Relevant bibliographies by topics / Textbook quality

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

Academic literature on the topic 'Textbook quality'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Textbook quality"

1

Nabi, Mohammad, and Muhammad Javed Iqbal. "Parameters for Textbook: Improving Quality of Primary Education." Global Social Sciences Review III, no. IV (2018): 187–200. http://dx.doi.org/10.31703/gssr.2018(iii-iv).13.

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This research explores the parameters of quality textbook and the current status of 5th class textbooks. Textbook counts due to its importance in attaining required goals of quality education. Quality textbooks have the capacity to improve the required skills of learners and consequently support the improvement of quality education as quality education is mostly connected to students’ outcomes. A survey was conducted wherein officers of the Textbook Board Khyber Pakhtunkhwa participated and head teachers and teachers from public primary schools also took part. An interview was conducted for the Textbook Board officers to find out the parameters of quality textbook that improve the outcomes of the students. In this regard a questionnaire administered for head teachers and teachers to investigate the present status of 5th class textbook. 10 officers of Textbook Board, 281 primary school teachers and 256 head teachers were taken as sample from six districts of Khyber Pakhtunkhwa.
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Sametova, F. "On the issue of improving the quality of the school textbook." Pedagogy and Psychology 43, no. 2 (2020): 91–97. http://dx.doi.org/10.51889/2020-2.2077-6861.12.

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The article discusses the issues of assessing the quality of a school textbook, reveals the essence of the new system of criteria for determining the quality of domestic textbooks, according to which the textbooks are examined through the assessment of the didactic apparatus of the textbook and the implementation of its functions. The assessment of the quality of the didactic apparatus is determined on the basis of an assessment of the quality of the textbook structure, the content of the textbook, the learning organization apparatus, the perception apparatus, the orientation apparatus, illustrative material, the electronic textbook application, and the compliance of the textbook design with ergonomic and esthetic requirements. The quality assessment of the functions performed by the textbook is determined on the basis of the assessment of the coordinating, systematizing, informative, motivational, developing, transformational, value-orientation and educational functions, self-education and navigation functions, integrating, controlling and correcting functions of the textbook.
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Chambliss, Marilyn J. "Evaluating the Quality of Textbooks for Diverse Learners." Remedial and Special Education 15, no. 6 (1994): 348–62. http://dx.doi.org/10.1177/074193259401500604.

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Current methods of textbook evaluation have not led to changes necessary for enhancing the comprehension of diverse learners. These methods have failed to highlight three important comprehensibility features of textbook writing: familiarity, interestingness, and structural coherence. In this article present an evaluation technique that uses graphic organziers to represent textbook material so that it can be evaluated according to these three features. I review relevant research, show how to represent two sixth-grade social studies textbooks graphically, and discuss how publishers, state adopters, district selectors, and classroom teachers could use the technique to improve textbook materials for all students.
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Vander Waal Mills, Kristyn E., Mark Gucinski, and Kimberly Vander Waal. "Implementation of Open Textbooks in Community and Technical College Biology Courses: The Good, the Bad, and the Data." CBE—Life Sciences Education 18, no. 3 (2019): ar44. http://dx.doi.org/10.1187/cbe.19-01-0022.

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One challenge facing students today is high textbook costs, which pose a particularly difficult obstacle at community and technical colleges, where students typically have lower incomes and textbooks constitute a larger proportion of the overall cost of education. To address this, many advocate for using open-source textbooks, which are free in a digital format. However, concerns have been raised about the quality and efficacy of open textbooks. We investigated these concerns by collecting data from general biology classes at four community and technical colleges implementing traditionally published (non-open) and open textbooks. We compared student outcomes, textbook utilization methods, and perceptions of textbooks in these courses. In generalized linear statistical models, book type (open vs. non-open) did not significantly influence measured student outcomes. Additionally, survey results found that students and faculty perceived the open textbook as equal in quality to other textbooks. However, results also suggested that student textbook use did not always align with faculty expectations. For example, 30% of students reported reading their textbooks compared with 85% of faculty expecting students to read the textbook. Finally, faculty who implemented open textbooks expected the textbook to be used more often for reference and review compared with faculty who use traditional textbooks.
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Nurhayati, Nurhayati, and Eti Sukadi. "PENGEMBANGAN BUKU AJAR EVALUASI PENDIDIKAN FISIKA BERBASIS PENDEKATAN KONSTRUKTIVISTIK." Jurnal Pendidikan Matematika dan IPA 10, no. 1 (2019): 20. http://dx.doi.org/10.26418/jpmipa.v9i2.25863.

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AbstractThis study aims to 1) Produce instructional textbook of physics education based on constructivistic approach, and 2) Knowing the quality of textbooks in terms of feasibility aspects of content, feasibility of presentation, language feasibility and feasibility grafika according to experts. This research is an R & D research with procedural model that adapted the procedure of ADDIE development which consists of three stages: analysis, design, and development. The research instrument is in the form of scale of textbook quality assessment using Likert scale made in the form of checlist. The subjects of textbook quality assessment are three material experts and three media experts. Textbook quality data obtained in the form of quantitative data is converted by product quality percentage scale. The result of this research are: (1) Developed instructional product in the form of textbook based on constructivistic approach as learning material of physics education evaluation in accordance with KKNI curriculum, and (2) The quality of textbook developed has excellent quality (SB) based on assessment of material experts with a percentage of 84.05% of ideal high score 148, and excellent quality (SB) based on media expert's judgment with a percentage of 82.56% of the ideal high score of 80.Keywords: textbooks, physical education evaluations, constructivistically
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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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Cuttler, Carrie. "Students' Use and Perceptions of the Relevance and Quality of Open Textbooks Compared to Traditional Textbooks in Online and Traditional Classroom Environments." Psychology Learning & Teaching 18, no. 1 (2018): 65–83. http://dx.doi.org/10.1177/1475725718811300.

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The bulk of previous research on students' perceptions of open educational resources have lacked a control group of students rating traditional textbooks. Moreover, few studies have examined differences in the perceptions of online students and those taking classes in the classroom. A 2 × 2 cross-sectional design was used in which 925 students, assigned either a traditional textbook or an open textbook in either an online or classroom environment, were recruited to complete an online survey. Students assigned open textbooks were almost twice as likely to report using their textbooks, they used them more frequently, and for more time per week overall. Students assigned open textbooks also perceived a greater degree of overlap between the textbook, lecture, and quiz material than did students assigned traditional textbooks. Finally, ratings of the open textbooks were significantly higher than ratings of the traditional textbooks overall and on 11 of 15 different dimensions. Few differences in the online and classroom students were detected, suggesting both groups experienced similar benefits of the open textbooks. These findings demonstrate that replacing traditional textbooks with open textbooks may help to offset some of the financial hardships students face while improving students' engagement and satisfaction with their assigned textbook.
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Fuchs, Eckhardt. "Contextualizing School Textbook Revision." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 1–12. http://dx.doi.org/10.3167/jemms.2010.020201.

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The words “textbook revision” immediately conjure up certain images. We generally think of conflicts surrounding the contents of textbooks, conflicts which are debated in public and usually have an international dimension. Textbook revision generally refers to books on history, geography and social studies, occasionally also religion or biology. It generally relates to those activities aimed at correcting false or distorted interpretations in school textbooks. In addition, it involves two further aspects: improving the quality of teaching with revised textbooks, and conveying universal norms in addition to knowledge of the subject. History and social studies teaching can thus make an important contribution to peace and human rights education.
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Rahmawati, Laili Etika, Putri Octaviani, Hari Kusmanto, Yakub Nasucha, and Miftakhul Huda. "The Accuracy of Complex-Procedures Texts Material in Bahasa Indonesia Textbook for the First Grade of Senior High School." Asian Journal of University Education 17, no. 1 (2021): 91. http://dx.doi.org/10.24191/ajue.v17i1.12607.

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It is obvious that the textbooks play a key role in enhancing the quality of teaching and learning. The good quality textbooks must meet the criteria or standard as a textbook. This paper aims to describe the accuracy of materials provided in the Bahasa Indonesia textbook for the first grade of Senior High School curriculum of 2013. This study adopted the content analysis method to analyze the data. The findings deriving from this study reveal that the accuracy of learning material provided in Bahasa Indonesia textbook for the first grade of Senior High School (Sekolah Menengah Atas) curriculum of 2013 published by Erlangga has adequately met the standard requirements of Board of National Education Standards (Badan Standar Nasional Pendidikan, BSNP) for the accuracy of learning material of a textbook. However, this study found some weaknesses in the textbook as follows: (1) The textbook has not provided a ‘Competency Map’ containing principles used by students to achieve their learning goals and understand the learning materials provided in each chapter in order that the materials delivered can be well-structured. (2) The examples provided in the textbook are less relevant to the characteristics of diverse backgrounds and social statuses; contain the issues of ethnicity, religion, race, intergroup relations; and do not suit the needs. Keywords: Curriculum of 2013, The accuracy of learning materials, Textbooks.
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Trbojevic, Aleksandra, Svetlana Spanovic, and Vlasta Hus. "How students view the role of the textbook nature and society in the adoption of social contents." Zbornik Instituta za pedagoska istrazivanja 51, no. 1 (2019): 128–61. http://dx.doi.org/10.2298/zipi1901128t.

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The paper presents the results of a study of the opinion of the fourth grade primary school students (N=60) from Sombor, Serbia, about the role of the textbook Nature and Society in the adoption of social contents. The aim of the study is to determine students? opinions about how the textbook assists them in adopting social contents and how this knowledge can be useful in the real life context, which can be a relevant starting point for improving the quality of textbooks. Qualitative methodology was used to analyse the obtained data. Focus group discussions pointed to problems about the presentation of social contents in the textbooks: extensive texts that must be memorised; the lack of explanations in the text; insufficient coherence of the text, which is the reason why the adoption of social contents require assistance in the interpretation of the text. Moreover, there is a problem in the relation between the text and visual displays; the examples given do not sound familiar to students, the text is not related to the real life context, which limits the usability of social knowledge adopted from the textbook. The students? answers refer to key standards of the textbook quality (the quality of the contents, the quality of the didactic design, the quality of the language used in the textbook), and indicate that the textbook that students use does not contribute to the process of learning complex social phenomena.
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Dissertations / Theses on the topic "Textbook quality"

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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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Van, Vuuren T., and D. M. Ferreira. "DEVELOPING GUIDELINES FOR A SOUTH AFRICAN TEXTBOOK OF TRANSLATION." Interim : Interdisciplinary Journal, Vol 13, Issue 1: Central University of Technology Free State Bloemfontein, 2014. http://hdl.handle.net/11462/284.

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Published Article
The declaration of eleven languages as the official languages of South Africa brought about an increased need for translation and language planning in South Africa. However, many students of translation experience difficulty to produce quality translations, even after completing a course in translation. The purpose of this article is to report the findings of the original research on an investigation of the possible cause of this problem, as well as to find a possible solution to the problem. The results of the study show that the reason for this problem might be the training of translation students by using foreign textbooks and the lack of a South African textbook of translation. The findings further suggest that a translation textbook true to the South African context might be the solution to this problem. This study focuses on developing guidelines for the compilation of such a textbook.
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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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Belikov, Olga Maria. "Faculty Perceptions of Open Educational Resources Quality by Peer Review." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/7293.

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In this paper, 936 faculty free response reviews of open textbooks from the Open Textbook Library were analyzed for content and themes. The reviews were completed by faculty members at institutions in the United States and Canada. The textbooks were evaluated regarding their comprehensiveness, content accuracy, relevance longevity, clarity, consistency, modularity, organization structure flow, interface, grammatical errors, and cultural relevance. The results of the reviews found that the across 9360 comments regarding the quality of open textbooks, of these comments 97.3% reflected adequate or exceptional reviews of the textbooks. Faculty often compared the texts to traditional textbooks and in all mentions of comparison, the open textbook were regarded to be of equal or superior quality. The results of this study aid in alleviating concerns regarding quality of Open Educational Resources (OER) and provide peer reviews that faculty who consider adopting these textbooks often request. Limitations of the study and further prescriptions for research regarding OER quality and peer review research have been explored in the study.
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Hao, Yifei. "An analysis of the translation of vocabulary lists in textbooks for teaching Chinese as a foreign language (TCFL)." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/26322.

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Recent research in the Teaching Chinese as a Foreign Language (TCFL) field has focused on the pedagogical perspectives underlying TCFL textbooks and their compilation. With the increasing interaction between China and other countries in global contexts such as culture, economics and commerce, there is a great need to expand research regarding all areas and issues within TCFL, especially in the important area of vocabulary and its translation in TCFL textbooks (Tsung and Cruickshank, 2011). This research investigates a range of translation problems related to the accuracy of the vocabulary lists featured in 12 selected representative TCFL textbooks for teaching Chinese as a foreign language. This thesis presents findings from three triangulation cases (questionnaire survey, corpus research, and assessment test) involving two different groups of participants (e.g. Chinese teachers who completed the questionnaire survey and Chinese undergraduates majoring in English who underwent the assessment test). The contribution of this study is as follows: 1) I conduct a series of empirical evidence based on the viewpoints of practitioners regarding the identified translation problems to fill the gap that there are more descriptive and pedagogical works in the vocabulary translation of TCFL textbooks; 2) I adopt functional equivalence theory of translation and linguistics–based approaches (semantic, pragmatic and grammatical perspectives) to establish a theoretical framework which provides a flexible way of analysing translation and enables the original meanings of Chinese words to be analysed through various perspectives, especially for Chinese and English vocabulary analysis and translation; 3) I draw on translation quality evaluation theory to generate a translation quality evaluation framework which can serve as a reference point for other translation evaluation work regarding vocabulary conducted during other relevant studies; 4) I demonstrate that the majority of translation problems gathered from the selected TCFL textbooks were found at the preliminary level and in the content word class which have much practical relevance and research value for the pedagogical purpose of vocabulary teaching and translation; and 5) I build up a specific parallel corpus with passages and vocabulary lists of the selected TCFL textbooks.
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Renner, Jasmine R. "E-Learning Training Manual: Best Practices and Quality Assurance For Developing and Creating E-learning Courses in Colleges and Universities." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/151192845X.

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This training manual serves as a valuable tool to enhance instructional redesign and curriculum development of face-to-face (F2F) courses, materials and platforms into e-learning and mobile learning for all universities and colleges in the continent of Africa. It is designed for aspiring e-learning and mobile learning course developers who are desirous of developing, implementing and sustaining e-learning and m-learning platforms to promote teaching, learning, service and community.
https://dc.etsu.edu/etsu_books/1068/thumbnail.jpg
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Mantovani, Katia Paulilo. "O Programa Nacional do Livro Didático - PNLD: impactos na qualidade do ensino público." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8136/tde-24112009-152212/.

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Esta pesquisa tem como objetivo analisar a importância da avaliação do livro didático feita pelos programas de governo e o impacto desse processo na qualidade de ensino na escola pública. A partir de levantamento bibliográfico e análise documental, como editais de convocação para o programa, guias de livros didáticos aprovados e textos acadêmicos relacionados ao tema, conseguimos perceber avanços na qualidade editorial e no conteúdo dos livros didáticos distribuídos para escolas da rede pública do Brasil. Para verificar o impacto do PNLD na qualidade de ensino, fizemos uma breve análise dos resultados das avaliações nacionais: o SAEB e a Prova Brasil.
This research aims to analyze the importance of textbooks evaluation made by government programs and its impact on the quality of teaching in public schools. By means of literature review and documentary analysis, as the public call for the program, approved guidelines for textbooks and academic papers related to the subject, we see improvements not only in the textbooks editorial quality but also in its content, considering they are distributed to public schools in Brazil. In order to verify the PNLD impact in the quality of education, we made one brief analysis of the results of the national evaluations: SAEB and the Brazil Test.
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Abbas, Moussa. "Production et contrôle qualité dans l'enseignement des langues : quel rôle pour l'inspecteur de français en Algérie?" Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA152.

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Après avoir gagné le défi de la scolarisation, le système éducatif algérien est engagé depuis dix ans dans une réforme structurelle et pédagogique pour améliorer la qualité de ses enseignements. L’analyse statistique et qualitative des résultats obtenus à des examens de fin de cycle obligatoire semble indiquer, à l’aune des épreuves, des programmes et des manuels de français, que ce pari n’est pas encore gagné. Dans la dynamique de cette transformation, l’inspecteur pédagogique de français est appelé à jouer un rôle plus décisif dans la production et le contrôle qualité des enseignements.A partir d’une enquête de terrain, qui établit un état des lieux sans complaisance des conditions d’exercice de cette fonction, cette étude propose un nouveau rôle et de nouvelles pistes d’amélioration de la qualité dans ce domaine
After winning the challenge of schooling, the algerian educational system has been engaged for ten years in structural and teaching method reform to improve the quality of its teaching. The statistical and qualitative analysis of the results obtained at the end of the compulsory cycle exams, with regard to the tests, programs and french textbooks, suggets that this bet isn’t yet won. In the dynamic of this transformation, french educational inspector is called to play a more decisive role in the production and the quality control of teaching.From a field survey that establishes an uncompromising survey of the conditions to exercise this function, this study proposes a new role and new ways for improving quality in this field
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Tang, Ming Siang, and 湯明祥. "Applying Kano’s Model to Evaluate the Elementary E-textbook Quality." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/12077378115088844985.

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碩士
大葉大學
管理學院碩士在職專班
101
ABSTRACT Due to the rapid development of e-book technologies in recent years, many elementary teachers have adopted e-textbooks in their classes. Although e-textbook has emerged as a new type of teaching material, some design issues caused by publishers are existed but there is no mechanism for e-textbook’s quality assurance provided by educational authority at this stage. In practice, it is necessary to establish a measuring framework as the basis of evaluating and improving the quality for e-textbooks. Based on the above assumption, the goal of this study is to develop the quality attributes of elementary school’s e-textbooks and to classify those required to be improved. The e-textbook’s quality measuring framework was developed by combining Kano’s model and Refined Kano’s model, Importance-Satisfaction model (I-S model), and Improvement Index. A questionnaire was administrated to randomly selected elementary school teachers in the New Taipei City. A total of 167 effective samples were collected using a stratified sample approach. Results showed that three e-textbook quality elements including “proper scope of teaching materials”, “rich and lively teaching materials”, and “teaching materials linked with student’s prior knowledge” were classified into the “unsatisfied and need to be improved” section in I-S model and their improvement indexes were also listed in the top 10 urged to be improved elements. Only one quality element namely “Rich and lively teaching materials” was sorted as the higher attractive attribute for elementary e-textbooks. In order to enhance elementary e-textbook’s competitiveness, publishers should improve this element’s quality level. Key Words: E-textbook, Kano model, Refined Kano model, Importance-Satisfaction model, Improvement Index
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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.

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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.
Thesis (M. Ed. (Didactics))
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Books on the topic "Textbook quality"

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Antic, Slobodanka, Ivan Ivic, and Ana Pesikan, eds. Textbook Quality. V&R Unipress, 2013. http://dx.doi.org/10.14220/9783737002240.

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Yogan, Pillay, Holtz Timothy H, and Basch Paul F. 1933-, eds. Textbook of international health. 3rd ed. Oxford University Press, 2009.

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Gyerasimova, YElyena, Alyeksandr Sizikin, and Boris Gyerasimov. Quality management. INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/23589.

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The tutorial is devoted to the study of the category "quality" and the basics of quality management. The manual consistently discusses modern problems and technologies of quality management, specific situations of decision-making in the field of quality. The text is provided with tasks for independent work, situational tasks, and a list of recommended literature. The manual meets the requirements of the Federal state educational standard of secondary professional education of the last generation. The textbook is intended for students of secondary special institutions of economic direction and economic faculties of universities, practitioners.
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Foundation for Educational Change (Kathmandu, Nepal), ed. Assessing the scope for improving the process, quality, and timeliness of school textbook printing and distribution: A study report. Foundation for Educational Change, 2013.

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Sokol'skaya, Elena, and Boris Kochurov. Geoecology of the city: models of environmental quality. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1205961.

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The monograph examines the features of studying the geoecological state of urbanized territories, reveals the use of integrated assessment and mapping in urban diagnostics, and finds a solution to geoecological problems on the example of world cities that are leading in the rating for quality of life. The components of an information and analytical model of the urban environment for assessing the geoecological situation are described; an algorithm for a comprehensive study of the geoecological state aimed at an adequate assessment of the quality of the urban environment. Special attention is paid to the methodology of geoecological assessment of the quality of the urban environment based on multifactor modeling, which allows making recommendations for improving the comfort of living of the population. It is intended for a wide range of specialists in the field of geoecology of the city, and can also be used as a textbook for students of environmental, natural-geographical, engineering specialties.
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Kaigai Gijutsusha kenshū Kyōkai (Japan), ed. Statistical methods for quality improvement. Association for Overseas Technical Scholarship, 1985.

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Kume, Hitoshi. Statistical methods for quality improvement. Chapman & Hall, 1992.

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1900-, Deming W. Edwards, ed. Statistical method from the viewpoint of quality control. Dover, 1986.

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Montgomery, Douglas C. Introduction to Statistical Quality Control. 2nd ed. Wiley, 1991.

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Montgomery, Douglas C. Introduction to Statistical Quality Control. 2nd ed. Wiley, 1991.

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Book chapters on the topic "Textbook quality"

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

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Radbruch, Lukas, and Birgit Jaspers. "Quality of Life." In Textbook of Palliative Care. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77740-5_8.

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White, Linsey, and Bryan J. Woodward. "Quality Management Systems." In Textbook of Assisted Reproduction. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2377-9_78.

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Radbruch, Lukas, and Birgit Jaspers. "Quality of Life." In Textbook of Palliative Care. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-31738-0_8-1.

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Morath, Christian, Peter Schemmer, and Martin G. Zeier. "Transplant Quality Programs." In Textbook of Organ Transplantation. John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118873434.ch127.

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Chen, Formosa, Hiroko Kunitake, Elise Lawson, Joan Ryoo, and Clifford Y. Ko. "Quality." In The ASCRS Textbook of Colon and Rectal Surgery. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1584-9_56.

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von Mackensen, Sylvia, and Alessandro Gringeri. "Quality of Life in Hemophilia." In Textbook of Hemophilia. Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444318555.ch58.

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von Mackensen, Sylvia, and Alessandro Gringeri. "Quality of Life in Hemophilia." In Textbook of Hemophilia. John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118398258.ch64.

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Gokal, R. "Quality of life." In The Textbook of Peritoneal Dialysis. Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-0814-0_23.

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Kitchen, Steve. "Laboratory and Quality Control of Assays." In Textbook of Hemophilia. John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118398258.ch43.

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Conference papers on the topic "Textbook quality"

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Sekač, Vuk. "THE ANALYSIS OF QUALITY STANDARDS OF ELECTRONIC SERBIAN LANGUAGE TEXTBOOK FOR THE SECOND GRADE OF PRIMARY SCHOOL." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.311s.

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Abstract:
Electronic textbooks have a potential to combine the teaching values ​​of digital technology with didactic-methodological requirements that a textbook should meet and thus become a means of teaching capable of meeting the needs of today’s students and achieving modern educational goals. In order for an electronic textbook to have its ex­pected effect, it is necessary that its concept takes into account certain theoretical and practical knowledge synthesized in the so-called quality standards. Although the theoretical and empirical research of electronic textbooks is at its very beginning and there is not even closely a rich body of knowledge as in the case of printed textbooks, certain postulates do exist and they need to be taken into account when creating and evaluating electronic textbooks. This paper uses the content analysis technique to examine the extent to which the electronic textbook On Language, published by Klett, meets the specific requirements of electronic textbooks. The results show that the analysed electronic textbook is between low and medium level of interactivity, contains a small number of multimedia elements and does not use the possibility of hyper textual links, but relies exclusively on a linear structure in the content presentation.
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Ya. Y., Kuts. "Ukrainian letter – to Ukrainian textbook." In The Publishing Quality of the School Textbook: Problems, which Don’t Lose Their Actuality. Ukrainian Academy of Printing, 2021. http://dx.doi.org/10.32403/978-966-322-522-7-2021-56-63.

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

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Susilawati, Fitriah, Gunarhadi, and Hartono. "Development of Thematic Textbook Based on REACT Strategy at Elementary School." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.089.

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Fitriyah, Lina Arifah, and Humaidillah Kurniadi Wardana. "Textbook on Material Classification and its Change Based on STEM Approach." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.122.

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Z. M., Selmenska, Zanko N. V., Maik L. Ya., and Komar S. M. "A comprehensive approach to assessing the quality of design and production of school textbooks." In The Publishing Quality of the School Textbook: Problems, which Don’t Lose Their Actuality. Ukrainian Academy of Printing, 2021. http://dx.doi.org/10.32403/978-966-322-522-7-2021-84-92.

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N. V., Zelinska, Lystvak H. B., and Omelchuk A. S. "An inheritance that we give up. Gradually..." In The Publishing Quality of the School Textbook: Problems, which Don’t Lose Their Actuality. Ukrainian Academy of Printing, 2021. http://dx.doi.org/10.32403/978-966-322-522-7-2021-5-24.

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L. S., Slotska, and Zatserkovna R. S. "Criteria for selection of printing materials for school textbooks." In The Publishing Quality of the School Textbook: Problems, which Don’t Lose Their Actuality. Ukrainian Academy of Printing, 2021. http://dx.doi.org/10.32403/978-966-322-522-7-2021-79-83.

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E. I., Ohar, and Stakhiv M. R. "“Pain” points of modern Ukrainian e-textbooks from an editorial perspective." In The Publishing Quality of the School Textbook: Problems, which Don’t Lose Their Actuality. Ukrainian Academy of Printing, 2021. http://dx.doi.org/10.32403/978-966-322-522-7-2021-41-45.

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L. P., Veremiienko. "Expert approach in editorial work with modern school textbooks." In The Publishing Quality of the School Textbook: Problems, which Don’t Lose Their Actuality. Ukrainian Academy of Printing, 2021. http://dx.doi.org/10.32403/978-966-322-522-7-2021-25-28.

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