Language skills in textbooks, the
criterion Integration of components and Integration of
skills were respectively emphasized by teachers.
5.While male teachers focused more on Language
components of a textbook, female teachers found
Language skills more important.
6.Novice teachers were more in favor of Language
components than Language skills; however, to more
experienced teachers, it was Language skills that they
prioritized first.
7.For criteria evaluating Teaching aids of a textbook,
teachers with a Bachelor's degree prioritized
Multimedia as the most important criterion, while
teachers holding a Master's degree put much emphasis
on the Quality of CDs.
To conclude, it is hoped that these findings can shed light on textbook development and provide useful information for teachers when selecting and evaluating textbooks and for textbook developers when compiling textbooks for students.
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Swanepoel, Sarita. "The assessment of the quality of science education textbooks : conceptual framework and instruments for analysis." Thesis, 2010. http://hdl.handle.net/10500/4041.
Full textAbstract:
Science and technology are constantly transforming our day-to-day living. Science
education has become of vital importance to prepare learners for this everchanging
world. Unfortunately, science education in South Africa is hampered
by under-qualified and inexperienced teachers. Textbooks of good quality can assist
teachers and learners and facilitate the development of science teachers. For
this reason thorough assessment of textbooks is needed to inform the selection of
good textbooks.
An investigation revealed that the available textbook evaluation instruments are
not suitable for the evaluation of the physical science textbooks in the South
African context. An instrument is needed that focusses on science education textbooks
and which prescribes the criteria, weights, evaluation procedure and rating
scheme that can ensure justifiable, transparent, reliable and valid evaluation results.
This study utilised elements from the Analytic Hierarchy Process (AHP) to
develop such an instrument and verified the reliability and validity of the instrument’s
evaluation results.
Development of the Instrument for the Evaluation of Science Education Textbooks
started with the formulation of criteria. Characteristics that influence the
quality of textbooks were identified from literature, existing evaluation instruments
and stakeholders’ concerns. In accordance with the AHP, these characteristics
or criteria were divided into categories or branches to give a hierarchical
structure. Subject experts verified the content validity of the hierarchy.
Expert science teachers compared the importance of different criteria. The data
were used to derive weights for the different criteria with the Expert Choice computer
application. A rubric was formulated to act as rating-scheme and score
sheet. During the textbook evaluation process the ratings were transferred to a
spreadsheet that computed the scores for the quality of a textbook as a whole as
well as for the different categories.
The instrument was tested on small scale, adjusted and then applied on a larger
scale. The results of different analysts were compared to verify the reliability of
the instrument. Triangulation with the opinions of teachers who have used the
textbooks confirmed the validity of the evaluation results obtained with the instrument.
Future investigations on the evaluation instrument can include the use
of different rating scales and limiting of criteria.<br>Thesis (M. Ed. (Didactics))
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黃詠筑. "A Study of Health and Physical Education Textbook Evaluation Criteria." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/93377825749715107426.
Full textAbstract:
碩士<br>國立台北師範學院<br>國民教育研究所<br>91<br>A Study of Health and Physical Education Textbook Evaluation Criteria
Abstract
The purposes of this study are:
1)to construct evaluation criteria for the health and physical education textbooks used in nine-year comprehensive curriculum;
2)to discuss and analyze the significance of evaluation criteria for health and physical education;
3)to offer suggestion based on the research conclusions for reference to schools, teachers, publishers, examiners, editors, education bureaus, and public representatives.
The research methods used in this study are literature review and Delphi survey. Past literatures were first collected and analyzed, then ‘Health and Physical Education Textbook Evaluation Criteria Questionnaire’ was constructed based on the literature analysis results. This questionnaire was used to conduct three surveys in Delphi group, which was consisted of 27 health and physical education scholars, and middle and elementary school teachers. The researched data was used to compute average number, mode, quartile deviation, and standard deviation to evaluate the significance, opinion concentration, and dispersion of each evaluation criterion.
The conclusions are as follows:
1.There are a total of 46 criteria for evaluation of health and physical education textbooks.
2.The evaluation criteria for health and physical education textbooks include three attributes: 1) publishing; 2) content; 3) teaching.
3.The attribute of publishing includes four classes: 1) publisher; 2) editor and author; 3) printing; 4) service organism.
4.The class of publisher includes three items: 1) solid financial resources; 2) complete organizational structure; 3) feedback mechanism.
5.The class of editor/author includes four items: 1) specialty in education; 2) specialty in curriculum; 3) specialty in the subject; 4) specialty in text and illustration.
6.The class of printing includes four items: 1) layout; 2) word processing; 3) image processing; 4) printing and binding.
7.The class of service mechanism includes three items: 1) marketing; 2) after-service; 3) resources.
8.The attribute of content includes four classes: 1) background foundation; 2) vertical and horizontal connection; 3) diversity and objectivity; 4) text and illustration combination.
9.The class of background foundation includes four items: 1) educational principles; 2) development theories; 3) subject knowledge; 4) behaviorism.
10.The class of vertical and horizontal connection includes four items: 1) taking into consideration of urban and rural students; 2) progressive teaching; 3) integration; 4) continuity.
11.The class of diversity and objectivity includes one item: 1) forecast of trend.
12.The class of text and illustration combination includes five items: 1) explaining profound theories in simple language; 2) accurate and rational; 3) display of diagrams; 4) new and original content; 5 proper proportion.
13.The attribute of teaching includes four classes: 1) evaluation of goals; 2) teaching activities; 3) teaching methods; 4) teaching resources.
14.The class of evaluation of goals includes five items: 1) complete and extensive; 2) taking into consideration of KAP; 3) diversity; 4) detailed and feasible; 5) incorporation of activities.
15. The class of teaching activities includes five items: 1) corresponding to experience; 2) you center; 3) alternative plans; 4) active learning; 5) lively teaching.
16.The class of teaching methods includes four items: 1) motivating; 2) flexible and diverse; 3) differentiation; 4) exploring potentials.
17.The class of teaching resources includes four items: 1) extended manuals; 2) educational; 3) easily accessible; 4) rich and diverse.
18.Scholars have agreed to sixteen items as the most important criteria.
19.Scholars have opposite opinion over one item.
Finally, the conclusions are provided for reference to related professionals as follows:
1.Suggestions to schools:
1)Establishing Textbook Evaluation Committee to select the most appropriate textbooks.
2)The evaluation criteria can be weighted or revised in accordance to the actual needs of the school.
3)The majority members of the committee should be teachers, and periodic meeting should be held for reviews.
2.Suggestions to teachers:
1)Teachers may adopt the evaluation criteria flexibly to meet different needs.
2)Other resources may be included in the evaluation to enhance the overall education quality.
3.Suggestions to publishers:
1)Reinforcing the content of publishing criteria for greater scope of mission.
2)The corporate operation, especially the financial capability should be managed properly; bankruptcy may affect the rights of students.
4.Suggestions to editors:
1)Editors should be at the frontline of the challenge of nine-year comprehensive curriculum.
2)Effective communication is encouraged in doubts raised by examiners to minimize vicious confluent and enhance consensus.
5.Suggestions to teachers’ education and further education:
1)Improving teachers’ capability in curriculum design.
2)Improving teachers’ capability in curriculum integration.
3)Improving teachers’ capability in coordinated teaching.
6.Suggestions to examiners:
1)Effective communication is encouraged with the editors to minimize vicious confluent and enhance consensus.
2)The examiners should publicize their names to take responsibility for textbook quality.
3)The evaluation focus should be placed on accuracy and be free of subjective opinions to meet diverse and rule lifting trend.
7.Suggestions to government authorities and public representatives:
1)Resuming the use of uniform textbook is the reverse course of democracy; the use of uniform edition and private edition concurrently is not proper.
2)The decision should be made in accordance to democratic procedures to prevent dealing with problems on an ad hoc basis.
8.Suggestions to future researches:
Privately developed textbook editions may cause problems such as textbook selection mechanism, textbook selection time, examination time, communication between examiners and editors, pricing and price negotiation, free supply of teaching tools, seminars, curriculum outline, incorrect information, authorization of reference books, interference of public representatives in profit making, the responsibilities of the government, an the responsibilities of publishers, and those problems need to be further discussed in future researches for reference to government authorities in decision-making.
Health and Physical Education,Textbook, Evaluation Criteria
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Li, Hsiao-ching. "Predictive Evaluation, Use, and Retrospective Evaluation of an EFL Textbook by Junior High School Teachers:." 2003. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2603200719133936.
Full text
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Hsiao-ching, Li, and 李筱晴. "Predictive Evaluation, Use, and Retrospective Evaluation of an EFL Textbook by Junior High School Teachers:." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/33364703775816721247.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>英語研究所<br>92<br>This study is aimed at investigating the predictive evaluation, use, and retrospective evaluation of an EFL textbook in a Taipei junior high school. The textbook refers to one of the new sets of junior high school English textbooks published by commercial publishers. In 2002, the Ministry of Education opened the market to all the publishers interested in producing textbooks for junior high school students and left the selection of English textbooks to individual junior high schools.
Six English teachers in a junior high school in Taipei participated in this study. Three of them are the proponents of the new textbook adopted in their school. The other three are the opponents. This study focuses any possible difference between the two groups of English teachers in their predictive evaluation, use, and retrospective evaluation. Data collection for this study continued for eight months. The main sources of data included interviews and classroom observations. The analysis of teachers’ use of the new textbook was based on Grant’s (1987) five options of textbook adaptation: 1.) use the textbook’s methods and materials as they stand; 2.) adapt either the content, or the method, or both; 3.) replace the content, or method used in the exercise with something the teacher considers more suitable; 4.) omit the exercise if it is irrelevant or unsuitable; and 5.) add more material, either from supplementary textbooks, or from your own resources if the textbook is lacking in some respects (pp.16-17). The study concludes with several findings.
1. In spite of their different choices, both groups of teachers, proponents and opponents of the new textbook, were mainly concerned about two factors in their decision making: the difficulty level of the textbook and students’ proficiency level.
2. The opponents modified the content of the textbook less often than the proponents.
3. Teachers’ predictive evaluation in both groups was inconsistent with their retrospective evaluation because of their wrong estimation of the difficulty degree of the textbook and the proficiency level of students.
4. The textbook was the norm of teachers’ teaching. It dominated the content of their instruction.
5. There were some contextual constraints that affected teachers’ use of the textbook, such as the time factor, the large class size, incomplete picture of the whole textbook series, students’ factors such as uncertainty of students’ proficiency level, the poor quality of English education in primary school, the great difference of students’ individual proficiency level, and students’ inappropriate learning attitudes, and the shortage of computer equipments in classrooms.
6. Teachers’ suggestions and comments about the textbook were also proposed for the textbook writers. It is hoped that future new or revised textbooks can rectify all the defects of the new textbook and better satisfy the needs of teachers and students.
To sum up, it was apparent in this study that whether the difficulty level of the textbook suits the proficiency level of students was always the main concern in teachers’ evaluation, selection, and use of the textbook. Therefore, teachers who perceived a gap between the difficulty degree of textbooks and students’ proficiency level adapted the content of the textbook more often than those who didn’t. Besides, teachers’ retrospective evaluation proved the insufficiency of their predictive evaluation and can function as a reference for improvement of the predictive instruments for future use.