Relevant bibliographies by topics / Textbook literature

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

Academic literature on the topic 'Textbook literature'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Textbook literature"

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Medema, Steven G. "Textbooks as Data for the Study of the History of Economics: Lowly Beast or Fruitful Vineyard?" HISTORY OF ECONOMIC THOUGHT AND POLICY, no. 2 (October 2012): 193–207. http://dx.doi.org/10.3280/spe2012-002012.

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Historians of economics have paid minimal attention to the diffusion of economic ideas in the textbook literature. Given the low esteem in which textbooks are held as embodiments of scholarship and the propensity of historians of economics - and intellectual historians generally - to focus on the production of scholarship through more lofty venues such as journal articles and scholarly books, this lack of attention to the textbook literature is in some ways understandable. This article argues that the textbook literature constitutes an incredibly rich data source for the historian of economics. In doing so, it offers illustrations from the treatment of the Coase theorem in the textbooks, with a view both to showing how the textbook literature enhances our understanding of the diffusion of economic ideas and how attempts by authors to grapple with new ideas in the context of the textbook literature can result in divergences between how these ideas are treated in the scholarly and textbook literatures.
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Tóthová, Martina, and Martin Rusek. "use of eye-tracking in science textbook analysis: a literature review." Scientia in educatione 12, no. 1 (2021): 63–74. http://dx.doi.org/10.14712/18047106.1932.

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Contemporarily available technology has provided researchers quite an accessible method to see through students’ eyes. This offers researchers the chance to re-evaluate teaching materials from their, so far hidden, potential function’s point-of view. In this study, a literature review of research on science textbooks using the eye-tracking method is presented. Relevant journal articles or conference papers indexed on the Web of Science and Scopus databases were selected. From the original 112 papers, 18 were submitted to a thorough analysis after duplicate papers and papers not conforming to the topic were excluded. The studies’ characteristics, topics (influence of textbook design on student learning, distribution of attention, textbook effect etc.) and used methods (the device and measurement, additional methods, methodological issues) are included in the review. (Novice) science education researchers, state officers responsible for textbook evaluation, textbook authors or even teachers can profit from this overview, which clearly shows the state of the art as well as potential research directions.
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Виноградова and Natalya Vinogradova. "Electronic Textbook: Pros and Contras." Primary Education 1, no. 6 (2013): 3–9. http://dx.doi.org/10.12737/2080.

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The paper deals with argumentation on a
 challenging problem of introducing electronic edition of
 textbook for the primary school. Different opinions are
 presented. Teachers, educational supervisors, pediatric
 psychologists and schoolchildren’s parents articulate their
 concerns on reasonability of replacing paper textbook with
 its electronic version at the primary school, articulate their
 different opinions on functions of electronic training
 literature in the educational process, on requirements to
 electronic textbooks and their compliance with sanitary
 norms and regulations as well as on pros and contras of
 electronic textbooks usage.
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Azhari, Afifa Wijdan. "ANALISIS BUKU AJAR BAHASA ARAB KELAS VI MADRASAH IBTIDAIAH TERBITAN KARYA TOHA PUTRA." ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab 1, no. 2 (2018): 125–36. http://dx.doi.org/10.17509/alsuniyat.v1i2.24360.

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Textbooks must meet the criteria for suitable textbooks that have been set by BSNP, and the teaching material in them is quality teaching material. The purpose of this study was to determine the Arabic language textbook class VI Issued by Toha Putra. whether the textbook meets BSNP standards and meets the quality of the textbook based on aspects of selection, gradation, presentation and repetition. The method used is documentation study and literature study. Based on the results of this study the book is a book that is not in accordance with BSNP standards and meets the quality of teaching materials based on aspects of selection, gradation, presentation, and repetition.
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Zhabko, Elena D. "Modern Educational Literature: The New Textbook on Management of Library and Information Activity." Bibliotekovedenie [Russian Journal of Library Science] 70, no. 3 (2021): 331–35. http://dx.doi.org/10.25281/0869-608x-2021-70-3-331-335.

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The article presents review of the textbook for bachelors “Management of library and information activity”. The author analyses the structure of the book and highlights the content of seven chapters. The article describes educational, scientific and practical significance of the publication. The book was published in early 2021 in the publishing house “Profession” as part of the publishing project on series of textbooks on basic academic disciplines for sectoral bachelorʼs degree course. The textbook is prepared by specialists of universities of culture and national, federal and scientific libraries. The basis of the publication is the marketing concept of management, considered in the context of priority areas of sectoral management. The textbook describes theoretical, legal, functional, technological and economic foundations of management of information and library activity and characterizes its areas. The author highlights the issues of personnel management and also considers the role of the head of library institution. At the end of each chapter, the textbook presents the summary, the questions for self-checking of knowledge learning, as well as the lists of the main publications on the topic. The textbook contains the subject index. In the text, there are graphically revealed the key concepts, using tables, graphs and figures. The textbook includes previously unpublished analytical material by I.M. Suslova “Evolution of approaches to library management”. The appendices contain provisions on the trends in libraries activity, as well as organizational and legal documents that can be used to develop their own local documents in specific cultural institutions. The textbook presents the material, taking into account the achievements of the modern level of domestic library science. The publication will be useful for both students and library specialists. The book makes significant contribution to the development of modern educational literature in the profile discipline and helps students learn the course “Management of library and information activity”.
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Havrylenko, Tetiana, and Galyna Rozlutska. "TRENDS IN THE DEVELOPMENT OF TEXTBOOK CREATION IN THE PRIMARY EDUCATION IN THE FIRST DECADE OF STATE INDEPENDENCE OF UKRAINE (1991–2001)." Educational Discourse: collection of scientific papers, no. 27(10) (November 2, 2020): 37–49. http://dx.doi.org/10.33930/ed.2019.5007.27(10)-4.

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The analysis of educational books published in the first decade of independent Ukraine allowed us to determine the following trends in the development of textbook creation in primary education: revision of the content of textbooks taking into account the principles of child-centrism, National Orientation, humanization; development of a new generation of educational literature by Ukrainian authors; preparation of unified educational books for three-year and four-year primary schools; creation of new types of textbooks and manuals – alternative, two-level, integrated, general development in nature; introduction of their testing and passing the "stamp" procedure. Along with positive trends in the development of textbook-making in primary education, we also note negative ones: deepening the problem of publishing educational literature, providing it to younger schoolchildren in a timely manner, preparing educational literature by low-professional authors, and returning payment for using textbooks.
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정재림. "Korean Textbook and Literature Text." 한국어문교육 ll, no. 19 (2016): 1–22. http://dx.doi.org/10.24008/klle.2016..19.001.

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KHOROB, STEPAN. "LITERARY HISTORY CONCEPTIONS OF B. LEPKY." Journal of Vasyl Stefanyk Precarpathian National University 6, no. 2 (2019): 92–98. http://dx.doi.org/10.15330/jpnu.6.2.92-98.

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The article addresses the issue of the methodological conceptualism developed by Ukrainian literary historian Bohdan Lepky. The analysis proves that his textbook Nacherk istorii ukrainskoi literatury (An Essay on the History of Ukrainian Literature) retains its literary value and its place among the textbooks and study guides published in the first half of the 20th century.
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Erika, Cicilia Nian. "PENGEMBANGAN BUKU AJAR BAHASA INDONESIA TERINTEGRASI PENDIDIKAN KARAKTER BERDASARKAN PENDEKATAN KOMUNIKATIF." Jurnal Pendidikan Bahasa dan Sastra 19, no. 2 (2019): 267–79. http://dx.doi.org/10.17509/bs_jpbsp.v19i2.24832.

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The research and development of Indonesian textbooks is very important especially for the textbook which integrates character education using communicative approach. Many textbooks have been published, but they are often only for reference in assignments and exercises. The existing textbooks do not fully use text that is a genre in learning Indonesian, namely the pedagogic genre. This research aims to produce forms of competence, material forms, forms of tasks, and forms of assessment in the development of Indonesian Language and Literature textbooks integrated with character education based on communicative approaches for junior high school. The method used was research and development with reference to the Borg and Gall model. The showed that learning devices, teaching books, are feasible to implement. In addition, practitioners' assessment of the implementation of this textbook is 3,526 categories "Good". Likewise, the assessment of students in the three aspects occupies the highest category of Good. Therefore, the development of the Indonesian Language and Literature textbook can already be said to be feasible to use for the teachers and the students of Junior High School, especially for SMP Pangudi Luhur 1 in Yogyakarta.
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CIBOROWSKI, JEAN. "Using Textbooks with Students Who Cannot Read Them." Remedial and Special Education 16, no. 2 (1995): 90–101. http://dx.doi.org/10.1177/074193259501600204.

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Too many students have difficulty comprehending information presented in the textbooks intended for their use. One reason for this is that textbooks are often organized so that the task of reading and thinking about them is made unduly difficult. Further, teacher editions offer little in the way of helping teachers improve the textbook's usability for students who struggle with reading. This article summarizes the existing literature on effective textbook instruction. The author then proposes how special educators and content instructors can combine their talents to compensate for poorly written books and maximize good books when teaching all their students, but particularly those students who do not learn in the expected ways.
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Dissertations / Theses on the topic "Textbook literature"

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Lima, Carolina Yokota de Paula. "Um estudo sobre a concepção de literatura presente no discurso dos manuais didáticos (entre os anos de 1970 a 1990)." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05082008-155946/.

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Esta dissertação de mestrado, como indica o próprio título, tem como objetivo pesquisar, descrever e analisar a concepção de literatura presente nos discursos dos manuais didáticos produzidos entre os anos de 1970 e 1990. Dentro do corpus selecionado ¾ manuais didáticos do ensino médio ¾, o enfoque da pesquisa se dará nos capítulos em que estes procuram conceituar a literatura. Dessa forma, este trabalho ¾ não pressupondo a existência de uma concepção de literatura fixa, natural e estável, como se esta pudesse ser anterior a qualquer discurso e independente da contingência histórica ¾ parte da hipótese de que tal concepção seria antes uma construção discursiva em que outros discursos são retomados, simplificados, aglutinados, generalizados, etc. Nesse sentido, a perspectiva teórica da análise do discurso, especificamente a que pode ser depreendida da obra de Michel Foucault (A ordem do discurso e A arqueologia do saber), fundamentará esta análise.<br>This dissertation aims at discussing the concept of literature that can be found in High School textbooks produced between the years 1970 and 1990. The main trait of this research is to analyze the chapters that try to define what literature is. This work - not assuming the existence of a rigid, natural and fixed concept of literature, as if this notion could exist apart from any discourse and from any historical contingence - assumes that this concept would be a discoursive construction in which others discourses are retaken, simplified, agglutinated, generalized, etc. Therein, the theoretical perspective of the analysis of the discourse, specially the one that derives from the work of Michel Foucault ( The Discourse on Language and The Archaelogy of Knowledge ) will lay the foundation of the present analysis.
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Viana, Vanessa Pansani [UNESP]. "A literatura no livro didático Español !Entérate! (2009)." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/149812.

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Submitted by Vanessa Pansani Viana (vanessa_pansani@yahoo.com.br) on 2017-03-15T15:52:08Z No. of bitstreams: 1 Dissertação Español Entérate capa dura folha aprovação.pdf: 15956595 bytes, checksum: a258154d14d5c696ae2d265e83074470 (MD5)<br>Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-03-21T14:45:01Z (GMT) No. of bitstreams: 1 viana_vp_me_assis.pdf: 15956595 bytes, checksum: a258154d14d5c696ae2d265e83074470 (MD5)<br>Made available in DSpace on 2017-03-21T14:45:01Z (GMT). No. of bitstreams: 1 viana_vp_me_assis.pdf: 15956595 bytes, checksum: a258154d14d5c696ae2d265e83074470 (MD5) Previous issue date: 2017-02-03<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Esta dissertação investigou como os textos literários foram explorados na coleção didática Español ¡Entérate! (2009), a primeira coleção destinada ao EF II para o ensino da Língua Espanhola, juntamente com a Saludos (2009). As duas edições foram aprovadas pelo primeiro exame do Programa Nacional do Livro Didático (PNLD) de Língua Estrangeira (LE), ocorrido em 2011, o qual avaliou várias coleções de língua inglesa e espanhola para distribuição nas redes públicas de ensino. A coleção Español ¡Entérate! foi eleita em nosso estudo, por ter sido adotada nas escolas públicas e Centro de Estudos de Línguas (CEL) do estado de São Paulo. Em nossa análise utilizamos como abordagem teórico-metodológica os conceitos de alteridade e dialogia, oriundos do Círculo de Bakhtin. Por meio deles, analisamos se a forma de edição dos textos literários, nos quatro livros dessa coleção didática, preserva a estrutura do discurso literário e se os exercícios formulados a partir de tais textos privilegiam também esta característica, bem como se a configuração deles permite uma relação de diálogo entre o aluno e os textos. Essas indagações foram feitas por acreditarmos que o dialogismo e a alteridade, presentes no discurso literário, são aspectos fundamentais para o enriquecimento cultural do discente que está aprendendo uma nova língua. Dessa forma, o processo histórico sobre a constituição de programas educacionais, como o PNLD, sobre a elaboração de diretrizes, como aquelas dos Parâmetros Curriculares Nacionais (PCNs) e do Currículo do estado de São Paulo, assim como a tentativa de inserção da língua espanhola em nosso país, foram fatores que incorporamos às discussões, para que, sob a perspectiva dos mecanismos macros da área da educação, pudéssemos compreender os desdobramentos dos mecanismos micros, como o livro didático, que é, de alguma forma, um produto da inter-relação desses mecanismos. Portanto, a literatura, tida como um bem indispensável e patrimônio cultural de qualquer nacionalidade, precisa e deve ter a sua configuração estudada nos livros didáticos, pois ela faz parte dos conteúdos editados nesses materiais.<br>This thesis was carried out to analyze how the literary texts were explored in the didactic collection Español ¡Entérate! (2009), the first collection used in Middle School for the teaching of Spanish, together with the collection Saludos (2009). The two collections was approved by the first exam of the Programa Nacional do Livro Didático (PNLD) of Spanish, which took place in 2011, which evaluated several collections of English and Spanish languages for distribution in public schools. The collection Español ¡Entérate! was chosen in our study for it was adopted in the public schools and language studies centers (Centro de Estudos de Línguas, CEL) of the state of São Paulo. The methodological approach are the concepts of alterity and dialogism proposed by the Bakhtin Circle. By means of them we analyze whether the form of editing the literary texts in all the four books of this didactic collection preserves the structure of the literary discourse, and if the worksheets proposed for such texts also privileges this characteristic, as well, if the configuration of these exercises allows a dialogue between the student and the texts. These questions were asked because we believe that the concepts of dialogism and alterity present in the literary discourse are fundamental for the student to broaden his horizons while learning a new language. The historical process on the constitution of educational programs, such as those PNLD, the Parâmetros Curriculares Nacionais (PCN’s) and the Curriculum of the state of São Paulo, as well as the attempt to insert the teaching of Spanish language in this curriculum were factors that we incorporate in this study, so that, from the perspective of the macro mechanisms of the education area, we could understand the unfolding of the micro mechanisms, such as the configuration of the textbook (LD), which is in some way a product of the interrelationship of this structure. Therefore, literature, considered as precious, and a cultural patrimony of any nationality, needs and must be studied in textbooks, as it is part of the contents edited in them.
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Dellatorre, Sahsha Kiyoko Watanabe. "Práticas de leitura nos manuais escolares de Francês (1930-1960)." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-14032013-122218/.

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Esta pesquisa teve por objetivo apresentar alguns aspectos das práticas de leitura propostas pelos manuais escolares de Francês publicados nas décadas de 1930 1960. Tendo como ponto de partida o estudo da disciplina escolar Francês sob o viés da presença da literatura em seus programas e manuais, buscou-se entender, segundo o referencial teórico relacionado à História Cultural, principalmente a história do livro e da leitura, como os textos escolhidos para o ensino da língua francesa e os protocolos de leitura impostos poderiam revelar uma visão de leitor ideal e um ensino pela literatura.<br>This research aimed to present some aspects of Reading practices proposed in French textbooks that were published from 1930 to 1960. For this purpose, we started by analyzing the presence of Literature in French Language textbooks and school programs. We examined how those chosen textbooks for teaching French Language and their imposed protocols of reading would reveal a view of the ideal reader and a teaching method through literature. In order to reach this goal we have used the theoretical framework related to Cultural History, mainly the history of books and reading.
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Tanriverdi, Taner. "Vocabulary in English Textbooks for Swedish Secondary School : A Study about the Frequency of Vocabulary in Textbook Wordlists and the Selected Vocabulary Exercises." Thesis, Södertörns högskola, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-43706.

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This study examines the level of frequency of wordlists, and the selected vocabulary exercise type in two English textbooks aimed at first year (English 5) and third year (English 7) Swedish secondary school students. A quantitative analysis was conducted by inserting the wordlists into an online tool, which generated a frequency list based on lemmas in accordance with the BNC corpus. The analysis of the wordlist indicates a majority of low frequency lemmas and a minority of high frequency lemmas, which studies report that students are not familiar with. The results of the frequency analysis support findings of previously conducted studies regarding insufficient number of high frequency words in EFL textbooks. Vocabulary exercise types were also identified, counted and analysed. The analysis of the vocabulary exercise types indicates a preference for production exercises in the textbook aimed at English 5, and a preference of interpretation exercises in the English 7 textbook. The effectiveness of commonly found exercise types in the textbooks are supported by previous research.
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Meadows, Rita Emily. "The portrayal of older adults in basal reading textbooks of the 1960s and 1980s." Gainesville, FL, 1986. http://www.archive.org/details/portrayalofolder00mead.

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Stephens, James A. "Caesar's Bellum Gallicum Book 1 with Vocabulary, Notes, and Clause Subordination." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3644.

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Efficiency in the presentation of a Latin text and its study-aids is the key to assisting intermediate students, who frequently become overwhelmed with the amount of vocabulary and grammar that needs to be simultaneously understood in order to read with any accuracy. This text breaks down the first book of Caesar's Bellum Gallicum in both a visual and a conceptual manner to aid students in learning intermediate Latin efficiently. The text is comprised of five parts. The first section contains the text as found in DuPontet's edition of Caesar's Bellum Gallicum. The second section has grammar notes that explain tense and case uses that are necessary for grasping the text, as well as citations for further reading. The third section displayes the text segmented into clauses and is positioned in such a way that the student can, at a glance, visualize what is part of the main clause, and what is subordinate to it. This segmentation assists the reader in learning to follow the order of Caesarian clauses when translating. The fourth section provides a list of vocabulary, not previously memorized by students, that happens to appear in that specific section. The final component is a list of all words that first appear in Book 1 of Caesar's Bellum Gallicum and that appear throughout Caesar's text five or more times.
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Elisbon, Eudma Poliana Medeiros. "A mulher e o feminino em livros didáticos contemporâneos de literatura para o ensino médio." Universidade Federal do Espírito Santo, 2018. http://repositorio.ufes.br/handle/10/9188.

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Made available in DSpace on 2018-08-01T23:43:20Z (GMT). No. of bitstreams: 1 tese_11773_TESE COMPLETA.pdf: 4820423 bytes, checksum: 9c7385d0577ae8372dd6fb017630a87b (MD5) Previous issue date: 2018-02-27<br>O objetivo principal desta pesquisa parte de um conjunto de estudos desenvolvidos pelo grupo de pesquisa interinstitucional ―Literatura e Educação‖ é rastrear representações da mulher e do feminino dadas a ver no livro didático de Língua Portuguesa e Literatura do Ensino Médio, um objeto/suporte que propõe e organiza o conhecimento em literatura para os anos finais da escolarização básica e que, mesmo com seu caráter efêmero e pedagógico, cumpre um papel basilar no processo de formação de novos leitores. Para tanto, desenvolvemos uma investigação concentrada em compreender como os estereótipos femininos disseminados socialmente, pela historiografia e pela crítica literária são apropriados pelos livros didáticos no seio de comunidades culturais letradas. Desse modo, propusemo-nos a perscrutar as formas como o livro didático de Ensino Médio, notadamente a partir dos tópicos de literatura, relaciona-se aos discursos e práticas literárias e sociais no que se refere à temática de gênero. Para além da revisão bibliográfica pertinente às questões de gênero com Joan W. Scott; de identidade elaboradas por Stuart Hall e Tomaz Tadeu da Silva, também valemo-nos das noções de práticas, representações, apropriações, objeto cultural e comunidade interpretativa, de Roger Chartier. Assim, a incursão metodológica será constituída de três etapas: a primeira, uma apreciação minuciosa de duas coleções didáticas dentre os dez títulos selecionados e recomendados pelo Programa Nacional do Livro Didático para o Ensino Médio (PNLD/2015); a segunda, uma análise dos discursos de professores e alunos, suas práticas e apropriações do livro didático, a partir da observação participante de aulas cujo tema central gire em torno das representações de gênero, sobretudo, das mulheres; e, por fim, a constituição de um grupo focal composto por alunos das turmas observadas em duas escolas públicas do Ensino Médio da cidade de São Mateus/ES, visando analisar a apropriação das diferentes formas de representação do feminino e da mulher à luz das teorias da Nova História Cultural uma vertente preocupada com o ―desimportante‖ tanto quando referimo-nos ao livro didático, quanto à noção de representação da mulher e do feminino.<br>The main objective of this research part of a set of studies developed by the interinstitutional research group "Literature and Education" - is to trace representations of the woman and the feminine given to see in the textbook of Portuguese Language and Literature of High School, an object/support that proposes and organizes knowledge in literature for the final years of basic schooling and that, even with its ephemeral and pedagogical character, plays a fundamental role in the process of forming new readers. Therefore, we have developed an investigation focused on understanding how socially disseminated female stereotypes, historiography and literary criticism are appropriated by textbooks within literate cultural communities. Thus, we set out to examine the ways in which the textbook of High School, notably from the topics of literature, relates to literary and social discourses and practices regarding the theme of gender. Beyond literature review pertinent to gender issues with Joan W. Scott; of identity elaborated by Stuart Hall and Tomaz Tadeu da Silva, we made use of Roger Chartier's notions of practices, representations, appropriations, cultural object and interpretive community . Thus, the methodological incursion will consist of three stages: the first, a thorough evaluation of two didactic collections among the ten titles selected and recommended by the National Program of the Textbook for High School (PNLD / 2015); the second, an analysis of the discourses of teachers and students, their practices and appropriations of the textbook, from the participant observation of classes whose central theme revolves around the representations of gender, especially women; and, finally, the constitution of a focus group composed of students from the classes observed in two public high schools in the city of São Mateus / ES, aiming to analyze the appropriation of the different forms of representation of feminine and women by the light of theories of the New Cultural History - a strand concerned with the "unimportant" - both when we refer to the textbook, and the notion of representation of women and feminine .
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Byrd, Terre D. M. "An investigation into the current status of the paradigm shift in technical writing textbook pedagogy." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0320102-225101/unrestricted/byrdt041602.pdf.

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Hemming, Ann J. McBride Lawrence W. Holt Niles R. "The evolution and dissemination of the modern concept of civilization." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720806.

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Thesis (D.A.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 30, 2006. Dissertation Committee: Lawrence W. McBride, Niles Holt (co-chairs), Mohamad Tavakoli-Targhi, John Freed, William Archer. Includes bibliographical references (leaves 260-283) and abstract. Also available in print.
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Macedo, Andre Barbosa de. "De \"romancistas do Nordeste\" a \"2ª fase da prosa modernista\": um processo histórico de canonização literário-escolar em livros didáticos de português." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-27072010-105336/.

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Essa dissertação trata das abordagens sobre as obras literárias de Graciliano Ramos, José Lins do Rego, Jorge Amado, Rachel de Queiroz e José Américo de Almeida em livros didáticos de Português produzidos entre 1944 e 1987. Para tanto, foi necessário considerar as transformações ocorridas no núcleo da vulgata da disciplina escolar nesse período, dominada pelo ensino de literatura. Isso demandou a consideração do intercâmbio estabelecido entre a disciplina escolar e a crítica literária. O corpus documental da pesquisa foi constituído, em primeiro lugar, por dezesseis títulos didáticos editados após as mudanças definidas pela Reforma Capanema. Associados a eles, foram considerados outros documentos. Destes, os principais eram programas e propostas do governo federal e do Estado de São Paulo para a disciplina. Tais programas e propostas foram elaborados em um contexto educacional que foi retomado (Reforma Capanema, LDB de 1961 e de 1971). Para um exame mais abrangente da produção didática, empreendemos a investigação da trajetória formativa, profissional e intelectual dos autores de livros didáticos e a configuração da disputa editorial pelo mercado do ensino médio. Nisso, um aspecto era a transformação pela qual passou a crítica literária, que se tornou acadêmica e elaborou novas referências bibliográficas. Os referencias teóricos foram as proposições de Bittencourt, Chervel e Choppin. Pelos exames realizados foi possível verificar que as obras literárias eram, nos livros didáticos destinados ao curso colegial, abordadas através de um esquema interpretativo de cunho regional e ocupavam uma posição de adendo na vulgata da disciplina. Houve um período de oscilação dessa vulgata e do critério para a abordagem das obras literárias: uma indefinição entre o critério regional e o temporal na produção didática do início dos anos 1970. Nesse mesmo período, entretanto, novos títulos didáticos estavam em elaboração e, publicados em 1975, definiram uma nova vulgata para a disciplina, um novo esquema interpretativo e um novo lugar para as obras literárias: 2ª fase da prosa modernista. As abordagens das obras de cada um dos escritores também foram examinadas e constatamos que foi mais enfatizado o diálogo com a realidade brasileira, relegando a um segundo plano pouco desenvolvido a dimensão propriamente literária das obras, as razões do valor literário delas.<br>This dissertation comes to the approaches to literary works of Graciliano Ramos, Jose Lins do Rego, Jorge Amado, Rachel de Queiroz and José Américo de Almeida in textbooks of Portuguese produced between 1944 and 1987. Therefore, it was necessary to consider the changes in the core of the vulgate of this school subject in this period, dominated by the teaching of literature. This required the consideration of the exchange established between the school discipline and literary criticism. The documentary corpus of this research primarily comprises sixteen textbooks published after the changes set by the Capanema reform. In association with them, other documents were considered, mainly the pedagogical programs and proposals set by the federal government and the State of Sao Paulo for the school discipline. Such programs and proposals have been developed in an educational context that was reconsidered (Capanema Reform, LDB of 1961 and of 1971). For a more comprehensive investigation of this didactic production, we researched the formative, professional and intellectual trajectory of the textbooks authors and also the configuration of the editorial battle for the secondary teaching market. One of the studied aspects is the transformation of the literary criticism, which turned academic and developed new bibliographic references. Bittencourts, Chervels and Choppins propositions were the theoretical references. After the investigation on these textbooks, we could observe that the approach to those literary works was made through an interpretive scheme of regional base, as an addendum in the vulgate of the subject. There was a period of oscillation of the vulgate and its criteria for the approach of literary works: an indefinition between the regional and temporal criterion in the production of textbooks in the early 1970s. During that same period, however, new textbook titles were being drafted and when they were published, in 1975, set a new vulgate for the subject, a new interpretive scheme and a new position to those literary works: 2nd phase of the modernist prose. The approaches of the works of individual writers were also examined and we could realice that the emphasis was given to the dialogue with the Brazilian reality, relegating to an underdeveloped background the properly literary dimension of these works, the reasons for their literary value.
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Books on the topic "Textbook literature"

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Franklin, Hugh Lockwood. Comprehensive literature searching in engineering: Textbook for Engr. 485. Oregon State University, 1987.

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Melber, Henning. Our Namibia: A social studies textbook. Zed Books, 1986.

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A textbook of oarsmanship: A classic of rowing technical literature. Sport Books Publisher, 1989.

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Reading into racism: Bias in children's literature and learning materials. Routledge, 1990.

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Reading into racism: Bias in children's literature and learning materials. Routledge & Kegan Paul, 1985.

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Walker, Michael. Success: Communicating in English : Textbook. Addison-Wesley, 1994.

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PERVOVA, GALINA. Children's literature. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1083290.

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The textbook presents the theory of children's literature, describes the history of interaction between children's reading and literature in Russia, and raises the problems of including works of mythology, folklore, and various genres of literature in the circle of children's reading.&#x0D; The materials are intended for teachers of children's literature, students of higher educational institutions, teachers of primary education.
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McCaig, JoAnn. The textbook of the rose: A tale. Cormorant Books, 2000.

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Neusner, Jacob. The classics of Judaism: A textbook and reader. Westminster/John Knox Press, 1995.

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Sawāḥirī, Khalīl. al- Tawjihāt al-ʻunsurīyah fī manāhij al-taʻlīm al-Isrāʾīlīyah. Manshūrāt Ittiḥād al-Kuttāb al-ʻArab, 2004.

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Book chapters on the topic "Textbook literature"

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Ko, Clifford Y., and Robin McLeod. "Critically Reviewing the Literature for Improving Clinical Practice." In The ASCRS Textbook of Colon and Rectal Surgery. Springer New York, 2007. http://dx.doi.org/10.1007/978-0-387-36374-5_54.

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Bryant, Nita. "Navigating Access to Addictions Literature: The Hubert H. Humphrey Fellowship Experience." In Textbook of Addiction Treatment: International Perspectives. Springer Milan, 2014. http://dx.doi.org/10.1007/978-88-470-5322-9_68.

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Meurant, Robert C. "Dematerialization and Deformalization of the EFL/ESL Textbook - Literature Review and Relevant Issues." In Communications in Computer and Information Science. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-17641-8_28.

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Colboc, Hester, and Sylvie Meaume. "Scar and Scarring in the Elderly." In Textbook on Scar Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44766-3_44.

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AbstractDespite the aging of the population, little attention is paid to the development of specific care protocols appropriate to the skin and even less to the scars in the elderly. The purpose of this chapter is to highlight common clinical problems with scar and scarring in older adults and provide appropriate advices on protocols for managing them. The literature review was carried out to look for the evidence-based elements, but, if the subject of scars is sometimes found, the elements relating specifically to scars in old age are nonexistent. Unsurprisingly, practices vary widely and are carried out according to habit rather than science. Based on our clinical experience of dermatologist and geriatrician and some literature data, some pathways for future research on scars in elderly are proposed.
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Meurant, Robert C. "EFL/ESL Textbook Selection in Korea and East Asia - Relevant Issues and Literature Review." In Communications in Computer and Information Science. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13467-8_9.

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Moortgat, Peter, Jill Meirte, Ulrike Van Daele, Mieke Anthonissen, Tine Vanhullebusch, and Koen Maertens. "Vacuum Massage in the Treatment of Scars." In Textbook on Scar Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44766-3_54.

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AbstractVacuum massage is a noninvasive mechanical massage technique performed with a mechanical device that lifts the skin by means of suction to create and mobilize a skin fold. It was invented by a French engineer suffering from burn scars after a car accident and has since then been frequently used for the treatment of burn scars.The two most reported physical effects of vacuum massage were improvement of the tissue hardness and the elasticity of the skin. Besides physical effects, a variety of physiological effects are reported in the literature, for example, an increased number of fibroblasts and collagen fibers accompanied by an alteration of fibroblast phenotype and collagen orientation. Little information was found on the decrease of pain and itch due to vacuum massage.Although vacuum massage initially had been developed for the treatment of burn scars, a literature review found little evidence for the efficacy of this treatment. Variations in duration, amplitude, or frequency of the treatment have a substantial influence on collagen restructuring and reorientation, thus implying possible beneficial influences on the healing potential by mechanotransduction pathways. Vacuum massage may release the mechanical tension associated with scar retraction and thus induce apoptosis of myofibroblasts. Suggestions for future research include upscaling the study design, investigating the molecular pathways and dose dependency, comparing effects in different stages of repair, including evolutive parameters and the use of more objective assessment tools.
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Van den Kerckhove, Eric, and Mieke Anthonissen. "Compression Therapy and Conservative Strategies in Scar Management After Burn Injury." In Textbook on Scar Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44766-3_27.

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AbstractThis chapter gives an overview of the different conservative therapeutic strategies that are mostly used in the rehabilitation of patients with severe scars after burn injury. These strategies include pressure therapy, the use of silicones, massage, the use of moisturizers, splinting and positioning, exercise, and mobilizations. Pressure and silicone therapy are the two most evidence-supported conservative treatments of (burn) scars, with compression therapy considered an evidence-based conservative intervention to treat the thickness of the scars. The other noninvasive treatment modalities have less supporting evidence. The relevance of these conservative therapeutic strategies will be situated within the field of the available scientific literature or guidelines.
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Yang, Yating, Xiaoli Wu, and Wei Liu. "Scar Symptom: Erythema and Thickness." In Textbook on Scar Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44766-3_11.

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AbstractErythema is a word derived from the Greek erythros, which describes red color of the skin or mucous membrane. In particular, erythema and redness in scar are important as they are closely related to scar symptoms and tissue maturation, and thus can serve as an indicator for scar prognosis. There is rich information in the literature regarding its clinical manifestation, pathological mechanism, and its relation to inflammation and symptoms of pain and itching as well as the clinical treatment. Scar thickness reflects the accumulation of collagen content and there is no necessary association between scar redness and thickness. This chapter mainly focuses on the overview of scar erythema/redness in the aspects of definition, possible mechanism related to clinical manifestation and symptoms, and finally the therapeutic options.
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Farrukh, Osama, and Ioannis Goutos. "Scar Symptoms: Pruritus and Pain." In Textbook on Scar Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44766-3_10.

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AbstractScars can present with a wide variety of symptoms relating to appearance, function, as well as sensory disturbances. Pain and pruritus (itch) are by far the most common symptoms in clinical practice; they are often severe and have the propensity to persist over a prolonged period of time following wound healing. Earlier notions supported itch as a sub-modality of pain; however, with recent advances in the pathophysiology field and the delineation of discrete neurological pathways, they are recognized to comprise separate sensory modalities albeit sharing common key features. There is a significant amount of evidence that sensory symptoms can decrease patients’ quality of life in the acute and rehabilitative phase of wound healing and scar formation. This chapter aims to outline the basic pathophysiological processes underlying pain and pruritus in scars and present a variety of options available for management of these symptoms. The section will primarily draws upon scientific and clinical studies relating to burn hypertrophic and keloid scars given that most literature reports have studied sensory disturbances in these subtypes.
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Tchero, Huidi. "Management of Scars in Skin of Color." In Textbook on Scar Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44766-3_43.

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AbstractKeloids and hypertrophic scars are abnormal scars, produced by an odd wound-healing response to trauma with a higher incidence in pigmented skin patients. They could be painful or itchy, producing functional and/or cosmetic disability. This chapter focuses on defining scars especially in pigmented skin and the different methods for treating keloids that have been investigated in the literature. Up to the present time, the ideal treatment method has not been defined, although numerous modalities have been designated. We will represent the variances among different scar types and their management methods, concentrating on their indications, modes of action, uses, safety, and efficiency of the following therapies: intralesional steroid, injections of silicone gel/sheet, radiotherapy, photodynamic therapy, electrical stimulation, surgical excision and adjuvant therapy, and cryosurgery. Combination therapies have also shown some value. Still, there is a shortage of randomized clinical trials (RCTs) evaluating such treatment modalities. Management of scar in pigmented (colored) skin is clinically challenging. Therefore, strategic assessment and targeted therapy with focus on deterring recurrence are most needed. The quality of evidence is crucial to select efficient treatments for patients with colored skin, presenting with keloid.
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Conference papers on the topic "Textbook literature"

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Poltavets, Elena, Galina Romanova, and Alfiya Smirnova. "Educational Books on Russian Literature and the Cultural Identity Problem." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0710.

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Guliyants, Anna, Svetlana Guliyants, and Anna Ivanova. "Textbooks on Foreign Literature as a Means of Students’ Linguocultural Competence Building." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0396.

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Urazayevа, Kuralay, Gulnur Yerik, and Aliya Aitpayeva. "Lesson on Russian Literature based on the communicative-activity approach (literary tale)." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e1029.

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Nur’graha, Dhea Zakia Millah, and Budi Hermawan. "What Do the Pictures Say in a Science Textbook?" In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.025.

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Muzdalifah, Astria, and Nicke Moecharam. "Cultural Content in English Textbook - Visual Grammar Analyis." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007161700410045.

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Kurniawan, Khaerudin. "Developing Collaborative Based Reading Habit Model for Learning Writing Textbook." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007175207910796.

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Mantasiah, R., Yusri, Hasmawati, and Muhammad Anwar. "A Preliminary Study in Developing a Contrastive and Error Analyses-based German Grammar Textbook." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.066.

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Damayanti, Annisa. "Textbook Analysis of English Electronic School Book for Grade X in Indonesian Context." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.51.

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Jauhara, Dadan. "Exploring Ideational Meaning in Indonesian EFL Textbook: A Case from Multimodal Perspective." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007162100630070.

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Tezak, Durdica. "Digital Textbooks with Workbooks for Elementary and Secondary Education." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2727.

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An interactive model of a digital textbook supplemented with a workbook has been designed. It represents the basis for the textbook on the CD-ROM related to the printed one. The digital textbook contains inner links, as well as outer links - access to the Internet resources. It is comes with worksheets for teaching, learning, self-learning and the knowledge testing. The contents of the worksheets includes at least with two main parts: (i) an education quiz which is intended for learning and self-learning, (ii) a knowledge quiz that verifies the acquired knowledge. The model can be filled in with teaching contents in all areas of science, humanities as well as in arts. In addition, each lecture in the textbook is provided with a comprehensive glossary and the literature references.
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