Relevant bibliographies by topics / Textbook funding

Contents

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

Academic literature on the topic 'Textbook funding'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Textbook funding"

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Holden, Kristian L. "Buy the Book? Evidence on the Effect of Textbook Funding on School-Level Achievement." American Economic Journal: Applied Economics 8, no. 4 (2016): 100–127. http://dx.doi.org/10.1257/app.20150112.

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This paper considers the effect of textbook funding on school-level test performance by using a quasi-experimental setting in the United States. I consider a lawsuit in California that provided a one-time payment of $96.90 per student for textbooks if schools fell below a threshold of academic performance. Exploiting this variation with a regression discontinuity (RD) design, I find that textbook funding has significant positive effects on school-level achievement in elementary schools and has a high benefit-per-dollar. In contrast to elementary schools, I find no effect in middle and high schools though these estimates are very imprecise. (JEL H75, I21, I22, I24, I28)
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Scott, Timothy, and Farhat N. Husain. "Textbook Reliance: Traditional Curriculum Dependence Is Symptomatic of a Larger Educational Problem." Journal of Educational Issues 7, no. 1 (2021): 233. http://dx.doi.org/10.5296/jei.v7i1.18447.

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The complexities of adapting traditional educational courses to a virtual setting highlighted numerous inequalities within the current United States’ K12 school system. Students in low socioeconomic communities have suffered a more significant academic slide in core competencies due to poor lesson integration, online learning fatigue, poor learning environments, and low technological proficiency. Policymakers, believing achievement gaps result from teaching performance, have argued for additional academic controls that promote rigorous standardized instruction to reduce existing achievement gaps. However, a state-mandated textbook-driven curriculum that prioritizes test-taking strategies will only exasperate previous educational deficiencies. As numerous schools face significant financial constraints, technological and resource investment is severally limited, and teacher professional development is marginalized. Without appropriate tools or skills to adapt curriculum, classes devolve into simple rote-learning of textbook content lacking any semblance of differentiated instruction. Students in impoverished communities disassociate with taught content as textbooks lack a multicultural presentation; thus they perceive school environments as unwelcoming and hostile towards their lived-experiences. Performance-based funding through high-stakes accountability further incentifies underfunded schools to abandon student-centric learning designs and prioritize a textbook dependent ‘one-size-fits-few’ strategy to avoid sanctions to meet state benchmarks. While a return to traditional classroom instruction may signal a return to normal, without increased state funding, reduced emphasis on standardized testing, improved teacher professional development, and incorporation of multivoiced textbooks, a return to normal will additionally signal a return to existing educational inequalities in the US.
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Valentino, Maura L. "Donor funded Open Educational Resources: making the case." Bottom Line: Managing library finances 28, no. 4 (2015): 112–18. http://dx.doi.org/10.1108/bl-07-2015-0016.

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Purpose – This paper aims to explain the concept of Open Educational Resources (OER) and how libraries can make a good case to donors to fund these types of projects. Design/methodology/approach – The literature reveals that donors have been willing to support projects that save students money on textbooks. Course reserves have traditionally been a popular model. More recently, libraries have found funding for OER initiatives. These types of initiatives are discussed and several case studies of donors currently funding OER projects are examined. Findings – Donors, internal and external to the library and to the university, have shown an interest in funding projects that reduce textbook costs for students. They have funded course reserves in the past and have begun to fund OER projects. There are both qualitative and quantitative methods to induce donors to fund these types of projects. Practical implications – Libraries have traditionally supported the mission of access to information and for academic libraries that has sometimes included access to textbooks. Course reserves are a limited solution, whereas when an OER replaces an expensive textbook, it is a viable solution for all students. Social implications – OERs have strong social implications. Any person, whether associated with an institution of higher learning, or not, can access the information in an OER and learn the associated content. Originality/value – There is some literature on specific OER projects. This paper aims to fill a gap in the literature, specifically on how to approach donors regarding OER initiatives.
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Valentino, Maura, and Geri Hopkins. "No textbook cost general education pathway: an effort to increase retention at Central Washington University." Reference Services Review 48, no. 3 (2020): 503–22. http://dx.doi.org/10.1108/rsr-03-2020-0015.

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Purpose This study aims to describe a project that aims to give students a choice to complete their general education requirements without purchasing a textbook. Design/methodology/approach In total, 26 faculty, teaching in the new general education curriculum, at Central Washington University were given stipends to eliminate expensive textbooks and use free to the student resources such as open educational resources (OER) or library resources. The data was collected on student savings and student and faculty satisfaction with the program. Findings Many paths were created through the general education curriculum, so a student may easily finish these requirements without purchasing a textbook. The data from this case study coincide with the literature on the subject. Faculty found it fairly easy to replace their required textbooks with pedagogically sound, free resources. Students were relieved to have some financial relief and found the resources to be good. The student’s biggest complaint was that faculty often use very small portions of expensive required textbooks. Research limitations/implications This is a case study and the results are limited as such. This is one university and one general education curriculum. Also, if an academic library wants to replicate this case study, some funding is required. Practical implications Students struggle financially and alleviating the costs of textbooks is one-way librarians can ease that burden. Social implications Students struggle financially and alleviating the costs of textbooks is one-way librarians can ease that burden. Originality/value There have been some case studies written about OER, where 8 or 10 courses are replaced. There are studies written about zero-textbook-cost degrees at community colleges, but this case study explores a textbook-cost-free general education program at a state university.
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Stamelos, Georgios, Elena Karachontziti, and Saeed Paivandi. "Policy transfer as the growth of dynamics and challenges: The case of school textbooks in Greece." Policy Futures in Education 15, no. 6 (2017): 729–43. http://dx.doi.org/10.1177/1478210317721310.

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The Greek school textbook is at the core of this article and is treated as a matter of policy. In 2003, the Greek Government decided to include the publishing of school textbooks in the current Community support framework and as a result school textbook publishing goes beyond Greek priorities and gains European interest, which means that the whole process, being mainly supported by Community funding, has to respect certain of its rules and procedures. Our aim here is to show how European policies were transferred to the Greek context and how they inter-reacted with the corresponding Greek rules and procedures. The theoretical framework is based on Dolowich and Marsh’s (2008) proposal concerning the transformation of the concept of policy transfer into an analytical schema in the study of the policy transfer process. The methodology includes the content analysis of 29 school textbooks and comparison of the old ones with the new, and 32 interviews with actors involved in writing and publishing them.
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Bahry, Stephen A. "Travelling Policy and Local Spaces in the Republic of Tajikistan: A Comparison of the Attitudes of Tajikistan and the World Bank towards Textbook Provision." European Educational Research Journal 4, no. 1 (2005): 60–78. http://dx.doi.org/10.2304/eerj.2005.4.1.6.

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For newly independent Central Asian republics a debate has arisen about how much of the aims, content and pedagogy of old Soviet-era curricula to retain, how much to revise or replace, and with what. There is a need to replace and revise textbooks, which are wearing out and outdated. Financial crisis has made the financial support of external funding agencies necessary to do so, allowing these agencies great influence on choice of appropriate aims, objectives and pedagogy to be embodied in new textbooks, and thus on educational change in Central Asia. However, attitudes towards strengths and weaknesses of the existing system, and thus the need for change, may differ between Central Asian educational authorities and external donors. Policies recommended by external agencies may be accepted, adapted, resisted or rejected by local educators for various reasons. This study compares attitudes towards textbook provision policy expressed in two normative texts on educational needs in Tajikistan: one produced by Tajikistan authorities and one by the World Bank. While both express the importance of textbook development for educational reform, clear differences in priorities for textbook development and attitudes towards existing aims, content and pedagogies are identified. These differences suggest the need for increased dialogue between local authorities and external donors. Further, such dialogue should be extended to other key stakeholders in the reform process.
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Kamau, Kiarie. "The State of Publishing in East Africa." LOGOS 26, no. 3 (2015): 23–30. http://dx.doi.org/10.1163/1878-4712-11112080.

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The main aim of this paper is to examine the state of publishing in East Africa. It also attempts to review the situation in Malawi and Zambia, where the author has had practical experience in publishing and marketing. The paper focuses on the growth of the publishing industry in the East African region and how this growth has impacted on access to textbooks and trade publications. It demonstrates that there has been significant growth in the industry, especially in Kenya and Uganda. However, this growth has largely been in the area of publishing of textbooks. Funding for the rollout of curricula in the East African countries has been a blessing to publishers because the funding includes allocations for textbook purchases for both primary and secondary schools. However, this kind of publishing has sounded something of a death knell for the publication of general books such as novels and biographies. The paper also demonstrates that indigenous book-publishing firms have gained a stronger foothold in East Africa in the last ten years and edged out the multinationals. It concludes by indicating that unless the publishing model changes, general publishing will continue to be relegated to the back-burner. At the same time, publishers are challenged to embrace digital publishing, since that is where the future of publishing lies.
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Perez-Lizaur, Ana, Carolina Vargas, Martha Kaufer-Horwitz, and Pedro Arroyo. "Nutriologia Medica: Medical Nutriology Comprehensive Textbook." Current Developments in Nutrition 5, Supplement_2 (2021): 483. http://dx.doi.org/10.1093/cdn/nzab040_007.

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Abstract Objectives To know the opinion of users and readers about the application of Nutriología Médica as a textbook and its use as a reference for the practice of nutritional care in Mexico.To know the opinion of users and readers about the application of Nutriología Médica as a textbook and its use as a reference for the practice of nutritional care in Mexico. Methods Invitation open to students and health professionals from Mexico to evaluate the content and use of the 3rd and 4th editions of Nutriología Médica through an electronic survey designed on the Google Forms platform. Results 197 students and 238 health professionals responded. 80% of the teachers considered that Nutriología Médica is a good tool for the learning of their students. 88.5% of the students considered that the text is appropriate for their level of studies. The 4th edition was better evaluated than the 3rd edition in terms of content, information and organization. Conclusions Nutriología Médica is a book used and recognized by students and health professionals in medicine and nutrition that has favored the teaching of nutrition in Mexico. Funding Sources Universidad Iberoamericana CDMX.
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Stovall, Jeremy P., Shelby G. Laird, Lana Welford, and Allison Williams. "Student and Instructor Generated Open Educational Resources Compare Favorably to a Traditional Textbook." Journal of Forestry 117, no. 4 (2019): 370–78. http://dx.doi.org/10.1093/jofore/fvz035.

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Abstract Open Educational Resources (OER) are freely available materials that can be used in courses and modified by instructors. We developed an online OER silviculture textbook (OT). Some sections of OT were developed by the instructor, whereas others were developed by students enrolled in a silviculture course and subsequently edited by the instructor. As a preliminary examination of the effectiveness and student preference of OT, we administered a knowledge assessment and survey to both freshman and junior-level forestry students. We compared OT to a highly respected textbook in the field, The Practice of Silviculture, 9th Edition (Smith et al. 1997). Based on this study, both resources performed similarly and were similarly preferred by students. Although there are a number of limitations to this preliminary study (small sample size, only conducted at a single university, formatting both sources as paper copies) and to OER (time-consuming to create, lack of funding, lack of peer review), our results support further exploration of OER for use in forestry courses.
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Macleod, Catriona Ida. "The case for collation to inform debate and transform practice in decolonising Psychology." South African Journal of Psychology 48, no. 3 (2018): 372–78. http://dx.doi.org/10.1177/0081246318784508.

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Critiques of the ‘relevance’ of Psychology in South Africa and Africa have been raging for a number of decades now. Recent debates about decolonising Psychology and what is meant by African Psychology have been rigorous and necessary. In this commentary, I argue that in order for Psychology to move beyond Euro-American-centric epistemology and practice, these efforts need to be supplemented with the grounded praxis of research and literature collation. The epistemological, empirical, and conceptual knowledges that have been generated within the South African, African, and Global South contexts need to be brought together in coherent forms. As with other analytical processes, the grounded praxis of collating knowledges around a particular topic or approach allows for fresh insights and for the transfer of knowledges generated in context. Gaps in current research may be identified, debates on particular issues strengthened, and practice potentially improved. Drawing on two examples – textbooks and systematic literature reviews – and from my and colleagues’ work in conducting these kinds of collation work, I argue that: textbook writers should use grounded methodologies to generate texts based on South African, African, and Global South research, with reference to research conducted in the Global North being peripheral at best; and systematic reviews enable the cross-fertilisation of ideas from other social science research where psychological research is sparse. Funders should consider funding collation efforts.
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Dissertations / Theses on the topic "Textbook funding"

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Holden, Kristian. "Essays on School Choice, Information, and Textbook Funding." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18391.

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The second chapter examines the impact of information about school quality on student enrollment. I use a regression discontinuity design to estimate the effects of a school choice program in California that provides families with signals of low school quality. I find that signals of low quality decrease school enrollment by 14.3% relative to enrollment in the previous year and 23.6% over two years. Despite the large changes in enrollment, student demographics are not affected. Additionally, the effects of school-quality signals are largest when families have alternative school choices that are nearby. I also find some evidence that student achievement in elementary schools declines, although I cannot separately identify the degree to which this is caused by changes in student composition. The third chapter examines the effect of textbook funding on student performance. Evidence on the effects of school resources on student achievement is mixed, but quasi-experimental methods suggest that interventions like class size reductions improve student achievement. This is the first study to consider the effect of textbook funding on student achievement by using a quasi-experimental setting in the U.S. I focus on a large class action lawsuit in California that provided a one-time payment of $96.90 per student for textbooks if schools fell below a threshold of academic performance in the previous year. Exploiting this variation with a regression discontinuity design, I find that textbook funding has significant positive effects on student achievement. The low cost of textbooks relative to class size reduction implies that these effects have a very high benefit-per-dollar.
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Books on the topic "Textbook funding"

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Utah. Legislature. Office of the Legislative Auditor General. A performance audit of state textbook funding. The Office, 2000.

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Denise, Wallen, ed. Funding for anthropological research. Oryx Press, 1986.

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Trestman, Robert, Kenneth Appelbaum, and Jeffrey Metzner, eds. Oxford Textbook of Correctional Psychiatry. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.001.0001.

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The Oxford Textbook of Correctional Psychiatry addresses the history, structure, and processes of correctional psychiatry, including case law, human rights, ethics, organization and funding of systems, as well as stages of patient management that cover initial assessments through re-entry. It also discusses management issues, emergencies, psychopharmacology topics, sleep, detoxification, reassessment of community diagnoses and treatments, diversion programs, levels of care, malingering, substance use within facilities, and formulary management. It also covers common psychiatric disorders, relevant medical disorders, pain management, psychotherapeutic options, suicide risk management, and addictions treatment. Specific focus is given to aggression, self-injury, and other behavioral challenges, and it also reviews unique assessment and treatment needs of many distinct population groups. Special topics such as forensics, psychological testing, sexual assaults, quality improvement, training, and research are also covered, followed by a section devoted exclusively to current resources in correctional healthcare.
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Hanneken, Todd. Theological Questions. Atla Open Press, 2021. http://dx.doi.org/10.31046/atlaopenpress.81.

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Theological Questions is an Open Educational Resource (free textbook) that originates from St. Mary’s University in San Antonio and was created with funding form the Atla OER Grant Program. This open textbook was used at St. Mary's in the first of two required core theology courses. It is designed to give a broad historical overview of theological questions from the perspective of the Catholic tradition. It seeks to represent fairly a variety of questions and answers within and beyond the Catholic tradition. This OER is a foundation for other teachers of introductory courses in theology who may wish to adapt it for their purposes. The GitHub Repository for this OER can be accessed at https://github.com/thanneken/TheologicalQuestions/.
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Douglass, Susan L. Developments in Islamic Education in the United States. Edited by Jane I. Smith and Yvonne Yazbeck Haddad. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199862634.013.003.

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This chapter describes efforts by the Muslim community in the United States to educate Muslims and the public about Islam. Historical background on the earliest forms of teaching in mosques, homes, and Islamic schools is introduced. The chapter surveys the most numerous Muslim educational institutions in the United States, namely, weekend schools and K‒12 full-time Islamic schools, analyzing issues such as the number of schools in operation, their curriculum, accreditation, physical plant, teacher certification, and funding. Other institutional developments surveyed include homeschooling, design and publication of educational media, higher education, and online education. Finally, teaching about Islam in US public schools is discussed in terms of the First Amendment guidelines, a voluntary framework for all religious curricula and standards as well as the textbooks that provide the content to which students are exposed.
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ASHE and John L. Yeager. Finance in Higher Education (2nd Edition) (ASHE reader series). 2nd ed. Pearson Custom Publishing, 2001.

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L, Yeager John, and Association for the Study of Higher Education., eds. ASHE reader on finance in higher education. 2nd ed. Pearson Custom Pub., 2001.

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Book chapters on the topic "Textbook funding"

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Kahol, Kanav. "Securing Funding for Simulation Centers and Research." In The Comprehensive Textbook of Healthcare Simulation. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-5993-4_47.

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Salive, Marcel, and Wendy J. Weber. "Find the Right Funding Opportunity Announcement." In The Living Textbook. NIH Collaboratory, 2017. http://dx.doi.org/10.28929/113.

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"Section 7 Policies and the funding." In Oxford Textbook of Community Mental Health. Oxford University Press, 2010. http://dx.doi.org/10.1093/med/9780199565498.010.0142.

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Chisholm, Dan, and Martin Knapp. "Chapter 33 Funding of mental health services." In Oxford Textbook of Community Mental Health. Oxford University Press, 2010. http://dx.doi.org/10.1093/med/9780199565498.003.0151.

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Eagles, Charles W. "Project." In Civil Rights, Culture Wars. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469631158.003.0005.

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The Mississippi History Project started in 1970 and received funding from the Southern Education Foundation. The Project sought to create a distinctively new type of history textbook that included the silent, the unnamed, and the dispossessed and that reflected modern historical scholarship. It wanted to correct the racial bias that dominate other textbooks. The radical book also featured original design and format features.
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Wasserman, Danuta, and Vladimir Carli. "The Suicide Prevention Network of the European College of Neuropsychopharmacology (ECNP)." In Oxford Textbook of Suicidology and Suicide Prevention, edited by Danuta Wasserman and Camilla Wasserman. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198834441.003.0089.

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The Suicide Prevention Network of the European College of Neuropsychopharmacology (ECNP) was initiated in 2009. The main objective of the network is to offer a platform for research collaboration to scientists in the field of suicidology. The network is funded by the ECNP with the purpose of supporting researchers in obtaining funding from the European Union. Over the years the Network on Suicide Prevention prepared and submitted several grant applications, and was successful in obtaining funding for the Horizon 2020 projects EDOR, NEVERMIND, and POTION. Moreover, the network has participated in several scientific initiatives that led to the publication of important systematic reviews in the field, as well as numerous workshops, symposia, and other scientific events.
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O’Connor, Rory. "The economic benefits of rehabilitation for neurological conditions." In Oxford Textbook of Neurorehabilitation. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199673711.003.0003.

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A rehabilitation programme may initially appear expensive, resulting in a lack of enthusiasm to develop them by funding bodies and commissioners. Therefore, demonstrating the long-term cost-effectiveness of rehabilitation is extremely important. Many people with long-term neurological conditions will live for many years and investment in their physical and psychological functioning early in the course of the condition will, over the lifetime of the patient, potentially result in substantial savings.However, calculating economic evaluations can be complicated and the correct measure must be chosen to identify the change produced by the rehabilitation intervention. These data must then be handled appropriately and all ancillary costs included. The economics are wider than this and will include potential earnings and reduced costs to social care. The economic analyses will also include housing, education, and vocational outcomes and the impact on family members who may have a caring role.
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O’Connor, Rory J. "The economic benefits of rehabilitation for neurological conditions." In Oxford Textbook of Neurorehabilitation, edited by Volker Dietz, Nick S. Ward, and Christopher Kennard. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198824954.003.0003.

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Rehabilitation programmes are highly cost-effective interventions that restore people’s independence, dignity, and quality of life. In the past there was an impression that they appeared expensive, which resulted in a lack of enthusiasm to develop them by funding bodies and commissioners. However, the evidence demonstrating the long-term cost-effectiveness of rehabilitation is robust. Many people with long-term neurological conditions will live for many years after the onset of the condition and investment in their physical and psychological functioning early on will, over that person’s lifetime, will result in substantial savings. Nevertheless, calculating economic evaluations can be complicated and the correct measure must be chosen to identify the change produced by the rehabilitation intervention. These data must then be handled appropriately, and any ancillary costs included. The economic impact of the rehabilitation programme is wider than a purely healthcare intervention and will include potential earnings and reduced costs to social care. The economic analyses will also include housing, education, and vocational outcomes, and the effect of the long-term condition on family members who may have a caring role.
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Akard, Terrah Foster, Karen Hyden, and Mary Jo Gilmer. "Nursing Research." In Oxford Textbook of Palliative Nursing, edited by Betty Rolling Ferrell and Judith A. Paice. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190862374.003.0073.

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Palliative care nursing research aims to improve care for patients with life-threatening conditions and their families and includes physical, emotional, social, and spiritual domains. This chapter will help guide nurses and other healthcare providers in understanding the current state of nursing research and future directions. Published articles, information from leading palliative care and research organizations, and authors’ ongoing research were used to describe selected components of palliative care nursing research including (a) goals of palliative care research, (b) benefits and challenges in palliative care research, (c) priority research areas in palliative care, (d) palliative care funding source, and (e) preparation of a research proposal. Nurses are in ideal roles not only to provide palliative care at the bedside, but also to serve as leaders in research to advance the science of palliative care.
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Gupta, Abha R., Thomas V. Fernandez, and Ellen J. Hoffman. "Genetics of autism spectrum disorders." In New Oxford Textbook of Psychiatry, edited by John R. Geddes, Nancy C. Andreasen, and Guy M. Goodwin. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198713005.003.0028.

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A revolution in genetic technologies and methods, such as high-throughput DNA sequencing, has enabled significant progress in identifying mutations in Mendelian disorders and complex diseases. Given the tremendous clinical and genetic heterogeneity of autism spectrum disorder (ASD), similar progress for this disorder has been slower and more challenging, yet accelerating advancements have been made over the last decade. These advancements are due to the declining costs of genotyping and sequencing, as well as invaluable efforts by research-funding agencies, private foundations, research consortia, and affected families to increase collaboration and provide the critical resources and participation needed for this work. This chapter broadly reviews recent findings in the genetics of ASD, the importance of modelling ASD variants to bridge the genetics and neurobiology of ASD, and guidelines for clinical genetics testing in ASD.
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Conference papers on the topic "Textbook funding"

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Beile, Penny. "Aligning Textbook Affordability with State Performance Funding Metrics." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.2.

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Hopkins, Patrick E., and Pamela M. Norris. "Nanoscale Heat Transfer Course for Undergraduates." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66692.

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The growing interest in nanoscale energy transfer research and funding in mechanical engineering departments far out weighs the availability for formal training of fundamental ideas and concepts in this area. Although several universities offer formal graduate courses in nanoscale energy transfer, these courses are often a survey of current research and are typically geared to graduate students or advanced undergraduates with a stonger physics background than the typical undergraduate engineering student. The goal of this paper is to outline a course that is designed to teach fundamental nanoscale energy transfer concepts to the undergraduate engineering student who has not taken advanced physics courses outside of the ABET approved mechanical engineering curriculum. A survey of different nanoscale energy transfer courses from various institutions around the world is discussed in specific context of the benefits for the typical mechanical engineering undergraduate. The limited textbooks that are available on the subject are also discussed. An outline of fundamental topics in quantum physics, statistical mechanics, and solid state physics is presented as important concepts that the typical undergraduate should understand in order to understand basic research and principles of nanoscale energy transfer. Important phenomena and techniques in nanoscale energy transfer research are also discussed. This course was taught as an undergraduate and graduate engineering elective at the University of Virginia in the spring semester of 2008.
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