Academic literature on the topic 'Textbook Relevancy'
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Journal articles on the topic "Textbook Relevancy"
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Whaley, Arthur L., William A. L. Clay, and Dominique Broussard. "Cultural Diversity in Introductory Psychology Textbook Selection: The Case for Historically Black Colleges/Universities (HBCUs)." Psychology Learning & Teaching 16, no. 1 (2016): 19–35. http://dx.doi.org/10.1177/1475725716679533.
Full textAbstract:
The present study describes a culturally relevant approach to introductory psychology textbook selection for students attending a historically Black college/university (HBCU). The following multistage procedure was used: (1) a survey of HBCU psychology departments was conducted to ascertain how they selected their introductory psychology textbooks; (2) a review of the literature on introductory psychology textbook selection was performed to identify criteria; and (3) rating criteria were developed; used in the actual selection of a textbook for HBCU students; and were subjected to psychometric analysis. The psychometric analyses of 240 ratings (10 criteria X 4 raters X 6 books) involved both reliability assessment of the scale with the selection criteria as items and interrater reliability in evaluating introductory psychology textbooks. The survey of HBCU faculty yielded no consensus or systematic process from the respondents. Both internal consistency reliability and agreement among faculty were adequate on the rating instrument for the total scores and subscale scores of Quality of Learning Resources and Learning and Comprehension. However, the subscale scores for Cultural Relevance yielded mixed results by type of reliability: Interrater agreement was adequate but internal consistency reliability was poor. Future research using multiple methodologies must address the relevancy of cultural diversity for introductory psychology courses
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Adi, Hayati Wasistyo, and Puji Astuti. "Content Analysis of Student Book When English Rings A Bell (Revised Edition) for Grade VIII of Junior High School." ELT Forum: Journal of English Language Teaching 8, no. 1 (2019): 49–59. http://dx.doi.org/10.15294/elt.v8i1.26138.
Full textAbstract:
The aim of this study was to analyze the relevance of the materials with the cognitive and psychomotor domains in the 2013 English curriculum competence in English Rings a Bell textbook for grade eight of junior high school. This study used qualitative methodology. The researcher conducted the analysis of textbook based on theory of Anderson and Krathwohl’s (2001) taxonomy of cognitive domain and Simpson’s (1972) taxonomy of psychomotor domain in order to more focus on it relevancy with materials in the textbook. The instrument used to collect the data were observation in the form of checklists and document analysis. The result showed that in term of cognitive domain, there were 23 materials in the book which were relevant or 74.19%, 7 materials which were partly relevant or 22.58%, and only 1 material which irrelevant or 3.2%. Meanwhile, the in term of psychomotor domain, there were 10 materials in the book which were relevant or 32.25%, 10 materials also which were partly relevant, and 11 materials which were irrelevant or 35.48 %. Thus, it can be concluded that the materials in this textbook materials are relevant with 2013 curriculum, in term of cognitive domain. Even though, it lacks of relevant materials of psychomotor domain.
Keywords: textbook analysis; When English Rings a Bell; 2013 Curriculum; cognitive domain; psychomotor domain
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Nazaruddin, Rezkiawati. "Content Analysis Speaking Materials in English Textbook Based on 2013 Curriculum for the First Grade Student at Vocational High School." EDUVELOP 1, no. 1 (2017): 49–56. http://dx.doi.org/10.31605/eduvelop.v1i1.2.
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This research aimed to analyze Speaking material in English textbook based on 2013 Curriculum for The First Grade Student at Vocational High 4 Makassar. The research method of this research was qualitative descriptive. The object of this research consists of English textbook and focus with Speaking material for the first grade based on 2013 Curriculum. The sample of the research was taken by using Checklist. To know how the relevancy the English textbook with 2013 curriculum that have been dealing with government. The researcher using 2 checklist the first was table to know the relation between speaking material in syllabus of 2013 curriculum and the second was table documentary checklist table to know how the relevance of materials to the curriculum criteria, and the result of the research showed by percentages. Having analyzed the data and the rubric scoring tabulation of this research, it was found that the degree of suitability of Buku Bahasa Inggris an English text book used by First grade students of Vocational High School was 75%. The Researcher concluded that the textbook were logic and can be implemented as a learning source in the classroom. Although it still needs some revision to make it better. During the researcher doing this research, actually the researcher does not face a problem, because the researcher just analyzing and collecting the data by checklist so, the researcher could does this research have done.
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Sukmawijaya, Andi, Wisma Yunita, and Dedi Sofyan. "ANALYSING HIGHER ORDER THINKING SKILLS ON THE COMPULSORY ENGLISH TEXTBOOK FOR TENTH GRADERS OF INDONESIAN SENIOR HIGH SCHOOLS." JOALL (Journal of Applied Linguistics & Literature) 5, no. 2 (2020): 137–48. http://dx.doi.org/10.33369/joall.v5i2.10565.
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This study aimed to ascertain proportion of Higher Order Thinking Skills (HOTS) based on the revised edition of Bloom’s Taxonomy in the language skills and language knowledge of tasks in the textbook of “Bahasa Inggris of class ten employed in senior, vocational and Islamic senior high schools published by the Ministry of Education of the republic of Indonesia and its relevancy to the 2013 curriculum. By employing a content analysis research design, this study employed content cards as the instrument for analysing the textbook, in which two techniques were used to administer the data, namely content analysis and documentation. The data were analysed qualitatively using Brookhart including compiling, disassembling, reassembling, interpreting and concluding. Results turned out that the proportion of HOTS in language skills is integrated well. In addition, the content of higher-order thinking skills in tasks of the compulsory English textbook of “Bahasa Inggris of class ten employed in senior, vocational and Islamic senior high schools” is relevant to the 2013 curriculum. It has fulfilled the standard suggested by the Decrees of the Ministry of Education. It is recommended that the teachers need to train students extensively on the implementation of the HOTS to achieve the goals targeted in the 2013 curriculum well.
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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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Masrupi, Masrupi, Akhmad Baihaqi, and Miftahul Hakim. "The Feasibility of English Textbook for Vocational School." Journal of English Language Teaching and Cultural Studies 3, no. 2 (2020): 54–63. http://dx.doi.org/10.48181/jelts.v3i2.9506.
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The objective of the research is aiming to identify the feasibility of the English textbooks for use by vocational school in Pandeglang regency. To reach the objective, the researchers used qualitative research. The data were collected from three English textbooks used for vocational school, interview, and questionnaire. The techniques of analyzing data were focused on the analysis of materials provided within the textbook with the core and basic competence of 2013 curriculum. The criteria were suggested by National Education Standards Agency (Badan Standar Nasional Pendidikan) and Rajan material design. The findings show that (1) the material relevance to the core and basic competence of 2013 Curriculum of the first English textbook (TB1) is 81.25%, the second English textbook (TB2) is 93.75%, and the third English textbook (TB3) is 87.5%; and (2) the categories of feasible textbook for vocational students for TB1 is 83.3%, TB2 is 91.6%, and TB3 is 75%. These results indicate that the three books are relevant and feasible for use by vocational school students.
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Sahyoni, Sahyoni. "Textbook evaluation on Everyday English for Hospitality Professionals and English for Work in EFL Classroom." SALEE: Study of Applied Linguistics and English Education 1, no. 01 (2020): 83–92. http://dx.doi.org/10.35961/salee.v1i01.71.
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Textbook plays important role in teaching English. Yet, not all textbook is appropriately meet to the students’ needs and knowledge level. The material for EFL is totally different to Native speaker of English. One of the ways matching students’ needs and textbook is by doing textbook evaluation. This research is aimed at discussing textbooks that are used by the teacher in English Foreign Language (EFL). The textbooks that have been chosen are English for Everyday English for Hospitality Professionals by Lawrence, J. Zwier and Nigel Caplan (2007) and English for Work (2003) by Ian Badger. Both of them are ESP textbooks where they are taught in a foreign language class. The purpose of this research is to know how much Everyday English for Hospitality Professionals and English for Work textbook used in college meets the criteria of good EFL textbook. The research design is a descriptive-evaluative. The procedure of analyzing the data starts by analyzing the data based on EFL evaluation criteria, then finding out how much each items meet the criteria of good EFL textbook and concluding the result. The research result revealed that most parts of the textbooks are appropriately met to the students’ needs. Most of the material stated inside of the textbooks covered students’ knowledge level and relevant for the field of study.
Keywords: evaluation, foreign learner class, textbooks
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Chowdhuri, Meghna Nag. "Textures of Transaction: Exploring the Heterogeneity in Primary Teachers’ Engagements with Mathematics Textbooks in Delhi." Contemporary Education Dialogue 18, no. 1 (2021): 117–47. http://dx.doi.org/10.1177/0973184920984517.
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For more than a decade, government primary-school teachers in many parts of India have been using mathematics textbooks based on National Curriculum Framework 2005 (NCF 2005). While curriculum and textbook development is often debated, teachers’ use of textbooks does not receive enough attention in policy and research. This article, drawing from a multiple-case study of 10 teachers, using classroom observations and teacher interviews, explores different ways in which teachers use the Math-Magic mathematics textbook in Delhi’s government primary schools. The findings demonstrate heterogeneity in the ways in which teachers use textbooks, which are the dominant teaching resource in these schools. Teachers use different degrees of agency in textbook use—from avoiding the textbooks to designing their lessons. These are influenced by their views about the textbooks, as well as their institutional realities. Finally, this heterogeneity offers a useful approach to understanding textbooks, and their relevance to teaching beyond being viewed as teaching scripts.
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Bethel, Edward. "Open Textbooks: Quality and Relevance for Postsecondary Study in The Bahamas." International Review of Research in Open and Distributed Learning 21, no. 2 (2020): 61–80. http://dx.doi.org/10.19173/irrodl.v21i2.4598.
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Open educational resources (OER), are openly licensed text, media, and other digital and analog assets that are useful for teaching, learning, and research. Recent research has shown that in courses where open textbooks are assigned, students perform as well as or better than students in similar courses with commercially licensed textbooks. Despite cost savings and demonstrated effectiveness, perceptions about quality, relevance, ease of access, and other concerns persist. The objectives of this study were twofold: (a) to develop a practical and reusable measure for evaluating open textbook quality in terms of pedagogy, openness, accessibility, and relevance; and (b) to use the measure to rate the quality and relevance of open textbooks for use in higher education in The Bahamas. The study confirmed the viability of the quality measure as a practical tool to assess open resources and found that the open textbooks studied were accessible and well matched to course content, but of varying quality. More study is needed to explore ways to increase faculty adoption, use, adaption and production of OER.
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Fitriansyah, Fifit. "Analisis Isi Buku Teks Teknologi Media Pembelajaran Sebagai Sumber Belajar Mahasiswa." Cakrawala - Jurnal Humaniora 19, no. 2 (2019): 207–12. http://dx.doi.org/10.31294/jc.v19i2.6250.
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In a textbook learning has an important role. Textbooks can also be seen as learning media, more than that textbooks can also be interpreted as the nutrient of learning, so that the existence of a textbook cannot be underestimated. Textbooks or textbooks are a significant learning tool for almost all subjects in the curriculum. Thus, in managing textbooks it is necessary to have an analysis of the contents of the book in order to see the advantages and disadvantages of this book. The method used in this research is Content Analysis which is commonly used in analyzing a text or book. The results of this study are that this book is very interesting and relevant to be used by teachers or educators in designing learning in accordance with the needs and learning objectives. Keywords: Content Analysis, Text Books, Instructional Media
Dissertations / Theses on the topic "Textbook Relevancy"
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Frank, Mark. "An investigation into English home language teachers’ use of the English home language textbook in Grade 11." University of the Western Cape, 2019. http://hdl.handle.net/11394/7301.
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Philosophiae Doctor - PhDThe study investigates how English Home language teachers use the English Home language textbook in the grade 11 classroom. It aspires to generate an understanding of the strong relationship between the teacher, textbook and the learner thereby illustrating how a recognition of the various ways the textbook can be used. By addressing methodological issues and text relevancy as a tool for learner connection, the research appraises the use of text relevancy in the grade 11 classroom. In upholding a constructivist view of teaching the research postulates that the use of textbook material that holds a connection to learners’ lives can help increase the proficiency of the learners in the classroom and bring a deeper motivation for increase learner participation. The investigation uses a qualitative methodology to study and describe the dynamics of using the textbook. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know of or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed the ability from the learner to recreate, imagine and empower their understanding of the world they live in with an understanding of current topics that surfaces in a teenager’s life.
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Frank, Mark. "An investigation into English home language teachers’ use of the English home language textbook in Grade 11." University of the Western Cape, 2020. http://hdl.handle.net/11394/7593.
Full textAbstract:
Philosophiae Doctor - PhDThe study investigates how English Home language teachers use the English Home language textbook in the grade 11 classroom. It aspires to generate an understanding of the strong relationship between the teacher, textbook and the learner thereby illustrating how a recognition of the various ways the textbook can be used. By addressing methodological issues and text relevancy as a tool for learner connection, the research appraises the use of text relevancy in the grade 11 classroom. In upholding a constructivist view of teaching the research postulates that the use of textbook material that holds a connection to learners’ lives can help increase the proficiency of the learners in the classroom and bring a deeper motivation for increase learner participation. The investigation uses a qualitative methodology to study and describe the dynamics of using the textbook. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know of or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed the ability from the learner to recreate, imagine and empower their understanding of the world they live in with an understanding of current topics that surfaces in a teenager’s life. The findings indicate that the textbook is still relevant and can be used in some creative ways of teaching. The study also affirms that it is possible to develop your own textbook, which can add a greater connection between the teacher and the learner.
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Jacoby, Brian Arthur. "The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22588.
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Instrumentalism is a philosophy of science which holds that scientific theories are merely useful fictions for making computative predictions. Its pragmatic purpose of 'saving the appearances' downgrades the role of theory in science. Realists, on the other hand, take the implications of theories seriously. This study investigates the attributes of both instrumentalism and realism, taking theory as its point of departure. It is pointed out that constructivism is closely related to instrumentalism, both being forms of pragmatism. Since both tend to concoct and relinquish theories too easily, they tend to be relativist and subjectivist. It is therefore concluded that neither instrumentalism, nor constructivism, nor empiricism is sufficient for a rounded science education. What is needed is a type of realism which acknowledges both the empirical physical world 'out there' and the constructivist nature of scientific knowledge. The naive (empiricist) realism so prevalent in school science textbooks cannot do this. It is contended that critical realism, and especially that of Bernard Lonergan, can meet this requirement. Reality is more than what is given in sensory experience. Therefore, in order to help solve the problem of relativism and subjectivity inherent in constructivism, we need to revise our notion of reality and objectivity. Twenty-three selected British, American, South African, and African Third World high school physical science textbooks were examined in detail to determine the extent of an instrumentalist philosophy in them. They were subjected to several textual analyses, including one especially devised for this study. The results reveal that our high school physical science textbooks do indeed contain a high degree of instrumentalism. This study postulates that this instrumentalism may be used to help pupils move towards realism. However, this needs to be augmented by a full-blooded critical realist approach which takes theoretical entities seriously. One way of doing this is through the use of suitable material in the preface of every textbook. Not only should the dangers of instrumentalism (and naive constructivism) be pointed out, but the role of theory in science should be emphasised. This may be achieved by simulations to encourage growth of models and theories, historical case studies involving theory-development, and additional reading of scientists in action. Some examples of these are provided.
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Kalala, Laurent Beya. "An appraisal study of language usage and use for literacy in second language acquisition: An investigation into English textbooks used in the Democratic Republic of Congo." University of the Western Cape, 2018. http://hdl.handle.net/11394/6794.
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Philosophiae Doctor - PhDSince a number of studies on textbooks in Second Language Acquisition (SLA) have shown that textbooks hold a major place in education (De Guzman, 2000; Oakes & Saunders, 2004), this study proposes to investigate the content of an English Language Teaching (ELT)/ English as a Second Language (ESL) textbook used in 6th form secondary school (Grade 12) in the DRC, Go for English 1RE. It aims to identify and evaluate the content of this ELT textbook so as to deduce and derive main insights for the determination or not of its appropriateness and relevance in terms of its contribution to language use and literacy in the ELT/ESL curriculum of the DRC. The study draws its theoretical underpinning from two theories: the Cunningsworth’s textbook analysis theory and McDonough and Shaw evaluation theory. As research design, the study adopts an a descriptive, exploratory and interpretive design which draws on both quantitative and qualitative data collected on the basis of textbook evaluation checklist and semi-structured interviews. In regard to the procedural orientation, the study uses descriptive and content analysis to analyze, interpret and examine both interviews and textbook evaluation likert-scale checklist data. In respect of its data, the study uses ‘mixed methods approach’. Both qualitative and quantitative data come from 259 teacher and student participants on the basis of two different samples. The quantitative data comes from 209 student participants and 25 teacher participants and the qualitative data from 10 student participants and 15 teacher participants. The findings attest to the general content of "Go for English 1RE ELT" textbook in regard to language activities and tasks related to its subject matter, to the quality and nature of language it contains, and finally to the diversity in its subject matter and its cultural aspects, is suitable for language use and literacy skills development. However, even though its content is suitable, the findings also indicate that this ELT textbook is not well adapted to Congolese 6th form secondary school students’ level.
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Santos, Soronaide Gon?alves. "Livro did?tico e atividades l?dicas: uma combina??o relevante para o ensino-aprendizagem dos conte?dos de astronomia." Universidade Estadual de Feira de Santana, 2016. http://localhost:8080/tede/handle/tede/526.
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Disserta??o-Soronaide-Final.pdf: 6745955 bytes, checksum: 19177ea4dbac42e685d5c5fce292fb15 (MD5)Made available in DSpace on 2017-11-20T22:39:55Z (GMT). No. of bitstreams: 1 Disserta??o-Soronaide-Final.pdf: 6745955 bytes, checksum: 19177ea4dbac42e685d5c5fce292fb15 (MD5) Previous issue date: 2016-09-30
This thesis analyzed the combination of textbook Geography with ludic activities in the teaching-learning of Astronomy contents in the 6th year of elementary school. The classroom is an environment to stimulate scientific knowledge in astronomy, due to the various disciplines of basic education that address the content of this science in their curricula. And geography is an example of discipline that presents astronomy content in primary and secondary education. Thus, it presented the pedagogical importance of textbooks for teachers and students, as well as the playful in contemporary educational practice may be potentiating the resource development and student learning in the school environment. The theoretical basis for the study of recreational activities such as mediation and learning tool for this research work was based on the theory of sociointeractionist of Lev Vygotsky Semonovich. Our research approach is qualitative and quantitative, as we believe that there is an interdependence between quantifiable indicators and qualitative aspects and so they complement each other. For the development and completion of research we seek tools that made it possible: observe and analyze facts or relevant tools, collect and analyze statistical data that contributed to the target audience of the teaching and learning process. We used as research tools four comprehension tests, nine textbooks of Geography, for evaluation of the texts and images on astronomy and plan and apply four ludic activities. Finally we treat the results and analysis of the survey instruments. The study revealed that the use of the textbook in a critical perspective, combined with fun activities, were educational tools of great importance in the teaching and learning of astronomy content, but also the reflection of various human values, for students of the class of 6th year of elementary school.
Esta disserta??o analisou a combina??o do livro did?tico de Geografia com atividades l?dicas no ensino-aprendizado dos conte?dos de Astronomia no 6? ano do Ensino Fundamental. A sala de aula ? um ambiente prop?cio para estimular o conhecimento cient?fico em Astronomia, devido ?s v?rias disciplinas da educa??o b?sica que abordam os conte?dos dessa ci?ncia em seus curr?culos. E a Geografia ? um exemplo de disciplina que apresenta conte?dos de Astronomia no Ensino Fundamental e M?dio. Dessa forma, apresentou-se a import?ncia pedag?gica do livro did?tico para os professores e alunos, e tamb?m, como o l?dico na pr?tica pedag?gica contempor?nea pode ser recurso potencializador do desenvolvimento e aprendizagem do aluno no ambiente escolar. A base te?rica para o estudo das atividades l?dicas como instrumento de media??o e aprendizagem para este trabalho de investiga??o foi fundamentada na teoria sociointeracionista de Lev Semonovich Vygotsky. A nossa abordagem de pesquisa ? qualitativa-quantitativa, pois acreditamos que existe uma interdepend?ncia entre os indicadores quantific?veis e os aspectos qualitativos e por isso eles se complementam. Para o desenvolvimento e conclus?o da pesquisa buscamos instrumentos que possibilitaram: observar e analisar fatos ou ferramentas relevantes, assim como coletar e analisar dados estat?sticos que contribu?ram no processo de ensino-aprendizagem do p?blico alvo. Utilizamos como instrumentos de pesquisa quatro testes de compreens?o, nove livros did?ticos de Geografia, para avalia??o dos textos e das imagens sobre Astronomia, e planejamos e aplicamos quatro atividades l?dicas. E, por fim, versamos sobre os resultados e a an?lise dos instrumentos da pesquisa. O estudo revelou que o uso do livro did?tico em uma perspectiva cr?tica, combinado com atividades l?dicas, foram ferramentas pedag?gicas de grande relev?ncia no processo de ensino e aprendizagem dos conte?dos de Astronomia, como tamb?m na reflex?o de v?rios valores humanos, para os alunos da turma do 6? ano do Ensino Fundamental.
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Chacon, Jéssica Colvara. "Análise de questões interpretativas em livros didáticos de língua portuguesa sob a perspectiva da teoria da relevência." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/56037.
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A interpretação de texto é uma atividade que envolve, além da decodificação, a realização de processos inferenciais. Considerando que documentos educacionais oficiais, tanto no âmbito nacional quanto no regional, reconhecem que ler é mais do que decodificar, e que os livros didáticos de Língua Portuguesa (LDLPs) têm procurado explorar de modo mais amplo a interpretação de texto, este trabalho avalia duas seções de interpretação textual: uma pertencente a um LDLP destinado ao 6º ano e outra, ao 9º ano do Ensino Fundamental. Essa avaliação consiste na apreciação crítica das questões de interpretação de texto no que diz respeito à exploração de inferências pragmáticas, mais especificamente, acerca do modo como é abordada a compreensão dos implícitos textuais e dos mecanismos subjacentes a sua produção. A avaliação realizada parte do pressuposto de que a leitura é um processo interacional, valendo-se do paradigma da Teoria da Relevância (TR) para a análise dos processos subjacentes à interpretação de enunciados. A partir da análise de dois textos e suas respectivas perguntas presentes em duas seções de interpretação de acordo com os princípios propostos pela TR, empreende-se uma reflexão sobre o modo como essa teoria pode contribuir para a formulação de propostas didáticas capazes de propiciar ao aluno um maior desenvolvimento de sua proficiência leitora.Text interpretation involves not only decoding, but carrying out several inferential processes. This is reflected in the fact (i) that most official educational documents recognize that reading is more than deciphering words and (ii) that textbooks of Portuguese (LDLPs) have attempted to explore text interpretation more widely in recent years. This study assesses text interpretation in two different stages, namely, the sixth and ninth grades of middle school (junior high school). This evaluation comprises a critical account of text interpretation questions with regard to the exploration of pragmatic inferences, especially concerning the methods used to approach textual implications and the mechanisms underlying their productions. The assessment carried out assumes that reading is an interactional process. In addition, built on the Relevance Theory (RT), this dissertation analyzes underlying processes in the interpretation of utterances. Based on interpretation tasks present in two texts analyzed in this study, we look into how RT can contribute to the formulation of didactic approaches that may aid students with their reading skills.
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Carroll, B., J. Firth, Jackie M. Ford, and S. Taylor. "The social construction of leadership studies: representations of rigour and relevance in textbooks." 2016. http://hdl.handle.net/10454/8863.
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YesConsiderations of rigour and relevance rarely acknowledge students, learning, or the textbooks many of the academic community use to frame education. Here we explore the construction of meaning around rigour and relevance in four leadership studies textbooks – the two most globally popular leadership textbooks and two recent additions to the field – to explore how these ideas are represented. We read the four texts narratively for structure, purpose, style, and application. We further embed the analysis by considering the cultural positioning of the textbook-as-genre within leadership studies as a field more generally. This exploration of the textbook raises critical questions about rigour, relevance and the relationship constructed between them. From this, we argue for a re-commitment to the genuine ‘text-book’ written to engage students in understanding leadership as a continuing conversation between practices, theories, and contexts, rather than as a repository of rigorous and/or relevant content that lays claim to represent an objective science of leadership studies.
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"inclusion of socially relevant contents in junior secondary science textbooks in Hong Kong: the past, the present and the future = 香港初中科學科敎科書的社會相關內容 : 過去, 現在和展望". 1996. http://library.cuhk.edu.hk/record=b5895733.
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by Cheung Kai Yin.Year shown on spine: 1997.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1996.
Includes bibliographical references (leaves 144-149).
by Cheung Kai Yin.
Chapter Chapter One : --- Introduction --- p.1
Chapter 1.1 --- Background to the study --- p.1
Chapter 1.2 --- The purpose of the study --- p.4
Chapter Chapter Two : --- Literature Review --- p.6
Chapter 2.1 --- History of science education reform in western countries --- p.6
Chapter 2.1.1 --- In the early part of the twentieth century --- p.6
Chapter 2.1.2 --- Golden age of science education in the 1950's and 196´0ةs --- p.7
Chapter 2.1.3 --- Scientific literacy and STS movement --- p.8
Chapter 2.2 --- Junior secondary science education in Hong Kong --- p.10
Chapter 2.2.1 --- The period of General science --- p.10
Chapter 2.2.2 --- The introduction and implementation of the first version of Integrated Science (I. S.) --- p.11
Chapter 2.2.3 --- The period of the second version of I.S. course --- p.13
Chapter 2.3 --- Importance of social relevance --- p.16
Chapter 2.4 --- STS teaching --- p.18
Chapter 2.4.1 --- Goals of STS teaching --- p.19
Chapter 2.4.2 --- Characteristics of STS teaching --- p.21
Chapter 2.4.3 --- Recent development of STS movement --- p.24
Chapter 2.5 --- Social relevance and STS teaching --- p.27
Chapter 2.6 --- Textbook analysis --- p.28
Chapter 2.6.1 --- Use of textbooks --- p.28
Chapter 2.6.2 --- Role of textbooks --- p.29
Chapter 2.6.3 --- Ways of writing textbooks --- p.31
Chapter 2.6.4 --- Limitations of textbooks --- p.32
Chapter 2.6.5 --- Textbook reviews for social relevance --- p.34
Chapter 2.6.6 --- Analytical frameworks for social relevance --- p.36
Chapter Chapter Three : --- Research Design --- p.39
Chapter 3.1 --- Research questions --- p.39
Chapter 3.2 --- Textbook analysis --- p.40
Chapter 3.2.1 --- Content analysis --- p.40
Chapter 3.2.2 --- Sampling --- p.41
Chapter 3.2.3 --- Check lists for content analysis --- p.45
Chapter 3.2.4 --- Analytical procedures to identify socially relevant contents --- p.48
Chapter 3.2.5 --- Data collection --- p.50
Chapter 3.2.6 --- Data analysis --- p.53
Chapter 3.3 --- Interview --- p.55
Chapter 3.3.1 --- Core questions --- p.55
Chapter 3.3.2 --- Data collection and treatment --- p.58
Chapter 3.4 --- Validity and reliability --- p.58
Chapter 3.4.1 --- Validity --- p.53
Chapter 3.4.2 --- Reliability --- p.59
Chapter Chapter Four : --- Data and Analysis --- p.62
Chapter 4.1 --- Introduction --- p.62
Chapter 4.2 --- Textbook analysis --- p.62
Chapter 4.2.1 --- Social relevance of textbooks' contents in the period of General Science --- p.63
Chapter 4.2.2 --- Social relevance of textbooks' contents in the period of the first version of I .S. course --- p.69
Chapter 4.2.3 --- Social relevance of textbooks' contents in the period of the second version of I.S. course --- p.82
Chapter 4.2.4 --- Comparison of socially relevant contents among textbooks within each stage of development --- p.95
Chapter 4.2.5 --- Comparison of socially relevant contents among textbooks across different stages of development --- p.101
Chapter 4.3 --- Interview --- p.110
Chapter 4.3.1 --- Contents of interview and teachers' attitudes towards socially relevant contents --- p.111
Chapter 4.3.2 --- Opinions about the role of socially relevant contents --- p.119
Chapter 4.3.3 --- Opinions about the adequacy of the socially relevant contents in present textbooks --- p.120
Chapter 4.3.4 --- Opinions about difficulties in increasing the socially relevant contents in future --- p.121
Chapter Chapter Five : --- Conclusions and Implication --- p.123
Chapter 5.1 --- Responses to research questions --- p.123
Chapter 5.1.1 --- Socially relevant contents in textbooks --- p.123
Chapter 5.1.2 --- Difference in the inclusion of socially relevant contents among textbooks within each stage of development --- p.128
Chapter 5.1.3 --- Difference in the inclusion of socially relevant contents among textbooks across three stages of development --- p.130
Chapter 5.1.4 --- Future development of textbooks --- p.132
Chapter 5.2 --- Limitations of the study and further inquiry --- p.137
Chapter 5.3 --- Implications --- p.141
Bibliography --- p.144
Appendix --- p.150
Appendix A : Characteristics of a scientifically literate person --- p.151
Appendix B : Junior secondary science textbooks survey --- p.153
Appendix C : Science issues survey --- p.157
Appendix D : Socially relevant topics and desired learning outcomes --- p.162
Appendix E : Typical pages of textbooks --- p.166
Books on the topic "Textbook Relevancy"
1
Gordon, Tatiana. Relevant linguistics: A textbook for language teachers. Information Age Pub., 2012.
2
Publishing, Group. Simply relevant: Chocolate boutique. Group, 2007.
3
Hernández, Mária del Pilar Ortega. Spanish and the medical interview: A textbook for clinically relevant medical Spanish. Saunders, 2007.
4
Panteleev, Andrey, and Elena Sheyko. Modern Russian language: Morphology. Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/01859-0.
Full textAbstract:
This textbook provides the reader for theoretical information concerning morphology, it contains information on practical classes planning, relevant tasks and exercises, tests and schemes of lexical units analysis, the reference list and exam questions.
The textbook follows the requirements of the GEF (higher education) in the fields of “Teacher Training” and “Philology”. It is accorded with the estimated curriculum of «Modern Russian Language» and intended for bachelors major in “Russian Language and Literature” or “Russian as a Foreign Language”.
5
Suyc, Viktor, and Mariya Vahrushina. International Financial Reporting and Auditing Standards. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1096411.
Full textAbstract:
The textbook is the basis for a number of courses taught at the Faculty of Economics of the Lomonosov Moscow State University and at the Financial University under the Government of the Russian Federation. The textbook reflects the main requirements of international standards for both financial reporting and auditing.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for undergraduates and postgraduates studying the disciplines "International Audit", "Practice of external and internal audit", "International Financial Reporting Standards", "International Financial Reporting Standards: advanced course", "Consolidated reporting: practice of application", "Corporate reporting: Practice of application". It can be used when teaching the course "Audit" in the bachelor's degree, as well as by students of the postgraduate education system who apply for the auditor's qualification certificate and the accountant's qualification certificate, since it meets all the relevant requirements. It will be useful for practical workers — auditors, accountants, financial managers, business leaders, financial consultants and experts.
6
Pracko, Gennadiy. Legal support of professional activity. Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02047-0.
Full textAbstract:
This course book is devoted to the issues of legal support of various types of professional activity. Each chapter allows you to master basic knowledge in various legal areas – the textbook examines the basics of the theory of law, constitutional, environmental, administrative, labor and civil law, as well as the basics of business activity, economic disputes and forms of their resolution.
The course book is produced in accordance with state educational standards of higher education and is intended for students and everyone interested in relevant legal issues related to a multifaceted professional activity.
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Pracko, Gennadiy. LEGAL SUPPORT OF PROFESSIONAL ACTIVITY. Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/01869-9.
Full textAbstract:
This course book is devoted to the issues of legal support of various types of professional activity. Each chapter allows you to master basic knowledge in various legal areas — the textbook examines the basics of the theory of law, constitutional, environmental, administrative, labor and civil law, as well as the basics of business activity, economic disputes and forms of their resolution.
The course book is produced in accordance with state educational standards of secondary vocational education and is intended for students and everyone interested in relevant legal issues related to a multifaceted professional activity.
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Boltanova, Elena, Nataliya Bagrova, Roman Bevzenko, et al. Civil right. Common part. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1079846.
Full textAbstract:
The textbook contains three sections ("General provisions", "Property law", "General provisions of the law of obligations"), which systematically and consistently set out the relevant topics of the training course of the General part of civil law and include an analysis of judicial practice. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of educational organizations of higher education who study in the direction of training 40.03.01 "Law" and specialty 40.05.01 "Legal support of national security", as well as for undergraduates, postgraduates, applicants and other persons interested in civil law.
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Hmara, Ivan, and Viktor Strel'nikov. Environmental epidemiology and risk assessment. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1019063.
Full textAbstract:
The material presented in the textbook is based on modern ideas about environmental epidemiology as an interdisciplinary field of knowledge, the purpose of which is a multi — level study of the "environment-human health"system. Special attention is paid to the issues of risk assessment as an integral part of ecoepidemiological research. It corresponds to the program of the discipline "Environmental Epidemiology", approved by the Scientific and Methodological Council for Environmental Education of UMO Universities. For students in the field of training 05.03.06 "Ecology and nature management", as well as related biological, environmental and medical areas and specialists of the relevant work profiles.
10
Tavokin, Evgeniy. Social policy. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1172225.
Full textAbstract:
The textbook sets out the theoretical and methodological foundations,
as well as specific directions of social policy. The
principles of organization and mechanisms of functioning
of social policy models in Western countries are considered. The material is illustrated by operational
statistical and sociological facts.
It is recommended for university students studying in the areas of "
State and Municipal Management", "Personnel management",
"Management", "Sociology" and other managerial specialties,
students of various forms of training, professional
retraining and advanced training, as well as undergraduates and postgraduates
of relevant specialties.
Book chapters on the topic "Textbook Relevancy"
1
Velilla, Esther, and Carmen Morales. "Relevance of Embryo Aneuploidy in Medically Assisted Reproduction." In Textbook of Assisted Reproduction. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2377-9_71.
Full text
2
Chang, Robert, Khurrum Kamal, and Bauer E. Sumpio. "Tissue Plasminogen Activator: Biological and Physiological Relevance for Vascular Surgeons." In Textbook of Angiology. Springer New York, 2000. http://dx.doi.org/10.1007/978-1-4612-1190-7_103.
Full text
3
Hennessy, Sean. "Basic Principles of Clinical Pharmacology Relevant to Pharmacoepidemiology Studies." In Textbook of Pharmacoepidemiology. John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118707999.ch4.
Full text
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Barrett, Jeffrey S., and Athena F. Zuppa. "Basic Principles of Clinical Pharmacology Relevant to Pharmacoepidemiologic Studies." In Textbook of Pharmacoepidemiology. John Wiley & Sons Ltd, 2013. http://dx.doi.org/10.1002/9781118344828.ch04.
Full text
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Ford, Mandy L., Andrew B. Adams, and Christian P. Larsen. "The Spectrum of Alloimmunity, Heterologous Immunity, and Relevant Autoimmunity." In Textbook of Organ Transplantation. John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118873434.ch9.
Full text
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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.
Full text
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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.
Full text
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MacLean, Margaret R., and Yvonne Dempsie. "The Influence of the Major Vasoactive Mediators Relevant to the Pathogenesis of Pulmonary Hypertension." In Textbook of Pulmonary Vascular Disease. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-87429-6_8.
Full text
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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.
Full textAbstract:
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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Moortgat, Peter, Mieke Anthonissen, Ulrike Van Daele, Jill Meirte, Tine Vanhullebusch, and Koen Maertens. "Objective Assessment Techniques: Physiological Parameters in Scar Assessment." In Textbook on Scar Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44766-3_18.
Full textAbstract:
AbstractIn order to assess new and often costly treatments, the need for objective scar measurement tools has become increasingly important. A combination of subjective and objective measures should be the aim of every researcher. Quantitative assessment of scars requires devices to measure their physical and physiological properties. Physiological scar parameters are scar characteristics relevant to pathological scarring which cannot be seen with the bare eye. This also means that they can only be assessed with objective assessment tools.Skin hydration is defined as the water content of the epidermis and the dermis, and the ability of the skin to retain water is important to avoid dry appearance of the skin and prolonged inflammation in scarring. Many approaches exist to measure skin water content. One single method is often not enough to capture all the relevant information. Trans-epidermal water loss, stratum corneum water content, and dermal water content are equally important and related to each other.Scar maturation has been related to transcutaneous oxygen tension, and it is hypothesized that low levels of transcutaneous oxygen pressure in evolving scars result from low oxygen diffusibility through scar tissue.Tactile sensitivity of the skin can be measured by esthesiometers. The Semmes-Weinstein monofilament test is found to be a feasible and reliable outcome measure to evaluate touch perception threshold in older upper extremities burn scars.
Conference papers on the topic "Textbook Relevancy"
1
Putri, Steffi Anggia, and Jufri Syahruddin. "The Analysis of English Textbook Bahasa Inggris for Grade XI Second Semester Used in SMAN 3 Pariaman Viewed from Relevancy Aspect." In 7th International Conference on English Language and Teaching (ICOELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.023.
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Wehnert, Sabine. "HONto: A Bottom-Up Knowledge Base from Textbooks for Recommending Contextually Relevant Documents." In SIGIR '21: The 44th International ACM SIGIR Conference on Research and Development in Information Retrieval. ACM, 2021. http://dx.doi.org/10.1145/3404835.3463267.
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Galvanetto, Ugo. "Discontinuous Bifurcations in Stick-Slip Mechanical Systems." In ASME 2001 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/detc2001/vib-21457.
Full textAbstract:
Abstract Non-smooth dynamical systems exhibit continuous and discontinuous bifurcations. Continuous bifurcations are well understood and described in many textbooks, whereas discontinuous bifurcations are still the object of active research. Grazing bifurcations, C-bifurcations and other types of bifurcations characterised by jumps of the relevant Floquet multipliers have been described in the scientific literature. This paper deals with two discontinuous bifurcations found in mechanical systems affected by dry friction.
4
Bondar, Gusman Keizer, I. Wayan Dirgeyasa Tangkas, and Eddy Setia. "Transitivity Systems Analysis of English for Vocational High School (SMK) of Sosorgadong Textbook for Grade X and Its Relevance to English Language Teaching." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.38.
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Manno, Vincent P. "Revising the Power Generation Systems Curriculum: The 1000 MW Solution." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68554.
Full textAbstract:
Student interest in electric power generation is increasing as national and worldwide attention to energy grows. While a power plant or thermal design course was a staple of pre-1980s mechanical engineering education, such courses fell out of favor as the bio-info-nano revolution refocused academic programs. The relevant textbook literature also stagnated. There is now an opportunity to reinvent the curriculum for mechanical engineering courses focused on 21st Century electric power generation. This paper addresses developing appropriate content for and teaching of such courses. The overarching goal is for a broad spectrum of students to develop a working knowledge of the scientific and technical similarities, differences, and challenges associated with various electric power production technologies including engineering, design, analysis, economics, and appropriate consideration of sustainability and societal impact. A unifying motivational exercise advocated is to estimate and catalogue the resources, sizes, performance characteristics, and impact streams for generating 1000 MW(e) using each technology studied.
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Condoor, Sridhar S. "Reformulating the Statics Course: A Design-Based Approach." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-69196.
Full textAbstract:
Statics is a pivotal course, whose concepts serve as the building blocks for future courses in engineering. From the experience of teaching the follow-on courses to statics, we found several systemic problems present in most statics textbooks. These problems manifest themselves as lower-than-expected abilities in the students when applying the concepts to design/analyze real systems in subsequent courses. The resulting disappointment in engineering educators is common and well documented. The pedagogy outlined in this paper is based on the premise that students learn more effectively when the relevance of the concepts to real world problems and a systematic improvement in their skill set is tactilely, emotionally, and rationally understood. To this end, the pedagogy brings design theory into the course content. The paper discusses rationale behind the pedagogy and its possible implementation scheme with examples. The pedagogy is flexible and can be integrated into an existing learning approach.
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Steif, Paul S., and Anna Dolla´r. "Reinventing Engineering Statics to Address the Conceptual Difficulties of Students." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60531.
Full textAbstract:
The goal of Statics instruction should be its application to gaining insight into, and to designing, engineering systems. The typical textbook experience, relying strongly on mathematical manipulations, is not adequate to preparing students to model mechanical systems. Experienced users of mechanics rely on an intuitive, even visceral, sense for the forces which are present in mechanical systems, and how they combine to maintain the system in equilibrium (or produce its motion). With the observation that students do not readily perceive forces between inanimate objects, we have reorganized Statics instruction to focus initially on situations in which they can experience forces directly: forces exerted by hand or that are evident from motion or deformation. Within this overall philosophy, we developed learning modules that address discrete concepts with which students traditionally have difficulty. Learning modules include simple objects to manipulate, PowerPoint presentations, and multiple-choice questions relevant to the concepts that the modules convey. In this paper we identify a series of important concepts in Statics, and we offer several excerpts from new or improved Learning Modules, focusing on how the Learning Module seeks to address students’ conceptual difficulties.
8
Guo, Wanwu. "Guiding Students Learning Project Team Management from Their Own Practice." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2841.
Full textAbstract:
Project development is scheduled in the final year study of undergraduate students in computer science, software engineering, information technology, and other relevant programs. This final project provides students an opportunity to integrate all the skills and knowledge learnt from their previous studies into real practice. Experience in supervising student projects shows that student’s ability in working collaboratively in a teamwork environment is the most influential factor on the quality of a student project. However, managing a student project team is significantly different from managing a real project in a workplace. This paper reports the practice of guiding students handling internal collaboration in a team environment during IT project development. Firstly, a practical guideline in dealing with human incompatibility in a project team is introduced to students in the beginning of their project development. During the course, when an event occurs, except in some extreme circumstances, the supervisor only gives students advice on all the possible solutions and their corresponding consequences according to the nature of the event. It is the students in the project team who make the final decision on which action they should take on resolving the problem encountered. This gives students more responsibility in managing their own project team, from which students will learn much more in handling human-related issues effectively than from textbooks. The case studies presented in this paper show that this approach is useful.
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Saasen, Arild, Jan David Ytrehus, and Bjørnar Lund. "Annular Frictional Pressure Losses for Drilling Fluids." In ASME 2020 39th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/omae2020-18709.
Full textAbstract:
Abstract The most common viscosity models used in the drilling industry are the Bingham, the Power-Law and the Herschel-Bulkley models. In addition, it is common to refer to the low-shear yield-point. The scope of the present paper is to discuss numerical methods applicable for calculating annular frictional pressure losses. The topic of annular frictional pressure loss modelling has been treated in textbooks. None of these couple their models with the selection of viscosity data from measurements at the relevant shear rates. It is earlier shown how rotation of the inner string in an annulus can complicate the flow due to establishment of Taylor vortices. There are currently no analytical methods to handle such flow. The effect of the vortices depends strongly on the fluid’s composition in addition to the flow conditions. The practical way to handle these situations are by “fingerprinting” during circulation. In the paper examples will be presented showing how the Herschel-Bulkley fluid can be transferred to simple models for axial flow in an annulus where the inner cylinder does not rotate. It is common to use the narrow slot approximation. This method was used by Founargiotakis et al. In this paper both the modified Herschel-Bulkley model with dimensionless shear rates and the traditional model where the consistency depends on the shear rate will be presented. The dimensionless shear rate model can easily be translated back to the traditional form and vice-versa. Mathematical models will be presented. Hence a framework is given that is easier to use for digitalization and automation and in correlations including pressure, temperature and composition.
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Belu, Radian, Richard Chiou, and Tzu-Liang (Bill) Tseng. "Sustainable and Renewable Energy Undergraduate Research." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-38362.
Full textAbstract:
Energy is a continuous driving force for the social and technological prospective developments and a vital and essential ingredient for all human transactions. The world is facing an energy “crisis”, due to limited fossil fuel resources, growing energy demand and population. All these facts led to and increased interests in renewable energy sources and green manufacturing. Equipping engineering students with the skills and knowledge required to be successful global engineers in the 21st century is one of the primary objectives of academic educators. Enabling students to practice self-directed learning, find design solutions that are sustainable, and helping them recognize that they are part of a global community are just of few of our educational goals. Project-based learning provides the contextual environment making learning exciting and relevant, providing opportunities to explore technical problems from systems-level perspectives, with an appreciation for the inter-connectedness of science principles. The quest for knowledge is the driving force behind education no matter what field is being studied. This means a lot of reading from textbooks, completion of assignments, exams, lectures but quite little of this work involves original research. Active research experience is one of the most effective ways to attract and retain talented undergraduates in science and engineering. At our institutions, we are regularly modifying curriculum content to embrace sustainability and green energy concepts in learning outcomes. However this crosses over between a numbers of multi-disciplinary, multidimensional study areas that include philosophy and ethics. Consequently a major challenge for us is to encourage engineering students whose primary focus is purely technical to include sustainability and renewable energy topics in their designs. To join into this effort of equipping the future engineers and technologists with renewable energy background, we developed a set of project-based courses related to these topics and include them also in our senior project design course sequence. The main objectives of these curricula changes are to provide students with theoretical and practical knowledge reinforced by hands-on experience. These projects are also good examples of multi-disciplinary cooperation of different engineering disciplines as well as providing valuable hands-on and research experience. This paper presents the changes in the course structure, sample of projects, student survey of the course, as well as plans and expectations for future success. We are also discussing here the project team structure, plan and management, component selection, system simulation, and experimental result.