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Journal articles on the topic 'Textbook series'
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Rusek, Martin, Karel Vojíř, and Šárka Šubová. "Lower-Secondary School Chemistry Textbooks’ Didactic Equipment." Chemistry-Didactics-Ecology-Metrology 25, no. 1-2 (2020): 69–77. http://dx.doi.org/10.2478/cdem-2020-0004.
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Abstract Textbooks’ fundamental influence on teaching is caused not only by their subject matter, but also by their didactic elaboration. Textbooks’ individual functions are fulfilled through incorporated structural elements. Their pool is referred to as the didactic equipment of the textbook and represents qualities of the textbook through the options it gives to its users. The presented overview of lower-secondary chemistry textbooks’ didactic equipment included 7 series of currently available textbooks. Results of the analysis serve not only as a possible guide for chemistry teachers’ textbook selection, but they also provide insight into the current state to authors of textbooks and other didactic materials. Chemistry textbooks for lower-secondary schools achieve relatively high didactic equipment (75-92 %). The best equipped are the series of textbooks published after the current state curriculum introduction (by publishing houses Fraus and Nova Skola). Surprisingly, however, the most recently published textbooks by the Taktik publishing house showed the lowest didactic equipment.
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Aljouei, Khawlah F., and Yasser A. Alsuhaibani. "Evaluating Traveller English Textbook Series From Saudi Secondary School EFL Teachers’ Perspectives." English Language Teaching 11, no. 12 (2018): 138. http://dx.doi.org/10.5539/elt.v11n12p138.
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The aim of this study is to evaluate the Traveller textbook series from teachers’ perspectives. Areas of evaluation are the textbooks’ activities, skills, and appropriateness. The study implemented a mixed-methods approach using two instruments: content analysis, and questionnaire. The data collection of the content is carried out by analyzing the content of the six textbooks, from Traveller 1 to Traveller 6; the questionnaire themes were used for the content analysis. 94 teachers responded the questionnaire. The results show that textbook is effective according to the layout, accessibility, activities and skills but teachers hold mixed perspectives regarding its appropriateness. Moreover, results revealed that there might be an association between the teachers’ attitudes and the teachers’ training and class size.
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Souza, Maria Alice Veiga Ferreira de, and Arthur Belford Powell. "How do textbooks from Brazil, the United States, and Japan deal with fractions?" Acta Scientiae 23, no. 4 (2021): 77–111. http://dx.doi.org/10.17648/acta.scientiae.6413.
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Background: Researchers recognise the importance of textbooks for teachers’ lesson planning and the importance of fraction knowledge for shaping students’ future mathematics performance. Objectives: The finding of discrepant achievement by Brazilian, American, and Japanese students in the last three editions of PISA led us to investigate how textbook authors from these countries approach fraction content in elementary education relating to magnitude, flexibility, reasonableness, as well as conceptual and procedural knowledge from both symbolic and nonsymbolic perspectives. Design: The quantitative performances in mathematics of Brazilian, American, and Japanese students in the last three PISA editions lack qualitative and exploratory research to understand some reasons presented by the numerical results. Data collection and analysis: To achieve the objectives, we selected three textbook series, one each from Brazil, the United States of America, and Japan, that schools in those countries widely use. Results: The main results revealed that all textbook series practised flexibility and reasonableness with different emphases, but not the sense of magnitude. Brazilian and U.S. textbooks were based primarily on part-whole interpretation and on a procedural approach. In contrast, Japanese textbooks emphasised the understanding of measurement as the iteration of unit fractions and more conceptual development. Conclusions: The fraction knowledge approach in the Japanese textbook series seems to be close to what the mathematics education researchers recommend, which can be an essential differential to explain the Japanese results in PISA.
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Ahl, Linda Marie. "Research Findings' Impact on the Representation of Proportional Reasoning in Swedish Mathematics Textbooks." Journal of Research in Mathematics Education 5, no. 2 (2016): 180. http://dx.doi.org/10.17583/redimat.2016.1987.
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This article investigates the impact of research findings on the representation of proportional reasoning in two commonly used Swedish mathematics textbook series for grades 7-9. A research-based framework that identifies five learning goals for understanding of proportional reasoning was used to analyse the textbooks. The results brought to surface a gap between research findings of important issues to address and the actual design of mathematics textbooks. Both textbook series make use of an effective range of representations. Besides that, the analysis shows low impact from research findings concerning the importance of given opportunities to compare and contrast additive and multiplicative situations, identify multiplicative structures and proportional thinking, make use of meaningful symbolic representations, and connect and relate fraction knowledge. The main conclusion is that there are possibilities for improvement in textbook design in relation to understanding proportional reasoning.
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Ahmadi Darani, Parviz, and Alireza Akbari. "The Ideological Import of a Second Identity: A Critical Image Analysis to Global EFL Materials." Multidisciplinary Journal of Educational Research 6, no. 3 (2016): 231. http://dx.doi.org/10.17583/remie.2016.2174.
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The critical analysis of images or visual texts, as an emerging and adapted version of critical discourse analysis (CDA), can contribute to distinguish bias or fair gender manifestation. The rationale behind this study is that little systematic and exhaustive studies have been conducted with an eye towards investigating images solely in EFL textbooks. To offset this imbalance, this paper adopted Fairclough’s (2001) critical discourse analysis (CDA) and social semiotic analysis (SSA) framework by Kress and van Leeuwen (2006) to interrogate the extent and types of gender bias in the Four Corners series, the commercially-produced English language textbooks (Richards and Bohlke, 2012). By adopting a quantitative and qualitative design, image typologies were tallied, girded and tabulated to see how the probable and hidden portrayal image patterns had been rendered for both genders. The results revealed over-representation persists in all the textbook series in certain degrees for both genders and while a textbook series might over-represent one gender it does not necessarily imply that the individual textbook over-represents the same gender.
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Chang, Xiaoling. "An Integrated Model of Teaching Theory and Action Research in POA-based Textbook Writing." Chinese Journal of Applied Linguistics 43, no. 3 (2020): 359–72. http://dx.doi.org/10.1515/cjal-2020-0023.
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AbstractTeaching theories provide important guidance for language teaching materials development, but there is little research on how textbook writers apply teaching theories in the actual writing process. This study analyzes the process of compiling iEnglish, a series of textbooks based on the Production-Oriented Approach (POA) and proposes an Integrated Model of Teaching Theory and Action Research for textbook writing. By elaborating the roles of teaching theory and action research at different stages of textbook writing and the interaction between theory and practice during the process, the study concludes that the Integrated Model can promote both textbook improvement and theory refinement.
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Yang, Der-Ching. "The Study of Geometry in Elementary Mathematics Textbooks in Finland, Singapore, and Taiwan." Journal of Mathematics Education 5, no. 1 (2020): 16–29. http://dx.doi.org/10.31327/jme.v5i1.1148.
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This study examined the differences in the presentation of geometry concepts and characteristics of geometry questions among elementary mathematics textbooks in Finland, Singapore, and Taiwan. Horizontal and vertical analysis methods were used to collect and analyze the data. A popular Mathematics textbook from a dominant publisher in each country were selected: Laskutaito from Finland, My Pals are Here! Maths from Singapore, and Kang Hsuan from Taiwan. The results indicated differences in the presentation of geometry concepts among the three textbook series. In addition, the questions in these textbooks were determined to demonstrate different characteristics. Moreover, these findings highlight the importance of cross-national textbook comparison to enhance the understanding of differences in learning opportunities across different countries.
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Raitskaya, L. K. "School of English for Applied Economics." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 212–15. http://dx.doi.org/10.24833/2071-8160-2014-5-38-212-215.
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Department of English Language № 5 was created at the Institute of Foreign Economic Relations in 2000, and since 2011 it has been working with the students of the Department of Applied Economics and Commerce. Department of English Language № 5 prepares training materials, multimedia courses, manuals and tutorials based on the up-to-date educational technologies. A series of textbooks and teaching materials was recently published by the Department. They are widely used in teaching business communication for Economists. This series include textbook "Commercial correspondence and documentation in English" by L.K. Raitskaya and L.V. Korovin, textbook "Business English with the use of case studies (case studies)" edited by O.V. Desyatova? and textbook "Two-way translation of dialogues commercial content"by O.V. Desyatova.
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Ha, Kieu Thi. "AN INVESTIGATION INTO INTERCULTURAL COMPONENTS IN THREE PILOTED ENGLISH TEXTBOOKS FOR VIETNAMESE HIGH SCHOOLS UNDER THE NATIONAL FOREIGN LANGUAGES PROJECT." VNU Journal of Foreign Studies 37, no. 1 (2021): 29. http://dx.doi.org/10.25073/2525-2445/vnufs.4655.
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Textbooks, as the main source of teaching material, provide learners with not only language input and practice but also intercultural knowledge and skills to build up learners’ intercultural communication competence (ICC). This study aimed at finding out whether the English textbooks under the National Foreign Languages Project (commonly known as Project 2020, or NFL) implemented in high schools include intercultural elements and help students in improving students’ ICC. The framework by Chao (2011) was used to analyze and categorize the content of the textbooks into different cultural categories. The results of the study indicate that textbook compilers integrated cultural information from various sources including intercultural interactions in the textbook series.
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Truswell, A. Stewart. "Clinical Nutrition, Nutrition Society Textbook Series." American Journal of Clinical Nutrition 83, no. 1 (2006): 175–76. http://dx.doi.org/10.1093/ajcn/83.1.175a.
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Ghasedi, Parviz, and Aliye Azizi. "Intercultural Communicative Competence in ELT Textbooks: The Case of Iranian High Schools." International Journal of Comparative Literature and Translation Studies 8, no. 4 (2021): 14. http://dx.doi.org/10.7575/aiac.ijclts.v.8n.4p.14.
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The major aim of the current study was investigating the extent to which the content of ELT textbooks used in Iranian high schools boosts language learners’ intercultural communicative competence. To this end, an in depth content analysis of Vision 1, Vision 2, and Vision 3 were done based on Hillard’s (2014) model in four phases. The results of statistical analysis indicated that the cultural topics covered in Vision Series were limited. Besides, most of the aural or written sentences and pictures were culture free. The textbooks contained no multicultural comparison and the authors used mono-perspective style in writing the texts, activities, dialogues, and exercises. Moreover, the series presented no information regarding historical backgrounds of the target culture. The findings of the study can be of great help for material developers and textbook writers. Also, the results make teachers and learners aware of the cultural content of the textbook.
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Pitaksuksan, Nasree, and Kemtong Sinwongsuwat. "CA-informed Interactional Feature Analysis of Conversations in Textbooks Used for Teaching English Speaking in Thai Secondary Schools." English Language Teaching 13, no. 7 (2020): 140. http://dx.doi.org/10.5539/elt.v13n7p140.
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With Conversation Analysis (CA) insights, this paper examines the textbooks used to teach oral English communication to Thai EFL learners in secondary schools. In an attempt to raise the awareness of features of naturally-occurring conversation and help increase the learners’ exposure to these features, two textbook series, hereafter A and B, were purposively sampled for a close examination of their model conversations and related exercises. Six textbooks, three from each series, were obtained from secondary school teachers voluntarily joining a CA-informed English conversation-teaching workshop in lower southern Thailand. The findings showed that textbook series A contains action-driven, function-based communicative content, whereas B is theme/situation-based, being organized around topics or events likely faced by learners in daily life. Both textbook series put more focus on face-to-face dialogues, offering a significantly smaller number of phone and multi-party conversations. The model conversations in both series are presented with punctuation symbols of written language and without any representations of spoken language features such as stress and intonation. Some of the conversations in series B are sequentially incomplete, and while offering students conversations with various types of action sequences, both series can integrate more opening and closing sequences as well as sequences with dispreferred responses into their model conversations. To raise learners’ awareness of features of natural conversation, more instances of repair and overlap may also be integrated into both audio and printed materials. Finally, to achieve the communicative unit goal, more scaffolding exercises can be provided to allow students to practice not only word and sentence pronunciation in isolation, but in relation to achieving a particular interactional goal via the construction of turns in more manageable, meaningful sequences.
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Helfer, Florian. "(Post-)colonial Myths in German History Textbooks, 1989–2015." German Politics and Society 39, no. 1 (2021): 79–99. http://dx.doi.org/10.3167/gps.2021.390105.
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This article examines the evolution of textbook representations of colonialism in two North Rhine-Westphalian textbook series for the Sekundarstufe II since 1989. On the one hand, the article shows that the developing post-colonial discourse in the German public debate had a particularly strong impact on schoolbooks in the mid-2000s. Textbooks reacted quickly to changes in the public debate and have increasingly attempted to deconstruct colonial narratives. However, implicit mental conceptions of African “backwardness” continue to exert some influence even on today’s textbook generation. On the other hand, the article identifies the distortions that appear when colonialism as a global phenomenon is discussed within a curricular framework that focuses on national and European history. Because of the close curricular link between High Imperialism and World War I, textbooks strongly focus on the global rivalry of the European powers, whereas other aspects of colonialism come up short.
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Rukan Uddin, Muhammed. "Evaluating ELT Textbook in Bangladesh: The Case of English for Today (Classes Nine-Ten)." Advances in Language and Literary Studies 12, no. 1 (2021): 84. http://dx.doi.org/10.7575/aiac.alls.v.12n.1.p.84.
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The paper evaluates the ELT textbook English for Today (Classes Nine–Ten) which is used as a dominant instructional material in secondary level schools and madrasahs in Bangladesh. The National Curriculum and Textbook Board (NCTB) of Bangladesh published the revised edition of the textbook series English for Today in the academic year 2013 incorporating the guidelines proposed in National Education Policy (NEP, 2010) and National Curriculum (NC, 2012). Ever since the introduction of the ELT textbook series, systematic evaluations to examine their pedagogical usefulness and constraints have been found inadequate. The purpose of the study is, therefore, to identify the strengths and weaknesses of the textbook which will help the teachers do maximum application of its strengths in the classroom, and make sensible decisions about the weaknesses. This study followed the ‘whilst-use’ evaluation type, and adopted mainly the checklist method. The checklist was designed drawing on suitable criteria from the popular checklist developed by McDonough, Shaw and Masuhara (2013). In addition, a short semi-structured interview was conducted with 10 secondary English teachers in order to explore how the teachers would perceive and evaluate the textbook. Though the evaluation identified the textbook’s rewarding features, it also revealed a number of limitations which require sincere attention of the curriculum and materials developers. The study implies that the textbook requires both internal and external improvements in order to maximize the learning outcomes and meet the curriculum objectives. The paper also makes recommendations for the curriculum experts and textbook writers for consideration during future editions of the textbook.
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Lähnemann, Johannes. "Schulbuchforschung interreligiös. Erfahrungen und Perspektiven." Zeitschrift für Pädagogik und Theologie 66, no. 1 (2014): 46–54. http://dx.doi.org/10.1515/zpt-2014-0107.
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Abstract Based on the research project, “the representation of Christianity in textbooks of countries with an Islamic tradition”, the article describes experiences, possibilities and insights in the field of Interreligious Textbook Research and Development. Interreligious Textbook Research is of particular relevance in the face of sweeping generalisations, prejudice and stereotypes regarding other religions and cultures (“Islam is like this”, “the West is like that”) that were, and still are, to be found in school textbooks. Within the project discussions between scholars and education authorities in different countries have taken place. The main results are summarised in a proposal for a series of standards as possible guidelines for author teams and publishers, for education authorities and curriculum planners.
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Kosmala, Kinga, and Erik Houle. "Internet-Based Cultural Enrichment in the Polish Language Classroom." East/West: Journal of Ukrainian Studies 4, no. 1 (2017): 111. http://dx.doi.org/10.21226/t2q590.
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Most introductory and intermediate textbooks for Polish, currently in use, are written in Poland and intended for intensive language study in-country where the “little-c” cultural component is inherent and immediate in an intensive language program. One of the most widely used textbooks in North America is the series, Hurra!!! po polsku I, II, III. This textbook is based on a communicative approach to language pedagogy and consists of thematic chapters according to aspects of life and culture in everyday society. The intent of the Hurra!!! po polsku series is that students will experience Poland while learning the language. This presents a problem to educators of Polish in the United States. Numerous communicative exercises presuppose acquaintance with the target culture while providing little in the way of input. We have found that students have difficulty relating to many exercises that carry specific cultural information. Our project is based on two specific goals: first, to decrease the amount of time spent in class to explain culture-specific aspects of the textbook; and second, to spare our students at least some amount of the usual culture shock one experiences when traveling to Poland. In this report, we describe a website, exercises, and activities we developed to accompany the textbook.
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Alani, Amin, and Ali Jahangard. "Analysis of teachers’ and students’ attitudes toward Iranian senior high school textbook series." Global Journal of Foreign Language Teaching 5, no. 1 (2015): 23. http://dx.doi.org/10.18844/gjflt.v5i0.38.
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The English Book series are the EFL textbooks that have been prescribed by the Ministry of Education for the public senior high schools. The researchers of the current study embarked on the evaluation of the series through examining teachers’ and students’ perspectives in this regard. Employing Litz’s questionnaires, attitudes of both Iranian learners and teachers from both genders were obtained; the two questionnaires used in the study incorporated seven categories including Practical Consideration, Layout and Design, Activities, Skills, Language type, Subject and Content, and Summary. Some 1128 participants from the Senior high school learners and 74 teachers took part in the study. A detailed analysis of the textbooks of the series was made using descriptive statistics, namely median and mode accompanied with standardized skewness value. The findings of the study revealed that there were positive attitudes toward the textbooks price and accessibility; however, other criterial parameters, i.e., the resources, vocabulary lists, the series language type, and the treatment of cultural issues were viewed as partially appropriate or, in the majority of the cases, in need of improvement. Keywords: Textbook evaluation, English language teaching, English book series, curriculum study.
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Kheirabadi, Reza, and Seyyed Behnam Alavimoghaddam. "Evaluation of Prospect Series: A Paradigm Shift from GTM to CLT in Iran." Journal of Language Teaching and Research 7, no. 3 (2016): 619. http://dx.doi.org/10.17507/jltr.0703.26.
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The newly published English textbooks for Iranian students have been developed and distributed by the ministry of education of the Islamic Republic of Iran since 2012 and in this article, the researchers intend to represent the findings of a textbook evaluation over the series. This newly introduced series titled “Prospect” includes three consecutive textbooks Prospect 1 to 3 designed for grades 7th to 9th of junior high school. This series is a critical turning point from various content and methodological aspects mostly due to a paradigm shift from GTM to communicative approach. The main aim of this paper is to evaluate the English Textbook "Prospect” series from teachers’ point of view and represent experts' recommendations to help the material developers in improving the series. The data of this research is gathered from English teachers working in junior high school level and the population of the research included male and female teachers teaching in capital city of Tehran. The researchers developed a questioner and distributed it among a sample of 100 English teachers (50 male and 50 female teachers). The findings of the research showed that “Prospect” series is evaluated very poor in field of shape and printing quality. Teachers believed that the main pitfall of the books is lacking high quality illustrations which foster students learning. Although many teachers and practitioners participating in the research have found the new series a considerable step forward, it seems that the series faces some serious shortcomings.
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Ragan, Amy, Jenna Kammer, Charlene Atkins, and Rene Burress. "Learning to read online: the effect of instruction on e-textbook use." Library Hi Tech 37, no. 2 (2019): 293–311. http://dx.doi.org/10.1108/lht-01-2018-0011.
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Purpose The purpose of this paper is to examine the effect of library instruction on the use of e-textbook features in a seventh-grade science class in Budapest, Hungary. Using the theory of value-expectancy, library instruction was designed to show students how the e-textbook features would improve their study habits. Design/methodology/approach Using a time-series, within-subject design, the researchers examined the students’ use of e-textbooks before receiving library instruction, and then again after receiving library instruction. Data were collected from student survey responses, focus group interviews, and digital library usage. A repeated-measures t-test was used to compare data collected prior to and following the instructional sessions. Findings The results indicate that the use of e-textbook features (glossary, audio, quizzes, notes, highlighter, and video) increased after library instruction. While the use of e-textbook features increased, this did not translate to other types of e-books: the use of the digital library did not increase. Research limitations/implications This paper has implications for research on the use of e-textbooks in academic settings. Baseline findings support the existing literature that shows that students do not use all of the features of an e-textbook. The research in this study adds that direct instruction on those features will increase use. Practical implications Librarians and teachers may want to consider direct instruction on e-textbooks. While it may not increase digital library usage, it may benefit the student learning experience. Originality/value This study builds on the work related to the student experience of using e-textbook. It highlights the value of library instruction in improving the student experience and use of e-textbooks.
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Gagarina, E. I. "A new textbook on soil geography in a series of classical university textbooks." Eurasian Soil Science 40, no. 2 (2007): 234–35. http://dx.doi.org/10.1134/s1064229307020147.
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Pan, Li, and Ping Chen. "Research on Language-teaching Materials—An Evaluation of Extensive Reading Textbooks." Theory and Practice in Language Studies 10, no. 12 (2020): 1628. http://dx.doi.org/10.17507/tpls.1012.17.
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In second language teaching, materials play a unique role and the demand of developing language-teaching materials has been increasing. The textbook, an integral part of language-teaching materials, to some extent dominates the contents of teaching and learning and has a deep influence on curriculum. Textbooks for extensive reading apparently highlights this feature while some kind of series adopted in universities have several shortcomings in the representativeness of the articles and their variety of the categories, etc. which makes it hard to play an active role and have a positive impact in teaching and learning process. Some teachers ignore the development of this ability and the significant contribution they can make to evaluating and selecting textbooks. Thus, the author collects basic information from one series of textbooks and analyzes it systematically, and then shows overall comments with detailed suggestions on contents as: selecting more articles from representative writers; increasing articles about history and philosophy; selecting more current articles from magazines; adding more poems and attaching more detailed introductions about the authors and reference books to read. These suggestions will provide some implication for extensive reading textbook evaluation and selection, thereby, the selected textbooks can be at the good service for extensive reading teaching and teachers can get a self-development in the process.
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Brajković, Natalija, та Irena Stevović. "IMPLEMENTATION OF INDIVIDUALIZATION IN EXERCISES AND ASSIGNMENTS OF THE RUSSIAN LANGUAGE TEXTBOOKS FOR ELEMENTARY SCHOOL „ORBITA“ (THEORETICAL PRINCIPLES AND CONSTRUCTIVE SOLUTIONS) (Имплементација индивидуализације у вјежбањима и задацима корпуса уџбеника руског језика за основну школу „Орбита“ (теоријски принципи и конструкцијска рјешења))". Folia linguistica et litteraria X, № 28 (2019): 253–74. http://dx.doi.org/10.31902/fll.28.2019.15.
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In this paper we have carried out an analysis and description of the four Russian language textbooks for elementary school (including the components of the accompanying textbook structures) from the book set “Oрбита” that was used in primary schools in Montenegro for more 20 years. The approach was based on determining how much the individualized exercises and tasks are included in the textbook, with highlighting the problems the students are facing with. Finally, we offered a series of solutions that make the exercises better and easier. The aim of our paper is todetermine whether and to what extent individualization reflects the level of structure and content of exercises and tasks in the analyzed textbook corpus, as well as to offer a variety of strategies and levels of individualization in the process of conceiving, designing and implementing of textbook of Russian language. Key words: Individualization of teaching process, the Russian language textbook for elementary school, individualization of teaching process within the class (within the group), individualized exercises and tasks.
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Van Steenbrugge, H., M. Valcke, and A. Desoete. "Teachers’ views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose?" Journal of Curriculum Studies 45, no. 3 (2013): 322–53. http://dx.doi.org/10.1080/00220272.2012.713995.
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Fayhaa N., Al-Momani. "Analysis of Middle Grades’ Science Textbooks Based on the Active Learning." International Research in Education 7, no. 1 (2019): 80. http://dx.doi.org/10.5296/ire.v7i1.14512.
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The study aimed to analyse the series of natural sciences textbooks for the intermediate stage in the light of active learning in KSA. Two sources of data used: active learning activities card; content analysis card to measure the degree of involvement. The results showed the concentration of the middle textbook series on physical activities, while the students were weakly involved in intellectual activities, social activities were neglected, in addition; the integration activities were low. On the other hand, the values of the involvement coefficient of the natural sciences textbook series for the middle stage in light of the subject matter indicated that it is suitable and excellent, as well as; acceptable in the light of graphics, shapes and, but not satisfactory in activities Where students are involved in the practice of thinking and scientific inquiry in a few percentages. The study recommended that teachers should take into account the diversity of the forms of student activities in active learning during instruction.
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Meyers, Arlen D. "eMedicine Otolaryngology: An Online Textbook for Ent Specialists." Ear, Nose & Throat Journal 79, no. 4 (2000): 268–71. http://dx.doi.org/10.1177/014556130007900411.
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A new online publishing effort, eMedicine Otolaryngology–Facial Plastic Surgery (FPS), is a comprehensive textbook now being developed on the Internet ( www.emedicine.com ). This book is one of a series of 15 electronic textbooks written by a worldwide panel of authors and editors, and it is distributed free of charge to anyone with a computer and a modem. Advantages of online textbooks such as eMedicine Otolaryngology–FPS are that they provide readers with easy accessibility to reliable, up-to-date information, and they allow authors to quickly edit and revise editorial content and supplement traditional text with sound, graphics, and video. An ambitious undertaking, eMedicine Otolaryngology–FPS represents a significant advance in the way medical information is written, edited, and distributed. Although it is unlikely that electronic textbooks will replace traditional textbooks any time soon, these types of publishing efforts will continue to proliferate.
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Kurniawan, Redite, Esa Nur Wahyuni, and Zubad Nurul Yaqin. "Pengembangan Buku Ajar Visual Menulis Kreatif untuk Peserta Didik Madrasah Ibtidaiyah." al-Aulad: Journal of Islamic Primary Education 2, no. 2 (2019): 54–63. http://dx.doi.org/10.15575/al-aulad.v2i2.5213.
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Creative writing skills are still a challenge that must be faced by students of 6th grade in the Ar- Roihan Lawang Integrated Ibtidaiyah Madrasah. One of the contributing factor is the lack of interesting textbooks available at the school. This study aims to develop creative writing visual textbooks that improve students' skills in writing. This type of research is Research and Development (R & D) with the stage model Borg and Gall (2003). The stages include: needs analysis, product design, product development, product validity testing, testing on predetermined subjects, and product revisions. The results of this research and development of creative writing visual textbook products were based on the assessment of the media validator team with linguistic averages, presentation, graphics, scores of 4.72. Whereas from expert learning content with indicators of accuracy, attractiveness, and usability of 4, 29 are categorized very well. The product trial series found 33% addition in the experimental class post-test results and tested significantly with the number 0,000 SPSS t-test. Interviews in students indicated that creative writing visual textbook was very interesting so it can be concluded that this textbook product can improve the writing skills of 6th grade students of the Ibtidaiyah Ar-Roihan Lawang Madrasah.Keywords: Developing visual textbook, creative writing, writing skill.
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Rathe, Bette, and Kay Lowell. "Featuring Historical Textbooks to Build Knowledge of University History." Education Libraries 32, no. 1 (2017): 17. http://dx.doi.org/10.26443/el.v32i1.268.
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Undergraduate students at a teacher education institution, the University of Northern Colorado, are the target audience for an exhibit of a reading series from the Libraries’ Archival Services collections. The display highlights an important era in the university’s history involving four faculty members: Paul McKee, M. Lucile Harrison, Annie McCowen, and Elizabeth Lehr. These professors developed an innovative approach to early reading instruction that was incorporated into their reading textbook series during a time of uniformity in reading textbooks. The rationale for the display was based on research about the Reading for Meaning series discussed in this article.
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Parmar, Rene S., and John F. Cawley. "Analysis of Science Textbook Recommendations Provided for Students with Disabilities." Exceptional Children 59, no. 6 (1993): 518–31. http://dx.doi.org/10.1177/001440299305900605.
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Teachers' manuals from three major elementary science textbook series were analyzed. These textbooks provided specific instructional recommendations for students with disabilities in mainstream classes. Findings reveal that (a) the textbooks did not provide recommendations for all categories of disabilities as defined in Public Law 94–142; (b) many recommendations did not specifically address the learning needs of the students for whom they were intended; and (c) there was no consistency in the nature of recommendations provided for any given category of disability. Results indicate that special education and mainstream teachers should monitor the usefulness of published materials that claim to meet the needs of students with disabilities.
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To, Vinh. "Grammatical Intricacy in EFL Textbooks." International Journal of English Language Education 5, no. 2 (2017): 127. http://dx.doi.org/10.5296/ijele.v5i2.12087.
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Grammatical intricacy is an important concept in charactering complexity of language (Halliday, 2008). However, this concept has not yet been fully investigated in the teaching and learning of English as a foreign language (TEFL), particular in English as a foreign language (EFL) textbooks in higher education. This paper aims to examine grammatical intricacy across textbook levels in a book series used in tertiary education in the Vietnamese context. This is part of a larger research project looking at linguistic complexity of English textbooks in the TEFL setting. The research employed Systemic Functional Linguistics (SFL) as the main theoretical framework and Halliday’s method as a measure of grammatical intricacy to look at how this language feature was used in reading comprehension texts in four textbooks at different levels including elementary, pre-intermediate, inter-mediate and upper-intermediate. The findings revealed that grammatical intricacy increased in accordance with the book levels. Particularly, the mean scores of grammatical intricacy showed a gradual increase from the elementary to the intermediate book level; though they were not different significantly and the upper-intermediate textbook did not show the topmost grammatical complexity. These findings suggest that the use of grammatical intricacy in the investigated textbooks was appropriate for EFL learners across levels; however, the use of other linguistic features such as lexical density and nominalisation may potentially impact the use of simple clauses in the textbooks at a higher level. Thus, further investigations are recommended to fully explore the complexity of textbook language.
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Munroe, Angela. "Eunice Boardman’s Generative Theory of Musical Learning and the Holt Music Textbooks." Journal of Historical Research in Music Education 39, no. 2 (2017): 195–214. http://dx.doi.org/10.1177/1536600617697437.
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Many general music teachers use a variety of methods in their classrooms. The Generative Theory of Musical Learning can serve as a basis for a variety of general music methodologies. Developed by Eunice Boardman, the Generative Theory of Musical Learning influenced general music textbooks from 1966 to 1988, and it continues to influence music educators even today. The purpose of this study was to examine how the theory influenced the six editions of the Holt Music textbook series and to determine how its ideas have continued to be disseminated since the final edition of the Holt series. Data were collected through examination of a variety of primary and secondary sources, including the Holt Music series textbooks, published and unpublished writings from Eunice Boardman, and interviews with coauthors of the series. The study traces the development of the ideas behind the Generative Theory, its influence on the Holt Music series from 1966 to 1988, and the dissemination of the ideas following the conclusion of the series.
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Tang, Xiaofei. "Learnability of Grammatical Sequencing: A Processability Perspective of Textbook Evaluation in EFL Settings." Chinese Journal of Applied Linguistics 42, no. 2 (2019): 236–57. http://dx.doi.org/10.1515/cjal-2019-0014.
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Abstract This study conducts an acquisition-based evaluation of four primary-school English textbook series used in China. The evaluation aims to determine whether the sequencing of grammatical structures in the series is compatible with the L2 learning sequence stipulated in Processability Theory (PT). The results show a partial agreement between the sequencing of structures as teaching objectives in the series and the PT-based processability hierarchy. The sequencing of structures in the initial stages is consistent with the learning sequence of L2 English stated in PT. However, several structures in the intermediate or high stages are taught in a deviant way against their sequencing in PT. The deviant grading of those structures is possibly associated with the theme-based guidelines adopted in the textbooks. It appears that concerns with the utility of grammatical structures in a given context take precedence over concerns for L2 development. A number of suggestions are offered to textbook writers in terms of the role of input, the learners’ developmental readiness, and the issue of heterogeneity in L2 classrooms.
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Astika, Gusti. "LEMMATIZING TEXTBOOK CORPUS FOR LEARNER DICTIONARY OF BASIC VOCABULARY." Indonesian Journal of Applied Linguistics 7, no. 3 (2018): 630. http://dx.doi.org/10.17509/ijal.v7i3.9813.
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The purpose of this study is to lemmatize the vocabulary used in textbooks with the purpose to provide information for dictionary entries that are relevant to the learners. Although dictionaries for learners are commercially and electronically available, they may not be relevant to the learners’ needs for vocabulary learning in class, or may not have been designed for specific pedagogical purposes. To bridge this gap, the vocabulary used in some textbook series were analyzed using the vocabulary profiler available in Lextutor.com to identify the lemmas of different frequency levels. The analysis shows that the total number of lemmas in the textbooks were approximately about 58% of the total number of the most frequently used lemmas in the New General Service List (Browne, Culligan, & Phillips, 2013). Further exploration of the lexicogrammatical environment in the textbook corpus discovered lexical items that behave differently with regard to functions and meanings. These findings should provide lexicographers or teachers with useful information about word entries for a relevant learner dictionary to be used in the classroom.
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Li, Yulong, Pengfei Yao, and Bo Hu. "Analyzing English for Academic Purposes textbooks in China: A study of intercultural issues." ELT Forum: Journal of English Language Teaching 9, no. 1 (2020): 1–15. http://dx.doi.org/10.15294/elt.v9i1.38259.
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An increase of English for Academic Purposes (EAP) teaching in China has resulted in a surge of EAP textbooks on the market. However, there has been little accompanying interest in how well intercultural issues are handled and presented in these publications. Accordingly, the present study employs Chinese students’ Cultures of Learning (CoL) and contrastive rhetoric (CR) as reflection points in the analysis of the content, production, and consumption of two series of EAP textbooks adapted from overseas textbooks. Findings revealed that intercultural differences are not given due recognition in the textbooks which in some cases can lead to confusion and misunderstanding. Meanwhile, the teachers involved in the study, as users of the other textbook series, were found to treat the textbooks only as a supplementary EAP teaching resource. Moreover, the continued confusion on the part of some of the students involved in the study highlighted the desirability for future textbooks to render intercultural differences in a critical EAP manner.
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Ghasemi, Ali Asghar, and Parastou Gholami Pasand. "Pragmatic dimensions of Prospect Series: A textbook evaluation." Global Journal of Foreign Language Teaching 8, no. 3 (2018): 76–86. http://dx.doi.org/10.18844/gjflt.v8i3.3354.
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The development of pragmatic and sociolinguistic competence is very important for language users as failure to have adequate competence can cause miscommunications. Textbooks can play a significant role in equipping learners with pragmatic competence in EFL contexts where enough exposure to the target language is not possible. This paper investigates the pragmatic dimensions of Prospect Series, Iranian high school textbooks, and the extent to which these books can be reliable sources for developing language learners’ pragmatic competence. To do so, Cohen’s (1996) and van Ek and Trim’s (1998) taxonomies of speech acts and functions were employed to manifest whether the books are pragmatically suitable. The data analyses revealed that all types of speech acts were present, although unequally, throughout the series, except Declaratives which has been ignored in the conversations of Prospect1, 2, and 3. Lack of Declaratives as being reportedly a frequently-used speech act in everyday conversations is a big disadvantage. Additionally, all kinds of language functions were present in the textbooks but rather erratically and unevenly. The findings seem to imply that lack of Declaratives, and unequal distributions of language functions and speech acts may limit language learners’ pragmatic competence, which can lead to misunderstandings and miscommunications. To compensate the drawbacks, several implications were provided.
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Nelson, Sandra L. "Creativity in U.S. Music Textbook Series: 1912–1953." Journal of Historical Research in Music Education 25, no. 2 (2004): 128–41. http://dx.doi.org/10.1177/153660060402500206.
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Karolczuk, Marzanna. "Polsko-rosyjskie porównania międzykulturowe w podręcznikach do nauki języka rosyjskiego na poziomie gimnazjalnym." Studia Rossica Posnaniensia, no. 42 (June 19, 2018): 307–18. http://dx.doi.org/10.14746/strp.2017.42.27.
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Comparing and contrasting cultural, lexical and grammatical aspects in the foreign language classroom has many advantages. These include the development of intercultural competence, cultural awareness and a new insight into the first language. Research shows that foreign language textbooks are basic teaching tools. Therefore, this article is an attempt to analyse Polish-Russian tasks and comparative content in Russian textbooks at the level of lower secondary school. Five textbook series for learning Russian, published between 1999 and 2009, are examined. These are В Москву, Времена, Кл@ссно!, Прогулка and Эхо. The findings show that these textbooks offer comparative reflective tasks and reconstructive ones.
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Polsuk, Thunyalak. "A REVIEW OF ENGLISH TEXTBOOK ENTITLED “SKILLFUL: READING AND WRITING, STUDENT’S BOOK 1” BY DAVID BOHLKE AND DOROTHY ZEMACH." International Journal of Research -GRANTHAALAYAH 5, no. 5 (2017): 116–24. http://dx.doi.org/10.29121/granthaalayah.v5.i5.2017.1844.
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This study aims to evaluate the usefulness of a commercial textbook entitle “Skillful: Reading & Writing, Student’s Book 1”, written by David Bohlke with Dorothy E. Zemach as a series consultant, published by Macmillan publisher. The study also explores the appropriateness for considering to teaching university EFL students. The result of this study assists English teachers in choosing textbooks which will be most appropriate to the learners at various level to develop their reading and writing skill. It is also a guideline for English teachers to evaluate the textbook they are using to teach EFL students in reading and writing class for their next semester. Moreover, the set of questions as research instrument in the study, English teachers can adapt into their curriculum for material development for other subjects of English learning. To conclude and answer research question, this textbook is appropriate to teach Thai university EFL students after considering by the researcher.
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Diepenbroek, Lori G., and Tracey M. Derwing. "To What Extent Do Popular ESL Textbooks Incorporate Oral Fluency and Pragmatic Development." TESL Canada Journal 30, no. 7 (2014): 1. http://dx.doi.org/10.18806/tesl.v30i7.1149.
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We examined several popular integrated skills textbooks used in Language Instruc- tion for Newcomers to Canada (LINC) and English as a second language (ESL) programs for pragmatics and oral fluency activities. Although many instructors use other resources to supplement classroom instruction, the textbook is still the backbone of many language courses. We wanted to know to what extent textbooks focus on pragmatics and oral fluency, as well as the range of activities featured in each. In light of the recent federal evaluation of LINC programs in Canada, which indicated extremely limited improvement in speaking and listening skills as a result of language instruction, it is important to know which textbooks offer the best opportunities for pragmatics and fluency development. We determined that very few textbook series are consistent in their inclusion of pragmatic content in terms of scope, quality, and quantity. As might be expected, oral fluency is not a major focus in integrated skills texts; however, those activities that are intended to enhance fluency development could easily be improved by an instructor.
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Milgram, Michael S. "Integral and Series Representations of Riemann's Zeta Function and Dirichlet's Eta Function and a Medley of Related Results." Journal of Mathematics 2013 (2013): 1–17. http://dx.doi.org/10.1155/2013/181724.
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Contour integral representations of Riemann's Zeta function and Dirichlet's Eta (alternating Zeta) function are presented and investigated. These representations flow naturally from methods developed in the 1800s, but somehow they do not appear in the standard reference summaries, textbooks, or literature. Using these representations as a basis, alternate derivations of known series and integral representations for the Zeta and Eta function are obtained on a unified basis that differs from the textbook approach, and results are developed that appear to be new.
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Chaves Marinho, Janice Helena, and Delaine Cafiero Bicalho. "Ensino de gramática: contribuições de livros didáticos de Língua Portuguesa/ Grammar teaching: contributions from Portuguese textbooks." Educação em Foco 18, no. 26 (2015): 179–207. http://dx.doi.org/10.24934/eef.v18i26.507.
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Este artigo apresenta uma análise do trabalho com o ensino de gramática proposto por coleções de livros didáticos de Língua Portuguesa, de modo a identificar as contribuições que as coleções têm trazido para o ensino. Apresentamos uma análise geral de 40 coleções, em uso em escolas de Ensino Fundamental do país nos períodos de 2010 a 2012 e de 2011 a 2013. Desenvolvemos essa análise com base no estudo dos livros didáticos, bem como nas resenhas dessas coleções, publicadas nos Guias de Livro Didático. Assumindo uma concepção discursiva da língua e da linguagem (ANTUNES, 2010), interessou-nos investigar: por meio de que tipos de atividades o trabalho com esse eixo é proposto? Como são abordados os fatos da língua? Até que ponto o ensino de gramática contribui para reflexão sobre o uso da língua? ABSTRACTThis paper presents an analysis of the work with grammar proposed in Portuguese textbook series, aiming at identifying contributions they offer for Portuguese teaching. We present a general analysis of 40 textbook series that are in use in primary schools for the periods 2010-2012 and 2011-2013. We developed this analysis based on the study of their textbooks and also on the Reviews published in the Textbook Guides regarding two editions of the National Textbook Program. Assuming a discursive conception of language (ANTUNES, 2010), what interested us was to understand: how is the work with linguistic knowledge in these collections; through what types of activities it is proposed; how the facts of language are approached; if the treatment of grammatical content contributes to a reflection on language use.
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Pérez-Hernández, Lorena. "From research to the textbook." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32, no. 1 (2019): 248–76. http://dx.doi.org/10.1075/resla.17024.per.
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Abstract Studies on speech acts represent an extensive, multidisciplinary area of research, encompassing diverse theoretical approaches such as those stemming from pragmatic, conversational, discourse, cognitive, constructional, and functional perspectives. Altogether, these theories offer an eloquent picture of the type of knowledge that is necessary to perform and understand speech acts correctly. English as a Second Language (ESL) teachers need to be aware to what extent such contemporary research findings on speech acts have made their way into present-day textbooks, and this paper sets out to elucidate this issue. First, we look at contemporary studies on speech acts in search of the key theoretical aspects of illocutionary performance that should ideally be included in ESL course book series. Second, we analyze a collection of seven such course series to assess to what extent they incorporate those theoretical findings. Finally, we consider the weaknesses of present-day textbooks in relation to the teaching of illocutionary acts, thus providing an informed ground for their elaboration and improvement.
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Zhang, Qiao-Ping, and Ngai-Ying Wong. "The Learning Trajectories of Similarity in Mathematics Curriculum: An Epistemological Analysis of Hong Kong Secondary Mathematics Textbooks in the Past Half Century." Mathematics 9, no. 18 (2021): 2310. http://dx.doi.org/10.3390/math9182310.
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The topic of similarity plays an essential role in developing students’ deductive reasoning. However, knowing how to teach similarity and understanding how to incorporate deductive reasoning and proof along with plane geometry remain a challenge to both school curriculum creators and teachers. This study identified the problems and characteristics regarding how similarity is treated in secondary mathematics textbooks in Hong Kong in the past half century. The content analysis method was used to analyze six secondary mathematics textbook series published in different periods. From the epistemological perspective of the textbook contents, our analysis shows the historical context and learning trajectories of how similarity was treated in school curriculum. The natural axiomatic geometry paradigm is not emphasized too much at different stages and most of the textbooks did not provide formal proofs of similarity. The intuitive idea was gradually consolidated into a formal definition of similarity. Furthermore, the way that rigorous geometric deduction can be performed from intuitive concepts and experimental geometry to the idea of proofs and formal proofs is also discussed.
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Khodabakhshi, Maliheh. "Choose a Proper EFL Textbook: Evaluation of “Skyline” Series." Procedia - Social and Behavioral Sciences 98 (May 2014): 959–67. http://dx.doi.org/10.1016/j.sbspro.2014.03.505.
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Sahraee, Mobina. "Semiotic Analysis of Culture in ELT Curriculum through EIL: ‘Prospect series’." Journal for the Study of English Linguistics 6, no. 1 (2018): 47. http://dx.doi.org/10.5296/jsel.v6i1.13208.
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The current study intended to examine the representation of culture in Iranian locally developed ‘Prospect series’ textbooks in light of English as an international language (EIL). The study engages EIL and Cultural Semiotics adapted by Dinh (2016b) as the theoretical and analytical frameworks to explore culture across texts, visuals and tasks. The conversation sections of ‘Prospects 1, 2, and 3’ including texts, visuals, and tasks were investigated. The findings reveal that 1) culture is evident in both implicit and explicit manners in texts and visuals; however, it is limitedly represented in the tasks, 2) expanding circle cultural content dominates the textbooks, 3) cultural diversity has not much been attended to, and in-depth levels of culture belonging to ‘small’ c categories and socio-cultural awareness are neglected, 4) there is indexical relation between texts and visuals, and occasional detached mismatch between texts and visuals, and 5) majority of questions are language and information-based while speculative and comparative questions addressing culture are extremely limited. The findings are discussed in light of existing studies, and some recommendations are suggested for textbook writers, curriculum developers, and researchers in the field.
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Rahimi, Masoud. "EFL teachers’ and learners’ perspectives on “English file series”." Global Journal of Foreign Language Teaching 5, no. 2 (2015): 115. http://dx.doi.org/10.18844/gjflt.v5i2.186.
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The present study aimed at evaluating English File series, which is widely used in language classrooms in Iran. The purpose of this study was further to determine the teachers and learners opinions with regard to the practical considerations, layout and design, activities, skills, language type, subject and content, and conclusion of English File series. To this end, 40 teachers and 45 learners majoring in English at private language institutes in Sanandaj were selected as the participants of the study. The teachers filled out Teacher Textbook Evaluation form developed and adopted from Litz (2005) and the learners filled out Student Textbook Evaluation form developed and adopted from Litz (2005). Descriptive statistics, Independent Samples t-test and MANOVA were carried out to interpret the data. The results of Descriptive Statistics revealed that most teachers and learners had the same positive opinions with regard to all factors of the series. The results of Independent Samples t-test revealed that there was a significant difference between the opinions of teachers and learners with regard to the factors of the series altogether. The results of MANOVA revealed that there were significant differences between the opinions of teachers and learners with regard to all factors of the series except the skills. Keywords: Textbook evaluation, English File Series.
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Zhabko, Elena D. "Modern Educational Literature: The New Textbook on Management of Library and Information Activity." Bibliotekovedenie [Russian Journal of Library Science] 70, no. 3 (2021): 331–35. http://dx.doi.org/10.25281/0869-608x-2021-70-3-331-335.
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The article presents review of the textbook for bachelors “Management of library and information activity”. The author analyses the structure of the book and highlights the content of seven chapters. The article describes educational, scientific and practical significance of the publication. The book was published in early 2021 in the publishing house “Profession” as part of the publishing project on series of textbooks on basic academic disciplines for sectoral bachelorʼs degree course. The textbook is prepared by specialists of universities of culture and national, federal and scientific libraries. The basis of the publication is the marketing concept of management, considered in the context of priority areas of sectoral management. The textbook describes theoretical, legal, functional, technological and economic foundations of management of information and library activity and characterizes its areas. The author highlights the issues of personnel management and also considers the role of the head of library institution. At the end of each chapter, the textbook presents the summary, the questions for self-checking of knowledge learning, as well as the lists of the main publications on the topic. The textbook contains the subject index. In the text, there are graphically revealed the key concepts, using tables, graphs and figures. The textbook includes previously unpublished analytical material by I.M. Suslova “Evolution of approaches to library management”. The appendices contain provisions on the trends in libraries activity, as well as organizational and legal documents that can be used to develop their own local documents in specific cultural institutions. The textbook presents the material, taking into account the achievements of the modern level of domestic library science. The publication will be useful for both students and library specialists. The book makes significant contribution to the development of modern educational literature in the profile discipline and helps students learn the course “Management of library and information activity”.
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Whang, Yoon-Jae. "TOPICS IN ADVANCED ECONOMETRICS: ESTIMATION, TESTING, AND SPECIFICATION OF CROSS-SECTION AND TIME SERIES MODELS." Econometric Theory 14, no. 3 (1998): 369–74. http://dx.doi.org/10.1017/s0266466698143062.
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This book, Topics in Advanced Econometrics, is written primarily as a textbook for an advanced graduate econometrics course. The topics covered include consistent model specification testing, unit roots and cointegration, and nonparametric regression estimation; they are mainly the topics in which Professor Bierens has made significant contributions to the literature over the last 15 years. This book is unusual as a textbook in the sense that it treats both cross-sectional and time series (i.e., both subscript i and t) issues in econometrics at an advanced level. Most of the results given, other than those available in standard econometrics or statistics textbooks, are drawn from the published work of the author. The book is very useful because it puts together a number of important current issues that have been treated separately in the literature and presents them systematically using a well-organized set of statistical tools. Another advantage of this book is that the materials given are almost self-contained, making this book suitable for self-tuition. This book thus ideally suits students who need tools for independent research especially in the area of nonlinear and nonparametric models and time series analysis. It will also be useful to more advanced researchers who are interested in a thorough understanding of some of the author's original and influential work in these areas.
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Mukhin, A. S. "Textbook by professor Svetlana Nikolaevna Ikonnikova." Vestnik of Saint Petersburg State University of Culture, no. 4 (45) (December 2020): 187–89. http://dx.doi.org/10.30725/2619-0303-2020-4-187-189.
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Book review: Ikonnikova S. N. History of Cultural Studies: the textbook for acad. bachelor’s degree. – 3rd ed., rev. and exp. M.: Yurayt, publ. house, 2018. 416 p. (Series: Bachelor. Academic course). – ISBN 978-5-534-06217-5
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Mohammadnia, Zhila, and Farzane Deliery Moghadam. "Textbooks as Resources for Education for Sustainable Development: A Content Analysis." Journal of Teacher Education for Sustainability 21, no. 1 (2019): 103–14. http://dx.doi.org/10.2478/jtes-2019-0008.
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Abstract If we intend to successfully integrate Education for Sustainable Development (ESD) in the general educational programs, it is important to utilize available methods and resources. This paper argues that English Language Learning textbooks in Iran have the potential to be useful resources and a viable springboard for the implementation of ESD. For this purpose, the present study explores the content of English textbook series developed by Iranian authors through the lenses of ESD. The framework for analysis was based on UNESCO’s Earth Charter and the Roadmap for Implementing the Global Action Program on ESD. The findings reveal that the themes of sustainability are present in these English textbooks to a good extent. However, the results suggest that there must be a more even distribution of such themes throughout the series. Also, the role of the teacher as a facilitator in developing discussions around such themes is highlighted.
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Rønning, Frode. "The Role of Fourier Series in Mathematics and in Signal Theory." International Journal of Research in Undergraduate Mathematics Education 7, no. 2 (2021): 189–210. http://dx.doi.org/10.1007/s40753-021-00134-z.
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AbstractThis paper presents a praxeological analysis, based on ATD (Anthropological Theory of the Didactic), of the topic of Fourier series, as this topic is introduced and used in mathematics and in electrical engineering, more precisely in signal theory. The analysis is based mainly on one widely used textbook in mathematics for engineers, and a textbook and video lectures in signal theory. The aim of the analysis is to investigate possible differences in the motivation for introducing Fourier series in mathematics and in signal theory, as well as differences in the techniques used, and the justifications behind the techniques. This research is inspired by previous research showing lack of connection between mathematics courses and engineering courses applying mathematics. To get a wider perspective, the exposition in the textbook in mathematics for engineers is also compared to the exposition in more advanced books in mathematics. To add to the perspective, the historical origin of Fourier series is also discussed. The findings show that there are differences in the motivation for the topic both between mathematics and signal theory, but also between basic and more advanced mathematics. Within mathematics there are also differences in the underlying theories.