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Yang, Chi Cheung Ruby. "Gender representation in Hong Kong primary English language textbooks : a study of two widely-used textbook series." Thesis, Lancaster University, 2014. http://eprints.lancs.ac.uk/70055/.
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Gender equality has long been an issue for gender and language research from as early as the 1970s to the contemporary era in the 2010s, and gender stereotyping in textbooks is an issue in many different countries (Davis, 1995; see also Blumberg, 2007, 2008). While secondary English Language textbooks published in Hong Kong have already been investigated by Lee and Collins (2008), primary English Language textbooks have rarely been investigated (but see Au, 1992; Au, 2004). Therefore, the present study investigates gender representation in two widely-used primary English Language textbook series, Step Up and Primary Longman Express, by examining two subgenres that can be widely found in all language textbooks: reading passages and dialogues, and visuals. In other words, textual (lexis and grammar), discourse and visual representations of gender are analysed. A combination of different methods is used in this study. First, to answer the research question of how gender is represented in the reading passages in the Step Up and Primary Longman Express series in terms of lexis and grammar (Research Question A), content, linguistic and discourse analyses are conducted. Then, pragmatics and conversation analysis are used to analyse how the discourse of male and female speakers is represented in the dialogues in the two textbook series (Research Question B). Finally, to analyse the representation of gender in the visuals in the two textbook series (Research Question C), the method of visual analysis is used. To make sure that the quantitative results obtained are significant, the chi-square test is also used and log-likelihood values are calculated. The results of this study are encouraging in that males and females are represented similarly and fairly, and show an improvement over previous textbook studies in gender representation. In textual representation of gender, at the lexical level, though males were represented more often than females in terms of having a higher frequency of occurrence of node words, nomination, and pronouns when counted as ‘tokens’ in the two series, both males and females were portrayed as having jobs outside home and engaging in household chores (even if only playing a supportive role for males). At the formal grammatical level, the ‘generic’ use of masculine pronouns to refer to human beings in general could not be found in the two textbook series either. As regards gender representation in dialogues, the results vary between the two textbook series and across different dialogue subgenres. Male/female invisibility and domination in dialogues do not exist, and there are no instances of gender stereotyping in the analysed dialogues of the two series. Finally, in visual representation of gender, though males were represented more than females in the illustrations in the two textbook series, the phenomenon of gender stereotyping in terms of occupations and activities engaged in the illustrations in the selected books of either textbook series is not prominent.
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Strohe, Hans Gerhard. "Time series analysis : textbook for students of economics and business administration ; [part 2]." Universität Potsdam, 2004. http://stat.wiso.uni-potsdam.de/documents/zeitr/Time_Series_Analysis_Script2.pdf.
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Hamburg, Maryanna P. "Financial Mathematical Tasks in a Middle School Mathematics Textbook Series: A Content Analysis." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258164585.
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Tsang, Wing-chi Wendy, and 曾穎芝. "Genre analysis of the reading passages in two English textbook series in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961216.
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Tsang, Wing-chi Wendy. "Genre analysis of the reading passages in two English textbook series in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190756.
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Nance, Mark S. "Building Procedural Fluency from Conceptual Understanding in Equivalence of Fractions: A Content Analysis of a Textbook Series." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7331.
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During the last several decades, mathematics reform has emphasized the goal of ensuring that students develop both conceptual and procedural understanding in mathematics. The current mathematics reform, Common Core State Standards for Mathematics (National Governors Association and the Council of Chief State School Officers [NGA Center & CCSSO], 2010), promotes this goal, with procedural knowledge building upon a strong conceptual base. This study uses content analysis to investigate the extent and ways in which Houghton Mifflin Harcourt<'>s Go Math! K-8 (HMH, 2016) supports teachers in building procedural fluency from conceptual understanding when teaching equivalence of fractions.Krippendorf<'>s (1980) framework for content analysis guided this study. I identified a priori codes, and allowed for emergent codes, that characterize quality mathematical instruction. Careful analysis of the teacher editions of the textbook series revealed that, if the teacher instructions are to be followed with fidelity, students are not given opportunities to create and share their own strategies for solving tasks designed to help them learn equivalence of fractions. Neither are they given opportunities to make connections among strategies. All connections are introduced by the teacher. Although the teacher editions promote transitions from visual models to algorithms, they provide inconsistent use of problem-solving practice tasks and equal-sharing problems, two methods that are strongly supported by the research literature for developing procedural fluency from conceptual understanding in equivalence of fractions. Finally, the teacher materials include multiple instances in which the same or similar language and terms are used for mathematical and pedagogical practices found in mainstream research and professional literature, yet the practices were to be implemented in ways contrary to mainstream interpretations.Overall, Go Math! K-8 (HMH, 2016) provided little support to teachers in helping students build procedural fluency from conceptual understanding. A teacher-driven, rather than student-driven, approach to instruction was emphasized, thus minimizing opportunities for students to engage in the kinds of tasks and discourse recommended in the literature. The ways in which mathematical language and terms were implemented contrary to mainstream research interpretations can easily cause confusion among educators. The dearth of authentic problem-solving practice was inconsistent with quality mathematics instruction that supports students<'> conceptual and procedural understanding.
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Good, Beverly A. "Characteristics of science and mathematics integration : activities recommended in teachers' manuals for four elementary science textbook series /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487941504294997.
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Irvin, Barbara Bando. "A Content Analysis of the Writing Assignments Contained in the Four Basal Mathematics Textbook Series Adopted by the State of Texas." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278719/.
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The purpose of this study was to identify and compare specific writing assignments provided in the four basal mathematics textbook series, grades six through eight, accepted by the state of Texas in 1990. The student and teachers' editions by each publisher were analyzed (1) for the total number and types of writing assignments provided, (2) to compare how the writing assignments compared with the four purposes of writing mandated in the English Language Arts Framework, Kindergarten through Grade 12 for the state of Texas, (3) to compare how the writing assignments compared with the recommendations for communication opportunities stated in the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics for grades five through eight, and (4) to compare the number and types of writing assignments among the four publishers. The total number of writing assignments varied among publishers ranging from 151 to 316 in the student editions and from 147 to 523 in the teacher's editions. The findings of this study indicate that from 80 to 98 percent of the writing assignments in the student editions and from 72 to 96 percent of the writing assignments in the teacher's editions corresponded to the Informative purpose of writing. Very few writing assignments were provided corresponding to the Literary, Expressive, and Persuasive purposes of writing. The writing assignments corresponding to the NCTM recommendations varied among publishers. Writing assignments dealing with modeling mathematical situations ranged from 14 to 66 percent in the student editions and from 24 to 39 percent in the teacher's editions. Writing assignments focusing on understanding and definitions ranged 15 to 61 percent in the student editions and from 31 to 53 percent in the teacher's editions. Writing assignments focusing on interpretation and application ranged from 5 to 29 percent in the student editions and from 10 to 15 percent in the teacher's editions.
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Helfgott, Michel. "Calculus of One Variable: An Eclectic Approach." Digital Commons @ East Tennessee State University, 2012. http://amzn.com/1477633871.
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This textbook is intended for a two-semester course on calculus of one variable. The target audience is comprised of first-year students in biology, chemistry, physics and other related disciplines. The title of the book reflects the fact that it is not limited to one single approach to calculus. Rather, we use graphing calculators or applications whenever they are necessary to introduce certain topics. Nonetheless, as expected, a conceptual framework permeates the whole book. A distinctive characteristic of the book is the early introduction of sequences and geometric series, and a gradual development of simple differential equations, as well as the use of linear regression to analyze data. The core of the book is to be found in the first three chapters, in which examples from biology, chemistry and physics are analyzed with care, emphasizing the close links between calculus and the natural sciences. The last two chapters, or sections thereof, can be used as a sort of capstone in order to show how mathematics helps in the understanding of enzyme kinetics and transport across cell membranes.<br>https://dc.etsu.edu/etsu_books/1064/thumbnail.jpg
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Langeborg, Liselott. "Readability : an Analysis of English Textbooks for Swedish School Years 7-9." Thesis, University of Gävle, University of Gävle, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7606.
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<p>The purpose of this study was to analyze texts from four English textbook series for Swedish school years 7-9 as regards their readability and to investigate whether the text difficulty progresses within series with grade level and with each assigned difficulty level. The study also wished to make comparisons between these textbook series to determine if they are equivalent as regards their average readability level. The readability formulas Flesch Reading Ease and Flesch-Kincaid in Microsoft Word 2007 was used for calculation of the readability grade levels of a selection of 231 texts from the series <em>Good Stuff</em>, <em>Happy</em>, <em>Time </em>and <em>Wings. </em>The results from both formulas indicated that the texts in general become more difficult for each school year and with assigned level. However, the study showed that there are differences among the four series as regards their average difficulty levels and that there is a great difficulty range among texts.</p>
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Grener, Doreen Elaine. "A Content Analysis of Elementary Science Textbook Series From 1930 Through 1990 for The Presentation of The Principle of Humans as a Component of The Ecosystem /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487933648650631.
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Moser, Janelle Nicole. "Bringing the lexical approach to TAFL: Evaluating the primary lexicon in Part One of the Al-Kitaab fii Ta'allum Al-'Arabiyya Arabic as a Foreign Language textbook series." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/292701.
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This study proposes two models for exploring the lexical contents of Part One of the most popular Arabic as a Foreign Language textbook series, Al-Kitaab fii Ta'allum Al-`Arabiyya. Through the lens of a word families framework, this study hypothesizes on the contents and arrangement of the L2 Arabic mental lexicon after completing the textbook. Through counting lexemes, lemmas, and word family members, it is possible to gain insight into the quantity of vocabulary items present within the textbook outside of traditional measures like the triconsonantal root. Through a frequency-based framework, this study analyzes textbook vocabulary items in light of the 5,000 most frequent lemmas in the language from a corpus of 30 million tokens from A Frequency Dictionary of Arabic (Buckwalter and Parkinson: 2011). A comparison between textbook vocabulary and frequency data points to the relationship between the vocabulary studied by AFL learners and the most widely used forms in the language as a whole. While this study gives special consideration to frequency data up to the 3,000 word level, the sheer amount of lexical knowledge necessary for reading Arabic newspapers and novels necessitates integration of frequency-derived data at even the novice level. A lexical and frequency-based approach to AFL instruction and curriculum design may prove helpful in decreasing the decidedly large vocabulary burden (Nation: 1990, cited in Young: 2011) for learners of Arabic as a Foreign Language.
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Manini, Daniela 1974. "A gramatica e os conhecimentos linguisticos em livros didaticos de lingua portuguesa para o ensino fundamental II (5ª a 8ª series)." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269820.
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Previous issue date: 2009<br>Resumo: O objetivo geral desta pesquisa é analisar como livros didáticos de Português (LDP) atuais, isto é, produzidos após a elaboração dos Parâmetros Curriculares Nacionais de Língua Portuguesa (PCN) e as avaliações do Programa Nacional do Livro Didático (PNLD), desenvolvem o ensino de gramática, frente que gera várias discussões na comunidade acadêmico-científica sobre que gramática ensinar e sob qual metodologia e muitas dúvidas aos professores de Português em exercício. Para tanto, esta dissertação é dividida em quatro capítulos: o primeiro - Gramática: histórico e fundamentação teórica - discorre sobre as primeiras discussões acerca da linguagem na cultura ocidental, de cunho filosófico, e que resultaram no aporte teórico da gramática tradicional, da tradição gramatical e dos estudos da Linguística Moderna. O segundo - A gramática na história da disciplina Língua Portuguesa e do LDP: tratamento didático e propostas teóricometodológicas - apresenta o desenvolvimento da disciplina Língua Portuguesa no Brasil e do LDP, ressaltando, em ambos os casos, o tratamento didático dado à gramática; além disso, apresenta algumas das principais propostas para o ensino de gramática feitas por linguistas brasileiros. O terceiro - Parametrização do ensino de gramática: PCN e PNLD - analisa a(s) proposta(s) para o ensino de gramática feita(s) pelos PCN e traz um breve histórico sobre o PNLD, com destaque para a evolução dos critérios de avaliação dos conhecimentos linguístico-gramaticais ao longo das edições do Programa (1999, 2002, 2005, 2008). O quarto - O que fazem os LDP - análise do corpus selecionado - traz a análise de volumes de três coleções didáticas com perfis distintos em relação à concepção de ensino de língua e ensino de gramática, aprovadas pelo PNLD/2008.<br>Abstract: The general objective of this research is to investigate how current Portuguese school books (LDP), which have been produced after the elaboration of the National Portuguese Curriculum (NPC) and after being evaluated by the textbook national program (PNLD), develop the teaching of grammar. The teaching of grammar and its different methodologies have been subject of discussion among academics and generates many doubts among Portuguese teachers. This dissertation is divided into four chapters. The first (Grammar: History and theoretical background) deals with he first philosophical discussions about language in Western culture, which provided theoretical background to the traditional grammar, the tradition of grammar and Modern Linguistic studies. The second (Grammar in the history of Portuguese Language teaching and LDP) provides an overview of the development of the subject "Portuguese Language in Brazil" and LDP, giving emphasis to the didactic approach to grammar. Chapter 2 also presents some of the main proposals to the teaching of grammar by Brazilian linguists. The third chapter (Parameters of the teaching of Portuguese: PCN e PNLD) analyses the proposal(s) to the teaching of Portuguese done by PCN. It also presents a brief history of PNLD, focusing on the evolution of the evaluation criteria of linguistic and grammar knowledge throughout the four editions of the Program (1999, 2002, 2005, and 2008). The fourth chapter (What the LDP Do - Analysis of Corpus) analyses the teaching of grammar and language in some volumes of three different text book collections, which have been approved by PNLD/2008.<br>Mestrado<br>Lingua Materna<br>Mestre em Linguística Aplicada
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Näslund, Terese. "”Substantiv är namn på saker och ting …” : En analys av grammatikavsnitt i läromedel i svenska för årskurserna 7–9." Thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-143444.
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Abstract This study deals with the grammar sections in one older and one newer textbook series for Swedish in grades 7–9. The questions for the study are: firstly, the scope of the teaching materials, the content and the number of exercises, and secondly if the content presentation can be classified as deductive or inductive, and if the design of exercises is mainly product or process-oriented. Furthermore the relationship between the goals of the national curriculum and progression in grades 7–9 is investigated. The method chosen for this study is a text analysis. The results show that both textbook series contain similar content for word classes, that the material presentation is predominantly deductive and that most exercises are product-oriented. Differences that can be seen are that the older teaching series contain more pages devoted to word classes and parts of speech and more exercises. Furthermore, the older textbooks series show a clearer progression to the curriculum goals. The conclusions are that the two teaching materials have difficulties to deviate from the focus on grammatical terminology, but also to link grammar to students' own writing.
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Tam, Fung Yi May. "Genre analysis of the reading passages in two series of textbooks used in Hong Kong and the People's Republic of China." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/384.
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Xavier, Rosely Perez. "A aprendizagem em um programa tematico de lingua estrangeira (inglês) baseado em tarefas em contextos de quinta serie do ensino fundamental." [s.n.], 1999. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269566.
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Previous issue date: 1999<br>Resumo: Esta pesquisa tem como objetivo implementar e avaliar um programa temático baseado em tarefas que foi elaborado para duas 5a. séries do Ensino Fundamental. O processo de aprendizagem é interpretado e avaliado com base nas mudanças pedagógicas realizadas pelas professoras no programa planejado, nas manifestações discursivas e comportamentais demonstradas pelos alunos durante as interações, aqui denominadas de sintomas positivos e negativos de aprendizagem, nas atitudes dos alunos com relação às aulas e ao material didático e no seu rendimento nas habilidades de compreensão oral, leitura e produção oral. Os dados foram coletados através de diários, gravações de aulas em áudio e vídeo, questionários e testes de rendimento em dois momentos do processo de modo que os resultados pudessem ser comparados entre si Para verificar se os ganhos de aprendizagem haviam sido significativos, duas 6a. séries realizaram os mesmos testes de compreensão oral e leitura e os seus resultados comparados com aqueles dos sujeitos desta pesquisa. Os dados mostram que o programa temático baseado em tarefas precisou de algumas mudanças ao longo do processo em decorrência das reinterpretações pedagógicas das professoras, no que se refere, por exemplo, à adição e substituição de tarefas e ao espaço da gramática. Ao longo da implementação houve mais sintomas positivos do que negativos, isso pode ser explicado pelo tipo de interação que se efetivou nas aulas, isto é, mais engajada, verossímel, significativa e colaborativa. A grande maioria dos alunos gostou das aulas e do material didático e muitos perceberam que estavam aprendendo não somente lingua estrangeira mas também conteúdo temático. Quanto ao rendimento dos sujeitos, os dados mostram que em ambos os contextos de ensino, os alunos apresentaram ganhos de aprendizagem nas habilidades de compreensão/ produção oral e compreensão em leitura. Entretanto, esses ganhos foram mais significativos na habilidade de compreensão oral, seguida da leitura e produção oral em um dos contextos. No outro, os ganhos também foram concentrados na habilidade de compreensão oral, seguida da produção oral e leitura<br>Abstract: The aim oft his research is to implement and evaluate a task-based thematic syllabus which was devised for two groups of Braziian secondary leamers of English as a foreign language. The process of learning is interpreted and evaluated on the basis of the teachers' pedagogical changes in the planned syllabus, the leamers' verbal and non-verbal manifestations during interaction which were classified as positive and negative symptoms of leaming, learners' motivation and their performance in listening and reJ'ldingcomprehension tasks and in oral production skills. The data were collected through diaries, questionnaires, video- and audio-taped set of lessons and progress achievement tests which were anminimered in two moments of the process 50 that the results could be compared. In order to assess gains in leaming, sophomore students were submitted to the same listening and reading comprehension tests and their results compared to those obtained by the subjects ofthis research. The data show that the task-based thematic syllabus needed some changes during the implementation phase because of the pedagogical reinterpretations of the teachers who realized the need for replacement and addition of tasks throughout the course and a new dimension for grammar teaching. The subjects had more positive than negative symptoms of leaming and this can be accounted for a committed, truly, meaningful and collaborative interaction that was built in the classroom. The majority of the subjects have stated that they enjoyed the classes and the textbook which as particularly designed for their age and interests. They realized they were learning not only the target language but also thematic contento The data also show gains in listening and reading comprehension as well as in oral production skills. In other words, the subjects of both contexts of research were able to develop listening comprehension more than the other skills. Reading comprehension was developed more tban oral production in one of the contexts while the reverse was observed in the other context<br>Doutorado<br>Ensino-Aprendizagem de Lingua Estrangeira<br>Doutor em Linguística Aplicada
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Felga, Tatiana Emanuele Brito. "Manuais de redação de Leonor Posada: as concepções de língua e as propostas de ensino para a produção textual." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14600.
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Previous issue date: 2009-10-23<br>Secretaria da Educação do Estado de São Paulo<br>This study aims to examine two manuals essay written by Leonor Posada in the 1940s, to highlight the concept of language and its relationship with the educational politics force. His books coincide with the introduction of Commission National Textbook, an initiative of State in the management of the Minister of Education Gustavo Capanema. Works clearly obey the restrictions of Reform, both in relation to the use of cultivated language, and in relation to education advocated by the School New. This work thus aims to contribute to History of Linguistic Ideas<br>Este trabalho tem como objetivo analisar os manuais de redação escritos por Leonor Posada, na década de 1940, a fim de evidenciar a concepção de língua e de linguagem e sua relação com as políticas educacionais vigentes. Seus livros coincidem com a instituição da Comissão Nacional do Livro Didático, uma iniciativa do Estado na gestão do Ministro de Educação Gustavo Capanema. As obras obedecem claramente às imposições da Reforma, tanto em relação ao uso da língua culta, quanto em relação ao ensino preconizado pela Escola Nova. Este trabalho, assim, pretende contribuir com a História das Idéias Linguísticas
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Moorfield, John C., and n/a. "A discourse on the nature of Te Whanake [kit] : a series of textbooks and resources for adult learners of Maori : a commentary on the body of work submitted for the degree of Doctor of Literature at the University of Otago." University of Otago. Te Tumu - School of Maori, Pacific and Indigenous Studies, 1999. http://adt.otago.ac.nz./public/adt-NZDU20070523.152527.
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As suggested in the regulations for the degree, this discourse on the nature of the Te Whanake series of Maori language textbooks and resources is being submitted with the series in support of the application for the award of the degree of Doctor of Literature (LittD) at the University of Otago.
The purpose of this discourse is to make explicit some of the principles that underlie what is contained in the textbooks, the audio-and videotapes and the teachers� manuals. Some of this commentary repeats information provided in Maori or English in the teachers� manuals. As well as concentrating information about the nature of the Te Whanake series into one document, it is also for the benefit of those who do not understand Maori.
This commentary will:
outline the author�s background leading up to the writing of the Te Whanake series;
discuss the content of the textbooks and resources;
make explicit the teaching methodology underpinning the series and how these methods are implemented;
explain the principles used in creating the textbooks and tape-recorded exercises; and discuss the pedagogic grammar of the Maori language contained in the textbooks.
While the four student textbooks are central to the submission, the total set of resources needs to be considered. The description in Chapter Two will give an insight into what the four student textbooks, the teachers� manuals, the study guides and the audio-and videotaped exercises contain.
While the textbooks, teachers� manuals, study guides and audiotapes of the Te Whanake series are original work by the author, the series does draw on the work of fluent speakers and writers of Maori, especially in the more advanced textbooks and supporting resources. This was necessary to expose the learners to a variety of contemporary texts as well as examples by writers from last century when Maori was still very much the language of Maori communities.
It seems that by 1929 Maori was being offered as a unit for the Bachelor of Arts degree by the University of New Zealand, although there is conflicting information regarding the precise date when this started. However, it was not until 1951 that the language was actually taught by a permanent member of the faculty at any constituent college of the University of New Zealand when Professor Bruce Biggs was appointed Lecturer in Maori Studies at the University of Auckland.The other universities in New Zealand have gradually followed. The University of Waikato introduced Maori as a subject for a Bachelors degree early in its life in 1970 under the leadership of Timoti Karetu, but the University of Otago, which was established in 1869, only introduced Maori as a subject in 1981 despite having produced some outstanding Maori graduates such as Sir Peter Buck.
It was only with the production of the Te Whanake textbooks and resources that a comprehensive series designed to teach Maori as a second language to adults has become available. Prior to the production of these resources the material available for teaching Maori language to adults was limited to a few grammar textbooks, the best of which was Bruce Biggs� Let�s Learn Maori. Other textbooks available were designed for teaching the language to children, the most notable of which are the more advanced textbook by Timoti Karetu called Te Reo Rangatira. There were no Maori language textbooks designed for developing the receptive and productive skills of adult learners of Maori. Some European languages such as English, French, Spanish and German have a variety of helpful and well designed textbooks and accompanying resources for adult foreign language learners. Maori had no such resources.
The Te Whanake series provides the basis for a structured Maori language programme from beginner level through to the advanced learner of Maori. While further resources will continue to be added to the series, with the publication in 1996 of Te Whanake 4 Te Kohure and its set of six videotapes there is finally a comprehensive set of resources for teaching Maori to adults.
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Huang, Li-Ying, and 黃瓈瑩. "Content Analysis of the Music Curriculum in Elementary School Arts and Humanities Area Textbook Series." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/59739211718674540546.
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碩士<br>國立臺北教育大學<br>音樂學系碩士班<br>97<br>The purpose of this study was to conduct content analysis research on the textbook series that are used in the music curriculum for Elementary school Arts and Humanities area classes in Taiwan. Three textbook series, each including eight volumes were researched. Thus, the research included a total of 24 separate volumes.
The three series included in this study were published by Nan-I, Kang-Hsuan, and Han-Lin publishers. The focus of analysis was on the proportion of each category of the music curriculum that is included in each of the textbook series. Research was based on the findings of these textbook reviews and the result is compiled in the “Music Curriculum Content Analysis Table of Elementary School Arts and Humanities Area Textbook Series” .
A general conclusion of this research is as follows:
1. In the proportion of music curriculum content, the textbook series of Nan-I, Kang-Hsuan, and Han-Lin publishers all place a primary emphasis on music and a secondary emphasis on the visual arts curriculum, with other performing arts curriculum receiving a lesser emphasis.
2. For the music material, generally speaking, singing occupies the highest proportion in all three textbook series, with the smallest amount of space dedicated to ear training and creative activities.
3. In a detailed analysis of the music curriculum content, ear training occupies the highest proportion of space in Han-Lin’s textbook series, while music notation and performing occupy the highest proportions in the Kang-Hsuan series, and singing, creative activities, and music appreciation occupy the highest proportions of space in the series published by Nan-I publishers.
In conclusion, the music curriculum content occupies a higher proportion of space in all three of these Arts and Humanities Area Textbook Series. Based on thisobservation, it is suggested that the content of the visual arts and performing arts curricula be expanded. In addition, in order to improve student's musicianship and creativity, it is suggested that more ear training and creative activities be included in the textbook's music curriculum.
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Lee, Kuei-Fang, and 李桂芳. "Investigating the Cultural Content in a Chinese Textbook Series and Perspectives from Mandarin Learners in Taiwan." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/r3q7ug.
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碩士<br>國立政治大學<br>華語文教學碩博士學位學程<br>107<br>In recent years, the number of Chinese language learners has been quickly increasing around the world. As a result, the content of teaching materials such as Chinese textbooks has progressively shifted towards a more multiculturalist approach. Although much culture-related research of textbooks has been conducted in the field of Chinese teaching, relatively few studies have analyzed the textbook content in terms of both the coverage of cultural regions and cultural dimensions. Even fewer studies have looked into learners’ perspectives on cultural representation of the modern Chinese textbooks. To fill such gap, this study aims to use the "A Course in Contemporary Chinese" series of textbooks as the object of analysis in which the cultural dimensions and cultural areas were calculated through the concepts of "Cultural Depth" and "Cultural Breadth". To investigate learners’ perspectives about the cultural content in the textbooks, fifteen learners of Chinese in Taiwan, in three proficiency groups, were recruited to participate in the focus group interviews.
The result of this study shows that the overall cultural content of the textbooks is dominated by the target language culture (Chinese culture). “Products” are the most frequently used elements and “food” is the biggest theme throughout the entire six volumes. In the more advanced level of the textbooks, Volumes Five and Six, the European and American cultures are found to emerge, mainly through the "Persons" category. They gradually overtake Chinese culture in terms of proportion, while other cultures from Asia and the rest of the world remain under-represented. As for the perspectives from the learners, they pay more attention to culturally relevant topics and vocabulary and tend to favor a more practical approach. Finally, the acceptance of cultural diversity seems to be related to the level of Chinese learners. The higher the level of the learners, the more they can accept the content of other regional cultures in the textbooks.
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Li, Hsing-Hui, and 李星慧. "Content Analysis of the Visual Art Curriculum in Elementary School Arts and Humanities Area Textbook Series." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/2666a7.
Full textAbstract:
碩士<br>大葉大學<br>設計暨藝術學院碩士班<br>101<br>Since studies on content analysis of visual art courses in arts and humanities textbooks have been rarely seen, this thesis performs a work of content analysis with the topic of visual art in the field of arts and humanities textbooks. In this thesis, the textbooks are restricted to the range of elementary school education. This work in this thesis will be helpful for teachers to decide a proper textbook for students.
This study conducted content analysis of the second-stage and the third-stage arts and humanities textbooks in elementary school education. From textbooks published by Nan-I, Kang-Hsuan, and Han-Lin, 24 textbooks (8 from each) were selected. Three methods for content analysis of textbooks are adopted in this thesis, which are documentary analysis, content analysis and comparative analysis. Based on the guidelines of arts and humanities teaching material released by Ministry of Education in 2008, analysis and evaluation of visual art courses in arts and humanities textbooks is finished by three experts in this field of arts and humanities, which are composed of the author, and the other two teachers serving in the elementary school.
The main findings and comparative results from analysis of the selected second-stage and third-stage arts and humanities textbooks (24 in total) are summarized in the following. The first outcome is that in the part of “performance exploration”, the textbook of Nan-I performs best on “performance technique.” The second finding is that both Nan-I and Kang-Hsuan textbooks contain more contents about “modeling element” in the category of “basic concept.” The third research result is that in the category of “art and history culture”, Kang-Hsuan versioned textbooks achieve the best performance on “understanding of artists and works.” In the fourth part of content analytical results of “art and living,” both Nan-I and Han-Lin textbooks concentrate on “taking good care of environments and resources,” and the series of Kang-Hsuan textbooks put much emphasis on “art of living.” Finally, the last part of research findings is that for the above-mentioned four central issues, Han-Lin pays much attention to “art and living,” and the other two versions of textbooks focus on “performance exploration.”
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Engelbrecht, Alta. "Who moved the textbook ...? A case study describing how ideological change in South Africa manifested itself in terms of racial representation in a transitional Afrikaans language textbook series." Diss., 2003. http://hdl.handle.net/2263/24791.
Full textAbstract:
The purpose of this qualitative case study is to determine the extent to which an Afrikaans language textbook series acted as a change agent in terms of racial representation on the eve of democracy in South Africa. Data sources for the content analysis are press reports, parliamentary records and interviews with the publisher, the authors and leading academics. The contextualisation includes an explanation of how the authors of the Ruimland series were the first to intentionally break away from the apartheid perspective. The literature study comprises an explication of the master symbol model which serves as theoretical framework for this study. Influential issues in the literature on textbooks, representation, language and identity are also described. The main focus is on the three master symbols relevant to the study, which are presented as indicators of racial stereotyping, viz. the exclusivity and isolation of the in-group, appropriation and generalising and simplifying. These indicators are utilised as measurable norms in the analysis of racial representation. Counter-indicators obtained from the data are used to increase the reliability of the analysis. Traces of stereotyping regarding all the indicators and counter-indicators were found in the data. The findings show that master symbols are evident in the data, but that the series also incorporates counter-symbols directed toward a post-apartheid society. The concluding chapters suggests that the series could have been an early signal of a paradigm shift in Afrikaner ranks toward democracy in South Africa.<br>Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006.<br>Educational Psychology<br>unrestricted
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汪怡琳. "Content Analysis and Evaluation Study of the Music Curriculum for Junior High School Arts and Humanities Textbook Series." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/81726533918118418310.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>音樂學系<br>95<br>本研究旨在進行國民中學藝術與人文領域教科書之音樂課程內容分析與評鑑研究，以育成版、南一版、康軒版、翰林版之國中藝術與人文領域教科書為研究對象，每個版本六冊，共計二十四冊，分析各版本音樂課程內容在教材比例、教材類別與教材附錄的編輯概況，並調查其在教材組織的評鑑結果。
本研究之工具為研究者整理相關文獻後，自行發展的「國民中學藝術與人文領域教科書之音樂課程內容分析類目表」與「國民中學藝術與人文領域教科書之音樂課程教材組織評鑑問卷」，透過內容分析法與問卷調查法進行教科書的分析與評鑑，以達本研究之研究目的。
本研究之結論如下：
音樂課程內容的編輯概況，在教材比例上，育成版與康軒版的音樂課程僅次於視覺藝術課程；南一版與翰林版皆以音樂課程比例最高；四個版本的教材附錄皆以音樂課程為多。教材類別皆以欣賞課程比例最高。教材附錄以補充歌曲與中音直笛補充曲為主。
教材組織評鑑結果，台北地區公立國民中學正式音樂教師，除對育成版藝術與人文領域教科書之音樂課程教材組織整體的看法是中立保留趨近於正向積極，康軒版與翰林版的整體看法皆趨於正向積極。
整體來說，四個版本皆以欣賞課程為主，創作課程比例偏低，育成版較少樂器的教學，南一版基本練習的課程較多，康軒版的補充資料較豐富，翰林版的內容比重較均衡。另在教材組織部份，音樂教師普遍認為現行各版本教科書在課程目標的周延性、內容組織的順序性與繼續性尚有待加強。
關鍵詞：國民中學、藝術與人文、教科書、音樂課程、內容分析、評鑑
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Yeh, Wei-Chen, and 葉維珍. "A Content Analysis of the Music Creation Part of the Arts and Humanities Textbook Series at the Junior High School Level." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/90660288351834638776.
Full textAbstract:
碩士<br>國立臺北教育大學<br>音樂學系碩士班<br>100<br>Setting music creating curriculum as the theme, the purpose of this study was to, adopting the methodology of content analysis, analyze and compare the music creation activities in current junior high school textbook series of the Arts and Humanities learning area. The three textbook editions that passed the review examination in the 100 academic year, namely, Uchen, Kang Hsuan and Han Lin, were included as the research subjects. A total of six volumes for each of the three series were examined. A researcher-developed content analysis table was used as the study instrument. It consisted of five categories: the pages and percentages of music creation teaching materials, the frequencies and percentages of music elements presented, the frequencies and percentages of musical creativity orientations, the frequencies and percentages of musical creating behavior, as well as the frequencies and percentages of music creation notating approaches.
The conclusions were drawn as follows: The Han Lin textbook series topped among the three series in all five categories in terms of the frequencies. Besides, the pages and percentages of music creation teaching materials were found to be very low when excluding the pages of visual and performing arts. The musical elements of expression, rhythm and timbre were observed to cover a relatively higher frequencies and percentages than other elements. Flexibility was the most emphasized musical creativity orientation. A lack of consistency was noticed across volumes when it comes to the musical creating behavior. Finally, compared with traditional staff notation and digital recording, other alternative music creation notating approaches took up a higher percentage.
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Lee, Chia-Hua, and 李佳樺. "An Investigation of Using and Teaching Status about “Aboriginal Song” in Elementary School Arts and Humanities Area Textbook Series in Yunlin City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/w2g335.
Full textAbstract:
碩士<br>國立臺北教育大學<br>音樂學系碩士班<br>102<br>This study aims to examine the using status of “Aboriginal Songs” in elementary textbooks and the teaching diversities of teachers . The questionnaires survey was conducted in 157 elementary schools in Yunlin County. Questionnaires were sent to 434 music teachers ,and the return rate of the questionnaires reached 84%.
The analytical results suggest that most teachers taught “Aboriginal Songs”, and they mostly chose the ones they were familiar with. Teachers normally taught students how to sing and appreciate “Aboriginal Song” and evaluate them in the way of observation and performance assessment. Teachers’ viewpoints on the current teaching status are as follows. They think the “Aboriginal Songs” should be taught in the first or the second learning stage. However, while teaching, teachers encountered the problems of the pronunciation of lyrics and the lack of related aboriginal knowledge, but they would try to solve the problem by discussing with their colleagues and reading related materials. They agree that“ Aboriginal Songs”can help students promote their basic music capabilities and students get to learn to respect and appreciate different cultures from the teaching of “Aboriginal Songs”.
Finally, according to the research results, the researcher proposes the following suggestions to the relative departments and personnel: (1) the departments of education should clarify the pronunciation of native Taiwanese songs and embrace the local music course in the teachers college to promote the local music knowledge of teachers; (2) the administrative organizations should build up the database of native Taiwanese songs to make it more convenient for the teacher to index and should increase the acceptability of native Taiwanese songs to theiii society; (3) the textbook publishers should make a diverse content and provide more information about the native Taiwanese songs; (4) teachers should build an environment for learning native Taiwanese songs and use various methods to teach native Taiwanese songs.
based on research findings , the researcher made recommendations for the correlation units and the future researchers.
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Yu, Shih-Shu, and 于世淑. "Content Analysis of the Music Curriculum for Elementary School Arts and Humanities Textbook Series: Examination from the Perspectives of the Multicultural Curriculum Concepts." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/10246084688036189689.
Full textAbstract:
碩士<br>國立臺北教育大學<br>音樂學系碩士班<br>97<br>This research aimed at analyzing and comparing the music curriculum for elementary school Arts and Humanities textbook series from the perspectives of the multicultural curriculum concepts. The method of induction -oriented content analysis was utilized to reach the research goals and to answer the research questions. The four textbook series that passed the censorship of Ministry of Education for the 96 academic year, namely, Ren-Lin, Nan-I, Kang-Hsuan, and Han-Lin, became the subjects of this study. With eight volumes for each textbook series, it added up to a number of 32 volumes for analysis. After a review of related literature, the researcher constructed the four categories of the multicultural curriculum concepts as “democratic education, social education, environments and places, interpersonal and interpersonal relationship.” Subcategories were further developed for more detailed analysis.
Findings of this study are as follows: Among the democratic education category, the items “country of political party” and “ethnicity's consciousness” occupied the higher proportion of occurrence. Regarding the social education category, the proportion of occurrence for the items “Taiwan area,” “Mandarin,” and “aboriginal culture” topped the other subcategories. In terms of the environments and places category, the higher proportion of occurrence was observed for the items “description of the environment,” “chants and narrations of things,” as well as “peace and love.” When if comes to the interpersonal and interpersonal relationship category, the items “male,” “games and cooperation,” “encourage the will to guide and support” occupied the higher proportion of occurrence. Besides, the four textbook series all spent the most spaces in the category “social education,” with the category “democratic education” being least paid attention to. Taken from the perspective of the category coverage, Kang-Hsuan covered the biggest marked proportion of the major and sub-categories of the self-developed research instrument.
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Chan, Hsiu-hsien, and 詹秀嫻. "The Study of Instructional Materials Development for Chinese as Second Language-The Case on Series Textbooks." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/69863727869889153612.
Full text
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McIntyre, Richard Nicholas Ian. "Analysing geometry in the classroom mathematics and mind action series mathematics textbooks using the van Hiele levels." Thesis, 2017. https://hdl.handle.net/10539/25025.
Full textAbstract:
A research report submitted to the Faculty of Science, in partial fulfilment of the requirements for the degree of Master of Science, University of the Witwatersrand. Johannesburg, 2017.<br>In this study, the geometry chapters in two textbook series (Mind Action Series and
Classroom Mathematics) have been analysed and compared using the van Hiele levels
of geometric thought. They were analysed using the matrix presented by Hoffer (1981),
and the units of analysis that were used were from Foxman (1999), i.e. Explanation,
Kernel and Exercise. The chapters leading into three-dimensional shapes were excluded
due to the idea of them leading into Optimization in Calculus, more than Euclidean
Geometry. The results of the research revealed that both textbook series were weighted
heavily towards Exercises. This creates an issue since they require teacher
supplementation, but many teachers are unable to do so. In addition to these results, it
was discovered that neither textbook series followed the progression suggested by the
van Hiele levels. There was a distinctive absence of Order (Level 3) classifications which
is the precursor to formal geometric deduction. This could explain why learners struggle
with proof-style questions. The textbooks also have a cognitive gap when looking at the
progression of each unit of analysis. The Kernel classifications are predominantly
Recognition (Level 1), the Explanation classifications are a mix between Recognition
(Level 1) and Deduction (Level 4) and the Exercise classifications are dominated by
Deduction (Level 4). A correction of the progressions could have positive results for
weaker and “textbook bound” teachers.<br>LG2018
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Seffah, Rachid. "Le concept de série dans les manuels au niveau collégial : registres de représentation et activités cognitives." Thèse, 2016. http://hdl.handle.net/1866/18355.
Full textAbstract:
Au niveau postsecondaire, les concepts mathématiques avancés seraient des concepts difficiles à appréhender pour beaucoup d’étudiants. Le concept de série fait partie de ces concepts avancés que les étudiants rencontrent pour la première fois de façon formelle dans leurs études postsecondaires (au niveau collégial, Cégep, dans le contexte québécois). Ce concept a un très grand nombre d’applications et ce, aussi bien en mathématiques que dans le domaine scientifique. Cependant, sa complexité propre et sa nature contre-intuitive font qu’il est très difficile à appréhender par certains étudiants. Parmi les difficultés d’appréhension, dans un grand nombre de cas, on peut trouver la conception que la somme d’une infinitude de termes donnera une quantité qui ne peut être qu’infiniment grande. Étant donné l’importance et la complexité de ce concept, on pourrait s’attendre à ce qu’il soit pris en compte avec une grande attention par la recherche. Cependant, notre recension d’écrits montre qu’il y a très peu d’études centrées sur le concept de somme infinie. Dans ce mémoire, nous allons présenter des résultats d’une analyse effectuée sur dix-sept manuels utilisés dans les Cégeps du Québec. Les résultats de cette analyse nous ont permis de prendre conscience que les manuels utilisés par l’enseignement actuel font rarement usage du registre graphique et que le registre algébrique est souvent privilégié. Ainsi, la plupart des manuels utilisés dans les Cégeps utilisent rarement les représentations visuelles qui pourraient être un outil important pouvant contribuer dans une appréhension complète du concept de série et les graphiques sont pratiquement absents dans tous les exercices et problèmes que ces manuels proposent. Par ailleurs, les résultats de notre recherche montre que les applications mathématiques et extramathématiques sont rares, et ce, bien que les sommes infinies soient un concept essentiel dans l’introduction d’autres concepts mathématiques et qu’elles permettent de modéliser plusieurs phénomènes. De plus, parmi le peu d’applications extramathématiques qui apparaissent dans les dix-sept manuels, beaucoup sont peu utiles à l’appréhension du concept en question étant donné que celles-ci sont artificielles (applications difficiles à réaliser dans la vie quotidienne). Enfin, nos résultats de recherche nous révèlent que le contenu des manuels en lien avec le concept de série mériterait d’être réajusté afin de permettre aux étudiants une meilleure appréhension de ce concept.<br>At the post high school level, advanced mathematical concepts are difficult to grasp for many students. The series concept is one such advanced concept that students meet for the first time formally in their postsecondary studies (Cégep in the Québec context). This concept has a very large number of applications both in mathematics and in science. However, its own complexity and nature against-intuitive make it very difficult to understand by some students. Among the difficulties to apprehend it, in many cases, we can find the idea that the sum of an infinite number of terms will give a quantity which will necessarily be infinitely large. Given the importance and complexity of this concept, one might expect it to be considered with great attention by the research. However, our literature review shows that there are very few studies focusing on the concept of infinite sum. In this Masters thesis, we will present the results of an analysis carried out on seventeen textbooks used in Cégeps in Quebec. The results of this analysis have allowed us to realize that the textbooks used by the current education rarely make use of the graphic register and that the algebraic register is often favored. Thus, most of the textbooks used in Cégeps rarely use visual representations that could be an important tool that can contribute to a comprehensive understanding of the concept of series and graphics are virtually absent in all the exercises and problems that these books offer. Furthermore, the results of our research show that mathematical and extramathematical applications are scarce, although infinite sums are a key concept in the introduction of other mathematical concepts and they allow modeling several phenomena. Moreover, among the few extramathematical applications that appear in the seventeen textbooks, many are of little use to the understanding of the concept in question since they are artificial (difficult applications to perform in daily life). Finally, our research results reveal that the content of textbooks in connection with the concept of series deserves to be readjusted to allow students a better understanding of this concept.
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Kougioulis, Dimitrios. "The image of Greece and Hellenism as presented in the two main series of manuals for Greek diaspora pupils." Thesis, 2012. http://hdl.handle.net/10210/7205.
Full textAbstract:
M.A.<br>The school constitutes the main institution, to which modernsocieties assign the systematic socialization of each new generation. Indubitably the school handbook constitutes the basic tool in this process, as it is the main means of teaching and its use is more frequent than all the other means. In particular the books that are used for the teaching of the Greek language to Greek children abroad (outside mainland Greece) function, with their content and with their appearance, as ambassadors of Greece abroad. The analysis and evaluation of these books provide important information on the ideology, the cultural identity, the culture and the total experiences of learning by the scholars. Recognizing, therefore, the role, the big value and also the power that school handbooks have, in the molding and the behaviour of young scholars, I truly consider my Post-graduate work, interesting. It has as its subject: "The image of Greece and hellenism as presented in the two main series of manuals for Greek diaspora pupils", both of which are used for the teaching of the Greek language to Greek children abroad". The series "I LEARN GREEK" constitutes a production made possible through the collaboration of the Pedagogical Institute of Greece and the Greek Orthodox Archdiocese of North America.It was published in 1993 and it is addressed to scholars aged 6 to 14 years, who are taught the Greek language in various types of schools in the USA. In practice, however, Greek schools worldwide use the series. The series "THINGS AND LETTERS" is a production of the University of Crete. It was first published on an experimental basis in 1999 and is addressed to Greek children of the Diaspora. The purpose of the present postgraduate study was to seek out how Greece and Hellenism are presented in the contents of the above-mentioned series of instruction material. The question that occupied me was whether the particular series of books accomplished, through the teaching of the language, the transfer to young scholars of 571 elements of Geography, Greek history, of Greek culture, Greek tradition, cultural heritage, orthodoxy, daily reality of modern Greece. The final aim was to find the messages that the scholars receive and the picture that forms in their minds of Greece and Hellenism on finishing their schooling and having being taught Greek with either series even if they have never visited Greece. The first part of my work constitutes the theoretical part of my study and is constituted of two chapters. The first chapter is an introductory study whilst the second refers to Greek migration and the Diaspora and later to the Greek speaking education abroad. Reference is made to the aims, the forms, the institutions, and the means of support of Greek education abroad and includes a historical review of the implementation of Greek-speaking education as organized from Greece. In this chapter also mention is made of the Greek School abroad, the teaching personnel, the student population, the role of the parents and local Greek Communities. Special reference is made, naturally, to Greek-speaking education in South Africa. The second part of my work consists of tables and statistical charts totaling, roughly 350 pages. Here there is a record of all references that are contained in the series "I LEARN GREEK" and "THINGS AND LETTERS" that have connection or relation with Greece and Hellenism and are classified in eight (8) broad categories. The categories are: Greece as a holiday destination Religion Cultural identity Hellenism abroad (Outside Greece) Geography Modern Greece
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Petrášová, Kateřina. "Výuka zdvořilosti na 2. stupni základní školy." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-335552.
Full textAbstract:
This diploma thesis deals with the way to teach politeness in elementary schools. Based on the theoretical literature, in the first theoretical part on the background of the Czech language there are defined basic terms such as pragmalinguistics, politeness principle, politeness strategies, face etc. Considering the didactic character of this work, both verbal and nonverbal aspects of politeness are described in the relation to the teacher-student communication. The practical part of the thesis focuses on the analysis of how the aspects of politeness are taught in Czech language lessons and included in three contemporary textbook series. Other source studied is the analysis of the relevant survey among teachers. On the basis of the survey results there are made up some activities with presumably good influence on practicing examined aspects of politeness.