Relevant bibliographies by topics / Textbook studies

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

Academic literature on the topic 'Textbook studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Textbook studies"

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Bean, Rita M., Naomi Zigmond, and Douglas K. Hartman. "Adapted Use of Social Studies Textbooks in Elementary Classrooms." Remedial and Special Education 15, no. 4 (1994): 216–26. http://dx.doi.org/10.1177/074193259401500403.

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Twenty-two classroom teachers (grades 1 through 7) were interviewed to obtain information about how they use their social studies textbooks, the problems they experience, and their perceptions of the strengths and weaknesses of the texts. Teachers were also asked to describe the modifications or adaptations they made to help students who might have difficulty understanding the textbook. Results indicated that although teachers liked having the textbook as a resource, they were concerned about content and comprehensibility. Teachers tended to solve the problem of textbook difficulty in three ways: Helping students to cope with the textbook, deemphasizing the textbook, or reinforcing and extending textbook information.
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Savage, Corey, Nicolas Hübner, Martin Biewen, Benjamin Nagengast, and Morgan S. Polikoff. "Social Studies Textbook Effects: Evidence From Texas." AERA Open 7 (January 2021): 233285842199234. http://dx.doi.org/10.1177/2332858421992345.

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Well-informed decisions on curricular materials can be an efficient way to boost student achievement. Prior studies have employed experimental and quasi-experimental designs to investigate the effects of textbooks on mathematics achievement. This is the first study to consider textbook effects in social studies education. Within the context of a textbook adoption cycle in Texas, we use a difference-in-differences approach with district-level administrative data and estimate the effects of adopting a state-approved textbook on social studies achievement. We find no evidence of a practically meaningful adoption effect. We conclude by highlighting the need for further high-quality research in this often-overlooked school subject area.
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Tomal, Necati. "Assestment of Grade 5 Social Studies Textbook Content in Light of Teacher Opinios." Journal of Education and Training Studies 7, no. 7 (2019): 124. http://dx.doi.org/10.11114/jets.v7i7.4314.

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There have been significant changes in social studies textbooks through time. Especially since the 2005 syllabus entered into force, these textbooks have seen important changes both in content and form. While comprising of a little citizenship knowledge and mostly history and geography subjects before, since 2005 these textbooks came to contain many fields of knowledge including science and technology, psychology, sociology and economy, in addition to the history and geography subjects before. This new form of the textbooks has also passed through many changes until today. Finally, social studies textbooks were updated in 2018-2019 academic year based on the changes in the program. The goal of this study is to assess the contents of this updated grade 5 social studies textbook in line with opinions of the teachers.In scope of this study an interview form mostly comprised of open-ended question was applied with 28 teachers working in various provinces in order to assess the contents of the grade 5 social studies textbook put into use in the 2018-2019 academic year. The responses given to these open-ended questions are processed by content analysis method, which is a qualitative research technique. The study process was conducted in a planned and transparent manner. This is also important for reliability and validity of the study.It is found that teachers are generally satisfied with the content of grade 5 social studies textbook. There are some problems cited in regard of the language of the book not being suitable for the student level in context of some subjects. In particular, teachers have important suggestions regarding use of a storytelling language in regard of culture and heritage subjects in the textbook. The textbook is found adequate in regard of actuality and inner circle teaching. The teacher largely think compatibility of visuals with the content of textbook is sufficient; however, the textbook used in the previous year was also deemed agreeable in this regard.
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Zabidi, Fatin Nur Marhamah, Norshariani Abd Rahman, and Lilia Halim. "Integration of Islamic Values for Environmental Conservation: An Analysis of School Textbooks." Religions 12, no. 7 (2021): 509. http://dx.doi.org/10.3390/rel12070509.

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Environmental conservation behaviors are associated with one’s values toward the environment. This study therefore investigated the values related to conservation behavior from the perspective of a religion. In particular, this study aimed to identify how the Islamic values for environmental conservation were integrated in textbooks. Two textbooks comprising a science textbook and an Islamic education textbook for lower secondary school students (14 years old) in Malaysia were selected in this study. From the findings, it is concluded that both textbooks included the application and integration of Islamic values for environmental conservation based on the contents of the sub-chapters, activities, exercises, notes, and photos. Further, the integration of Islamic values for environmental conservation was mentioned most in the sub-chapter section of these two textbooks. However, findings showed that the science textbook contained numerous integrations of Islamic values for environmental conservation compared to the Islamic education textbook. Thus, the implications of the findings point to the need to establish collaboration between science and Islamic education committees in organizing activities based on science and Islam that are related to environmental education in the teaching and learning sessions.
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Fuchs, Eckhardt. "Contextualizing School Textbook Revision." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 1–12. http://dx.doi.org/10.3167/jemms.2010.020201.

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The words “textbook revision” immediately conjure up certain images. We generally think of conflicts surrounding the contents of textbooks, conflicts which are debated in public and usually have an international dimension. Textbook revision generally refers to books on history, geography and social studies, occasionally also religion or biology. It generally relates to those activities aimed at correcting false or distorted interpretations in school textbooks. In addition, it involves two further aspects: improving the quality of teaching with revised textbooks, and conveying universal norms in addition to knowledge of the subject. History and social studies teaching can thus make an important contribution to peace and human rights education.
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Hamna Naseer, Yaar Muhammad, and Sajid Masood. "Critical Thinking Skills in a Secondary School Pakistan Studies Textbook: A Qualitative Content Analysis." sjesr 3, no. 4 (2020): 84–95. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(84-95).

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The purpose of this study was to examine the critical thinking skills incorporated in text-based questions and tasks in the Pakistan Studies textbooks of secondary level. The Pakistan Studies textbook produced by the Punjab Textbook Board for ninth was analyzed using qualitative content analysis based on cognitive domains derived from six levels of revised Bloom's taxonomy. Moreover, the text-based questions were then analyzed by categorizing them under the nine pre-determined analytic categories of Socratic taxonomy. These categories depicted the questions that challenge the critical thinking skills of learners. The findings revealed that the text-based question incorporated in the selected textbook of Pakistan Studies was not conducive to developing critical thinking skills among students. Except for one question, none of the questions fell under higher-order thinking levels of revised Bloom's taxonomy. Furthermore, based on analytic categories, text-based questions showed a little inclination towards the questions of clarification, whereas none represented other categories. Therefore, textbook developers need to focus on the induction of critical thinking skills in the text-based questions and tasks of textbooks.
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Weber, Silja. "Visual Representation of Whiteness in Beginning Level German Textbooks." International Journal of Bias, Identity and Diversities in Education 2, no. 2 (2017): 1–12. http://dx.doi.org/10.4018/ijbide.2017070101.

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Textbooks are inherently ideological, and language textbooks in particular are designed to create a particular representation of the target culture for learners. This paper draws on a foundation of Whiteness studies, textbook bias studies, and critical discourse analysis. It investigates in depth the visual and cultural representation of Whiteness in one beginning level textbook for German as a foreign language and draws on three further textbooks for comparison. Differences between North American and German concepts of race and Whiteness are taken into account. Results identify a Whiteness bias in all books, but differing strategies for diversity representation; the most recently published textbook shows patterns similar to college brochures in the USA, which may over-represent diversity overall but underrepresent its more controversial aspects. The results form the basis for a discussion of institutional constraints on beginning-level instructors and practical pedagogical strategies to problematize homogeneous cultural perceptions and the textbook itself.
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Demir, Burak. "Evaluation of social studies teaching textbooks." International Journal of Learning and Teaching 12, no. 1 (2020): 17–29. http://dx.doi.org/10.18844/ijlt.v12i1.4563.

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In this study it is aimed to examine social studies textbooks of Turkish Republic of Northern Cyprus and Turkish Republic of Northern Cyprus 6th and 7th grade students in terms of content analysis. The population of the research model is constituted by social studies textbooks of 6th and 7th Grades of 5 secondary schools that were found appropriate by Republic of Turkey Ministry of National Education Board of Education and the Turkish Republic of Northern Cyprus Ministry of Education Board of Education. In the research, the books were evaluated on the scale by using the content analysis evaluation scale. The scale consists of three likert. The rating of the scale was calculated as’ Yes ‘option 2 points,’ partially ‘option 1 point and’ no ' option 0 points. The data obtained in the study was evaluated by scoring between 1 and 10. As a result of the study, it was determined that the 7th grade social studies textbook of Republic of Turkey received the highest rate. The lowest rate was observed in the 7th grade, 1st and 2nd Social Studies textbooks, taught in the Turkish Republic of Northern Cyprus.
 Keywords: Textbook, Social Studies Teaching, Content Analysis Scale, Education, Learning
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Sakadolskienė, Emilija. "Epistemological and Methodological Considerations in International School Textbook Research." Pedagogika 118, no. 2 (2015): 188–203. http://dx.doi.org/10.15823/p.2015.014.

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Many acknowledge a dearth of research regarding Lithuanian school textbooks. Educational institutions rely on reviews by select experts who provide advice during the approval process. Most extant research analyses content and its relationship to curriculum. Some have examined multicultural tolerance issues. Very few field studies have been done on the actual use of textbooks by teachers and pupils. On the other hand, Lithuanian teachers’ reliance on textbook material for the delivery of instruction is greater than in other European countries, according to international research. Therefore, an increase of formative or development research regarding textbooks is necessary. This article presents the need for an epistemological stance in textbook inquiry. It has been argued that you cannot construct convincing textbook research methodologies without a theoretical stance and that textbook research has been “underphilosophised”. Various philosophical positions have been proposed for textbook research, including positivism, critical theory, postmodernism, hermeneutics, neo-hermeneutics, post-colonialism, post-postmodernism, and others. Each dictates its own view of content, narrative, marginalization, point of view, prejudice and tradition. In terms of methodologies, traditional content analysis has been supplemented by hermeneutic, linguistic, discourse, semiotic, narrative, historiographic, cross-cultural, critical analysis. Contingency analysis is a relatively new mixed method that examines the relationship between text and image. Others analyze textbook questioning techniques, visual materials or the process of textbook production. One of the greatest shift in textbook research is the realization that users are the arbiters of knowledge and meaning, and their role as intermediaries must be examined in context. For these types of studies to flourish partnerships need to emerge between universities, textbook publishers, schools, and educational policy makers.
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Ayub, Alia, Khadija Karim, and Shabana Akhtar. "Political Development and Pakistan Studies at 10th Grade: An Analytical Study." Global Social Sciences Review V, no. III (2020): 289–97. http://dx.doi.org/10.31703/gssr.2020(v-iii).30.

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Political participation and unity of nation on political affairs in the country to increase the participation of youth in political affairs their political development is a basic requirement. Pakistan studies support creating political awareness among the youth of the nation. This research study investigated that how the 10th grade 'Pakistan to study textbook' creates a political sense among the youths. This study was conducted through content analysis of 10th-grade textbooks, and the students' political development level was also measured through a survey questionnaire focused on the questions related to political development elements. The sample for content analysis was 10th grade Pakistan studies textbook, and for the survey was 120 students of 10th grades enrolled in secondary schools of Quetta city. Major findings high lights that political development was not supported by the Pakistan studies textbook.
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Dissertations / Theses on the topic "Textbook studies"

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Dutridge-Corp, Elizabeth Anne. "Reconciling the Past: H.R. 121 and the Japanese Textbook Controversy." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1250099908.

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Rogers, Linda Gail. "Bias in social studies textbooks." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/959.

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Lague, Peter Ernest. "The language textbook in a post-apartheid education system." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/14348.

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Bibliography: leaves 107-141.<br>Using the English language textbook as its focal point, this study attempts to determine the extent to which educational publishers are in a position, through their practices, to assist in the transformation of South Africa. The centrality of language to both the creation of individual consciousness and to the shaping of society inform this investigation. Regarded as integral to these processes is the premise that education is the primary terrain into which language, and its fundamentally moulding potential, is locked. Furthermore, the impact of not only the transition in south Africa, but also of the fluidity of the wider global backdrop on both language and education are acknowledged as crucial influences on all spheres of private as well as public life. In this context, the study endeavours to locate and define those elements which comprise and inform the practices of educational publishing. It attempts to demonstrate that the broader socioeconomic, political, educational and cultural processes, from which educational publishing takes its signals, severely restrain its capacity for participation in social transformation. The study concludes with some recommendations for the publishing of English language textbooks in a post-apartheid terrain, and suggests a few areas of research pertinent to such an undertaking.
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CUDJOE, KAREN J. "THE PORTRAYAL OF AFRICANS IN TEXTBOOKS: A CONTENT ANALYSIS STUDY." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin989851864.

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Gråfors, Veronica. "Fett osynlig? : En undersökning om representation av överviktiga och feta kroppar i två läromedel för gymnasieskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26058.

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This exam paper has examined visual portrayals of overweight and fatness in two swedish upper secondary school textbooks, one in physical education and one in social science. The textbooks were analyzed in regard to numeral representation, interacting social categories such as gender and age, depiction in forms of activities and stereotypes and relation to context close to or far away from a swedish context. The analysis showed an underrepresentation of overweight and fat bodies in both textbooks, but the represention of overweight bodies in the textbook on physical education were nearly nil whereas in the textbook on social science there where representations of both overweight and fat bodies. Combined the both textbooks gave a representation of health and youth as not represented by overweight or fat bodies.
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Brand, Kelly. "Geographies of First Nations, Inuit, and Metis Peoples in a Contemporary Grade-nine Applied-level Ontario Geography Textbook." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28797.

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This study examines the representations of First Nations, Inuit, and Metis geographies within a contemporary grade-nine Canadian geography textbook. Although First Nations, Inuit, and Metis peoples have lived on the territory now known as Canada for thousands of years, in the past two hundred years, with the exception of some place names, colonialism has worked to largely remove evidence of their presence from the landscape and to exclude them from the dominant narratives of Canadian geography. In this study, I conduct a critical discourse analysis of a textbook currently approved by the Ontario Ministry of Education's Trillium List for the compulsory grade-nine applied-level Canadian geography course: Canadian Geography: A Sense of Place. First, I consider how the textbook creates knowledge of First Nations, Inuit, and Metis peoples and their geographies. Next, I examine how this creation compares to the textbook's representation of Canadians. Finally, I explore what an Aboriginal geography might look like and how Aboriginal perspectives could be incorporated into the text. The grade-nine Canadian geography course is the only mandatory geography course for students in the applied stream. If students do not continue with geography, the text they use in this course or used by the teacher to organize this course will be their last exposure to geography texts and formal discussions of Aboriginal geographies. This textbook is important because for many students, it will be the only time in their lives that they are systematically exposed to knowledge about First Nations, Inuit, and Metis peoples. While there are attempts at inclusion, old misrepresentations appear again in new forms within this textbook. A major task of this textbook is constructing the nation and presenting a nationalized geography.
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Mulcahy, Diana Leonie. "A case study investigation of the use of a textbook in a secondary mathematics classroom : issues of regulation and control." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17500.

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Bibliography: pages 82-84.<br>This dissertation is concerned with aspects of the role of the textbook in school mathematics. An attempt is made to uncover control strategies used by the teacher in textbook use in the classroom, and those implicit in a mathematics textbook. It is argued that these forms of regulation place constraints on the transformative role sometimes attributed to textbooks. The following research question is addressed: how does the teacher recruit the textbook in the classroom, how is he/she 'recruited' by it and how are both recruited by school mathematics? A case study methodology is described, involving a video-recording of a fifty minute mathematics lesson and a follow-up interview with the teacher. Transcriptions are used and a fine-grained analysis of data is attempted. A literature survey examines other research in the areas of content selection, content control and content expression. Content selection refers to choices and omissions, content control refers to sequencing, pacing and authority in the pedagogic relationship, and content expression includes verbal and textual modes of expressing content. Theoretical ideas are drawn from Bernstein (1976, 1991, 1993) and Dowling (1993). Although these works are methodologically different, they both describe aspects of regulation and control. Of particular interest are Bernstein's notions of classification and framing, and Dowling's ideas on discourse and procedure. The hypothesis is put forward here that there is a dialectical relationship involving the positioning of teacher and textbook. The teacher recruits the textbook to regulate pupils and knowledge, but s/he is at the same time constrained by strategies implicit in the textbook. In other words the teacher both positions and is positioned by the textbook. Both in tum are positioned by school mathematics. The data analysis examines the 'how', 'what' and 'who' of control. It considers the regulation of speech, silence, working and listening, as well as the sequencing, pacing, selecting, presenting and authorising of content. It argues that the teacher both recruits and is 'recruited' by the textbook, and that although the framing is strong and the teacher has a high degree of control in the pedagogic relationship, the classification is also strong and the teacher lacks control over what she can teach and the relationship between contents. The research concludes by suggesting that the transformative role sometimes attributed to the textbook is problematic. The strategies of regulation and control operating in the classroom, implicit in the textbook and in school mathematics, limit the possibilities of how textbooks can be used by the teacher and constrain transformation to a significant degree.
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Fisher, Susan. "The effect of a study strategy, SQ3R, on the ability of fifth-grade students to read a social studies textbook." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/457829.

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The purpose of this study was to examine the effect of teaching a study strategy on the ability of fifth-grade students to read a social studies textbook. The specific strategy was survey, question, read, recite, and review (SQ3R) (Robinson, 1961). It was taught as an integral part of the social studies lesson. The effect of gender and reading level on the SQ3R strategy was studied.The subjects were 72 students enrolled in four intact fifth-grade classrooms of two schools in an urban, midwestern school district. The classes were randomly assigned to a control group consisting of 37 subjects and an experimental group consisting of 35 subjects.The instrument used was the Sequential Tests of Educational Progress III (STEP III). The ability to read a social studies textbook was measured by the social studies subtest during pre- and posttesting procedures. The reading grade level indicator was determined by the reading subtest during the pretesting procedures.An inservice session conducted by the researcher trained the teachers of the experimental group in the SQ3R strategy. Traditional teaching procedures were followed by the control group teachers for the 9-week period.An analysis of covariance was used to examine the results at the p<.05 level of significance. The pretest score of the social studies subtest of the STEP III was used as the covariant.Statistical analysis of data generated the following results:1. There was a significant difference in the preinstructional knowledge of social studies between the experimental and control groups.2. There was no significant difference in the mean scores of the social studies subtest of the STEP III of fifth-grade students taught the SQ3R strategy and those taught the traditional way.3. There was no significant difference in the mean scores of the social studies subtest of the STEP III of males and females taught the SQ3R strategy and those taught the traditional way.4. There was no significant difference in the mean scores of the social studies subtest of the STEP III of above-average, average, and below-average readers taught the SQ3R strategy and those taught the traditional way.5. There was no interaction among the mean scores of the social studies subtest of the STEP III, the gender, and the reading level of fifth-grade students taught the SQ3R strategy and those taught the traditional way.
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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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Dostal, Jan-Roman. "Skol-orientalism : En religionsdidaktisk analys av hur läromedel framställer islam." Thesis, Uppsala universitet, Teologiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-432148.

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This is a study that with critical eyes, studies schoolbooks that are meant for upper secondary school in the curriculum – Religion. I am studying how schoolbook authors portray Islam and its practitioners. Is there possibly any tendency towards orientalism to be found in them? Hopefully, none or very little. There are earlier studies that show how Muslims are portrayed as “the other”, the lesser, while Christians are portrayed as “we”, the normal. To be able to do this study I am using qualitative content analysis as a method. That way it is possible to systematically work through a larger text and cut it down to smaller themes. How are the authors portraying God? How is Islam´s view of man presented versus the Christian view of man? Finally, in what way has the representation of Islam changed over time?By using Edward Said’s theory of orientalism, I have been able to get the following result. It shows that the presentation of Islam and Christianity is still othering Islam and its practitioners, but differs on how easy you as a reader can see it. By using the theory of religious literacy, I have been able to identify how the author uses his/her language, if the author thought of conveying a deeper explanation and not just focus on small factual parts.
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Books on the topic "Textbook studies"

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Hosking, Alan. Business studies textbook. HLT Publications, 1987.

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Hosking, Alan. Business studies: Textbook. HLT Publications, 1991.

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Hosking, Alan. BTEC business studies textbook. Holborn Business School, 1989.

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Renkema, J. Discourse studies: An introductory textbook. John Benjamins, 1993.

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Renkema, J. Discourse studies: An introductory textbook. J. Benjamins, 1993.

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Renkema, J. Discourse studies: An introductory textbook. J. Benjamins, 1993.

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Marketing: A critical textbook. SAGE, 2011.

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

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Fuchs, Eckhardt, and Annekatrin Bock, eds. The Palgrave Handbook of Textbook Studies. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1.

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The uses of cultural studies: A textbook. SAGE, 2005.

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Book chapters on the topic "Textbook studies"

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Hansen, Thomas Illum. "Textbook Use." In The Palgrave Handbook of Textbook Studies. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_27.

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Kaufman, David W. "Field Studies." In Textbook of Pharmacoepidemiology. John Wiley & Sons Ltd, 2013. http://dx.doi.org/10.1002/9781118344828.ch10.

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Behnke, Yvonne. "Textbook Effects and Efficacy." In The Palgrave Handbook of Textbook Studies. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_28.

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Fuchs, Eckhardt, and Kathrin Henne. "History of Textbook Research." In The Palgrave Handbook of Textbook Studies. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_3.

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Acri, Trisha, and Robert Gross. "Studies of Medication Adherence." In Textbook of Pharmacoepidemiology. John Wiley & Sons Ltd, 2013. http://dx.doi.org/10.1002/9781118344828.ch20.

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Bock, Annekatrin. "Theories and Methods of Textbook Studies." In The Palgrave Handbook of Textbook Studies. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_4.

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

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Sammler, Steffen. "History of the School Textbook." In The Palgrave Handbook of Textbook Studies. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_2.

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Strom, Brian L. "Other Approaches to Pharmacoepidemiology Studies." In Textbook of Pharmacoepidemiology. John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118707999.ch13.

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Guichard, Sylvie. "War in Textbooks." In The Palgrave Handbook of Textbook Studies. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_23.

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Conference papers on the topic "Textbook studies"

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Raziev, A. K. "TEXTBOOK AS A GENRE OF EDUCATIONAL DISCOURSE." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. Publishing House of Tomsk State University, 2020. http://dx.doi.org/10.17223/978-5-94621-901-3-2020-15.

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Wei, Jia, and Jinduo Guo. "Investigation and Reflection on Gender Stereotyped Illustrations in Elementary School Mathematics Textbooks: From the Perspective of Textbook Development." In International Conference on Education Studies: Experience and Innovation (ICESEI 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201128.066.

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Mathien, Lorena D. "Case Study: Use of Open Education Resources in Business Capstone." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7914.

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Recent studies on textbook costs in the United States have indicated that there is a direct relationship between textbook costs and student success. With textbook costs increasing at a rate higher than the cost of living, many students have cited the textbook cost as an extremely important factor when obtaining (or not obtaining) a textbook. Open educational resources (OER) are tools that educators can use to supplement or build a course. OER are free for anyone to reuse, revise, remix, and redistribute and are a low-cost, tailored solution for faculty and students. There have been calls for research that demonstrates how OER are being put into practice. This case study examines the responses of users to a voluntary survey in a capstone business course that implemented OER in lieu of traditional textbooks. The study suggests that, for teachers and students, as well as self-directed learners, OER provide a valuable resource to eliminate the pay wall, improve learning design, and support the power of the community through sharing and collaboration.
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Gajarský, Lukáš. "О составлении учебника русско-словацких омонимов". У Пражская Русистика 2020 – Prague Russian Studies 2020. Charles University, Faculty of Education, 2020. http://dx.doi.org/10.14712/9788076032088.3.

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Interlingual homonyms are words that have the same or similar phonetic or graphic form, but have different meanings. In this case, it is Russian and Slovak pairs of words that are formally completely or partially identical, but differ in meaning. These words are often the cause of misinterpretation, and that is why they are called "false friends of the translator." For this reason, interlingual homonyms are a frequent source of interlingual interference. The paper is devoted to compiling a textbook of Russian-Slovak homonyms for Slovak students studying Russian language at universities. The aim of the textbook is not only to master the new vocabulary, but above all to prevent a negative transfer between their mother tongue and Russian.
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Kurovskaya, Yulia G. "What A Modern School Textbook Represents: Viewpoints From Pedagogical Studies." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.40.

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Zakharevich, E. "Modern textbook on physics and its possibilities for students' self-education." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-210-212.

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Pozhidaeva, V. V. "TEXTBOOK ON HISTORY FOR SECONDARY SCHOOL IN THE CONDITIONS OF NEW INFORMATION TECHNOLOGIES OF EDUCATION AND PUBLISHING." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. Publishing House of Tomsk State University, 2020. http://dx.doi.org/10.17223/978-5-94621-901-3-2020-121.

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Hu, Lang. "Foreign Language Teaching Syllabus and Textbook Setting for Re-grammaticalization Adverbs." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.61.

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Budi Santosa, Ayi, and Wildan Insan Fauzi. "The Application of Brain-Based Learning in Social Studies Textbook to Inculcate Multicultural Values." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.14.

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Skinner, Lisa A., and Donald Bratton. "REPLACING THE PASSIVE TEXTBOOK: DIGITAL ACTIVE LEARNING TO ENHANCE A LARGE ENROLLMENT, LIBERAL STUDIES GEOSCIENCE COURSE." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-323667.

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Reports on the topic "Textbook studies"

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Rossi, Christine. After the sixties : anthropology in sixth grade social studies textbooks. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5575.

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Podoprelov, Pavel, Nikolay Knapp, Khomidzhon Muratov, Dmitry Kolmykov, Roman Ledenev, and Pavel Skorodumov. TU-22M SOVIET LONG-RANGE SUPERSONIC MISSILE-BOMBER. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/gorbachev.0414.15042021.

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THE ELECTRONIC TEXTBOOK IS INTENDED FOR THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE ON THE BASIS OF EDUCATIONAL TEXTS USING AUTHENTIC AUDIO MATERIALS ON THE MILITARY SPECIALTY, IMPROVING THE SKILLS OF CONDUCTING CONVERSATIONS ON PROFESSIONALLY-ORIENTED TOPICS. THE ELECTRONIC TEXTBOOK CONTRIBUTES TO THE REPETITION AND SYSTEMATIZATION OF THE STUDIED LEXICAL AND GRAMMATICAL MATERIAL, THE FORMATION OF CADETS ' BASIC SKILLS OF WORKING WITH TEXTS OF THE MILITARY SPECIALTY, AS WELL AS SPEAKING SKILLS BASED ON THE INTRODUCED LEXICAL MATERIAL.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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IL-76 SOVIET AND RUSSIAN HEAVY MILITARY TRANSPORT AIRCRAFT, DEVELOPED IN THE ILYUSHIN DESIGN BUREAU UNDER THE PROJECT AND UNDER THE LEADERSHIP OF ACADEMICIAN G. V. NOVOZHILOV. SIB-Expertise, 2021. http://dx.doi.org/10.12731/er0438.18052021.

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The electronic textbook is intended for the development of communicative competence based on educational texts using authentic audio materials on the military specialty, improving the skills of conducting conversations on professionally-oriented topics. The electronic textbook contributes to the repetition and systematization of the studied lexical and grammatical material, the formation of cadets ' basic skills of working with texts of the military specialty, as well as speaking skills based on the introduced lexical material.
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The Su-25 is a Soviet attack aircraft. Electronic equipment of the aircraft. SIB-Expertise, 2021. http://dx.doi.org/10.12731/er0437.18052021.

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The electronic textbook is intended for the development of communicative competence based on educational texts using authentic audio materials on the military specialty, improving the skills of conducting conversations on professionally-oriented topics. The electronic textbook contributes to the repetition and systematization of the studied lexical and grammatical material, the formation of cadets ' basic skills of working with texts of the military specialty, as well as speaking skills based on the introduced lexical material.
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