Relevant bibliographies by topics / Textbook study

Contents

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

Academic literature on the topic 'Textbook study'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Textbook study.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Textbook study"

1

Hidayati, Irma, Abdullah ,, and Mustafa Sabri. "IDENTIFIKASI MISKONSEPSI SISTEM SARAF PADA BUKU TEKS BIOLOGI KELAS XI." BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan 3, no. 1 (2017): 39. http://dx.doi.org/10.22373/biotik.v3i1.990.

Full text
Abstract:
This study entitled “Identifying the misconceptions in nervous system in12th Grade of biology textbook” aims to identify misconception on biology textbooks’ about nervous system. The method of the research was descriptive. The objects of the research were 7 of biology textbooks for grade xi published within the last 5 years. The national education regulation no. 1 year 2011, 4 january 2011 states that the textbook used at school should be at least in the last 5 years. The instrument used were observation sheet to compare the concept of the investigated book to the foreign source textbook as guidance. The results showed that there were misconceptions in the material of nerve system contained in 7 textbooks investigated, they were in the concept of structure and function of nervous, impuls, central nervous system and peripheral nervous system.
APA, Harvard, Vancouver, ISO, and other styles
2

Waqar, Sajid, and Mamuna Ghani. "Gender Exclusion in Textbooks: A Comparative Study of Female Representation in Provincial ELT Textbooks of Pakistan." International Journal of English Linguistics 9, no. 5 (2019): 377. http://dx.doi.org/10.5539/ijel.v9n5p377.

Full text
Abstract:
The focus of this study was female gender representation in secondary level ELT textbooks published by four different textbook boards of Pakistan, namely Baluchistan Textbook Board, Sindh Textbook Board, Khyber Pakhtunkhwah Textbook Board and Punjab Textbook Board. It targeted a comprehensive comparison between the female gender images as represented in four sets of textbooks and gender conceptions of their respective female readers. To achieve the objectives, the study was divided into two parts: In part 1, the textbooks by four state-run textbook boards were analyzed and in part 2, their respective female readers’ gender conceptions were collected and analyzed. The study employed multi-dimensional analytical tools like manifest, latent analysis and Fairclough (2001) CDA model for interpretation and explanation of textbook discourse. The study revealed a low representation share of female gender in four sets of textbooks. It brought out that female readership had stereotype conceptions regarding the attributes, professions and activities as appropriate for the female gender. It was also found that Sindh and Punjab Textbook Boards had improved female gender representation than other provincial textbook boards. The quantitative findings of part 2 proposed that textbooks could play a vital part in modeling gender conceptions of readership as Sindh and Punjab Textbook Boards’ female readership showed better gender conceptions. The study recommended a gender-based test of the textbooks at national level prior to publication to ensure gender equality as directed in National Curriculum.
APA, Harvard, Vancouver, ISO, and other styles
3

Ahsan, Muhammad, Tahira Asgher, and Noshaba Younus. "Comparative Study of Socio-Ideological Practices in English Textbooks in Pakistani Context." Global Political Review V, no. I (2020): 269–86. http://dx.doi.org/10.31703/gpr.2020(v-i).30.

Full text
Abstract:
The present study is an effort to examine and compare the way socio-ideological practices are projected in the Oxford English Textbook Grade 5 and the English Textbook 5 published by the Punjab (Pakistan) Textbook Board (PTB) prescribed for the government, semi-government and private schools of the Punjab province. The content analysis was employed to find out the percentages of categories and subcategories of reading passages and exercises of the prescribed English textbooks. Socio-Ideological statements were analyzed through the representation of patriotic values and gender roles in the context of local and foreign EFL textbooks. The research findings and results make it visible from the current instructional materials or prescribed English textbooks that the Oxford English textbook is superficial and shallow with respect to its treatment of the target (Pakistani) culture. The textbook is therefore inadequate to the task of teaching and transmitting socio-ideological practices in the deeper sense. Contrary to it, the PTB English textbook offers a limited ground for learning English at length.
APA, Harvard, Vancouver, ISO, and other styles
4

Kuo, Chien-Min, Kuan-Yu Chen, and Yi-Ching Lin. "Textbook ranking and an assessment method and system: a case study using surveying textbooks." Electronic Library 38, no. 5/6 (2020): 861–80. http://dx.doi.org/10.1108/el-08-2019-0196.

Full text
Abstract:
Purpose Teachers, students, librarians, scholars and domain experts often spend a lot of time and effort to select good and suitable textbooks. This study aims to propose and construct a computer-aided bibliometric system to rate textbooks. Through the software system designed here, the quality of every textbook can be easily and quickly known. This system will benefit both scholars and librarians. Design/methodology/approach Four methods were used to evaluate textbooks in this study, including: questionnaire recommendation analysis, dissertation citation analysis, library circulation analysis and bibliography analysis. The system architecture includes three subsystems: the textbook indexing and searching subsystem, the statistics added-value analysis subsystem and the citation report inquiry subsystem. An example demonstrates the usability and validity of the proposed method and system. The example uses surveying textbooks. The following percentages were used in the correlation calculation: textbook citation percentage (TCP), textbook library circulation percentage (TLP) and textbook recommend percentage (TRP). Findings There are three textbook assessment methods applied in this study, including: dissertation citation, library circulation and questionnaire recommendation. Dissertation citations for textbooks have a high correlation value with library circulation. The frequency correlation calculation was 0.7, while the TCP, TLP and TRP correlation calculation was 0.84. Therefore, the dissertation citation method can be accepted to evaluate textbooks effectively. Originality/value To the best of the authors’ knowledge, this is the first work related to evaluating surveying textbooks using a computer-aided bibliometrics system that can deal with large amounts of data and generate results quickly. This can be applied to other fields as well.
APA, Harvard, Vancouver, ISO, and other styles
5

Yahya, Deborah Oreoluwa, and Solomon Temitope Adebola. "Availability of Activities and Appropriateness of Graphical Illustrations in Recommended Economics Textbooks for Senior Secondary School Students." International Journal on Social and Education Sciences 1, no. 2 (2019): 73–77. http://dx.doi.org/10.46328/ijonses.16.

Full text
Abstract:
The study examined the availability of specified activities for teachers and students in the recommended Economics textbooks and also examined the level of appropriateness of graphical illustrations in the recommended Economics textbooks. The study adopted a descriptive survey research design. The population for the study comprised the 14 recommended Economics textbooks by the Ministry of Education in Ogun State senior secondary schools. Four Economics textbooks among those recommended were selected for the study using simple random sampling technique. One research instrument titled Economics “Textbook Assessment Checklist (ETAC)” was used to elicit information on the availability of activities and appropriateness of graphical illustrations in Economics textbooks. The data were analyzed using frequency count and percentages. The result showed that among the recommended textbooks, only Textbook B (New Approach Economics) had the specified activities for teachers and students. The result further showed the level of appropriateness of Textbook D (78%), Textbook B (67%), Textbook C (64%) to be high while Textbook A (42%) was moderate. The study concluded that the specified learning activities were not available in all the textbooks and that the appropriateness of the graphical illustrations in the textbooks were between high and moderate level.
APA, Harvard, Vancouver, ISO, and other styles
6

Pramono, Satrio Aji, and Eri Kurniawan. "A MICRO ANALYSIS STUDY OF PRAGMATIC CONTENT IN INDONESIAN ELT TEXTBOOKS." Jurnal Pendidikan Bahasa 9, no. 1 (2020): 92. http://dx.doi.org/10.31571/bahasa.v9i1.1673.

Full text
Abstract:
This study aims to explore the frequency of pragmatic content occurrence represented as speech acts of thanking and apologizing in two Indonesian ELT textbooks: a prescribed textbook published by Ministry of National Education and a commercial textbook. Pragmatic content of two ELT Textbooks entitled When English Rings the Bell and English on Sky were analyzed using Martinez’s Framework on Speech act of thanking and apologizing. The result indicated that a number of speech acts of thanking and apologizing have sufficiently provided by both prescribed and commercial textbook. However, while there are various strategies which can be used to perform speech acts of thanking and apologizing, both textbooks failed to take into account the inclusion of those strategies. It is therefore advisable for language teachers to employ other authentic language sources to enhance learners’ pragmatic competence.
APA, Harvard, Vancouver, ISO, and other styles
7

Medema, Steven G. "Textbooks as Data for the Study of the History of Economics: Lowly Beast or Fruitful Vineyard?" HISTORY OF ECONOMIC THOUGHT AND POLICY, no. 2 (October 2012): 193–207. http://dx.doi.org/10.3280/spe2012-002012.

Full text
Abstract:
Historians of economics have paid minimal attention to the diffusion of economic ideas in the textbook literature. Given the low esteem in which textbooks are held as embodiments of scholarship and the propensity of historians of economics - and intellectual historians generally - to focus on the production of scholarship through more lofty venues such as journal articles and scholarly books, this lack of attention to the textbook literature is in some ways understandable. This article argues that the textbook literature constitutes an incredibly rich data source for the historian of economics. In doing so, it offers illustrations from the treatment of the Coase theorem in the textbooks, with a view both to showing how the textbook literature enhances our understanding of the diffusion of economic ideas and how attempts by authors to grapple with new ideas in the context of the textbook literature can result in divergences between how these ideas are treated in the scholarly and textbook literatures.
APA, Harvard, Vancouver, ISO, and other styles
8

Bütüner, Suphi Önder. "Content and Problem Analysis in Turkish and Singaporean Mathematics Textbooks: The Case of Multiplying Fractions." Journal of Research in Mathematics Education 10, no. 2 (2021): 117. http://dx.doi.org/10.17583/redimat.2021.4379.

Full text
Abstract:
In this study, Turkish and Singaporean textbooks were compared in terms of teaching content for multiplying fractions, a subject that most students have difficulty in understanding. The study analyzed the 6th-grade mathematics textbook published by the Turkish Ministry of National Education and its Singaporean counterpart. While the Singaporean textbook covered all meanings of multiplying fractions, the Turkish textbook did not include the operator meaning of multiplying fractions. Compared to the Turkish textbook, the Singaporean textbook included more solution strategies. The number line model was not used in the textbooks of either country, and only one representation format was used to model a fraction multiplication problem. The Singaporean textbook included more fraction multiplication problems than did the Turkish textbook. Many problems in both textbooks were of a one-step fashion and required numerical answers.
APA, Harvard, Vancouver, ISO, and other styles
9

Chatman, Steven P., and Ernest T. Goetz. "Improving Textbook Selection." Teaching of Psychology 12, no. 3 (1985): 150–52. http://dx.doi.org/10.1207/s15328023top1203_9.

Full text
Abstract:
This study describes an objective index-based textbook evaluation method that can be efficiently and reliably applied to large collections of introductory textbooks. The method was designed to help an instructor or textbook review committee reduce the pool of available introductory textbooks to a manageable number for more in-depth treatments. Initial results indicated that there was a great deal of variability among introductory educational psychology textbooks in the extent of their coverage of recent developments in cognitive psychology. Based on the dimensions assessed (key concepts and major theorists referenced), the majority of textbooks were eliminated from further consideration. The advantages and limitations of this and other textbook evaluation procedures are discussed.
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "Textbook study"

1

Baser, Nadiye. "A Case Study Of Elementary Mathematics Teachers&#039." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614403/index.pdf.

Full text
Abstract:
The purpose of this study was to investigate teachers&rsquo<br>ways of using mathematics textbooks while planning the lesson and during the lesson, to document teachers&rsquo<br>views about elementary students&rsquo<br>usage of mathematics textbook during the classroom time and for their homework and teachers&rsquo<br>views about mathematics textbooks&rsquo<br>characteristics. A case study was conducted in a private elementary school with more class hours for mathematics and six mathematics teachers teaching 4th, 5th, 6th, and 7th grade mathematics in this school participated. Data were collected in the spring semester of 2010-2011 academic year through an interview protocol with 16 main questions addressing teachers&rsquo<br>mathematics textbook usage and students&rsquo<br>mathematics textbook usage developed for this study by the researcher through the findings and discussions in the literature. Data analysis was conducted through qualitative methods. The findings of this study showed that participant teachers expressed both positive and negative views about characteristics of textbook and usage of textbook. All of them stated that the textbook was their main tool for lesson preparations and teaching. They followed the curriculum from textbook and decided what to do, how to do, and when to do. Participants underlined that textbook was an effective helper but it needed improvement in many aspects. The findings also showed that teachers viewed that students did not use their textbook efficiently. All of the teachers expressed that students did not prefer to study from textbook if there were not any assignment or homework. Teachers specified that students could improve studying habits from textbook if teachers could direct them efficiently. The findings of this study might be useful to prepare more effective lessons for teachers, to give ideas to teachers for guiding their students for effective textbook usage, and to increase the quality of textbooks.
APA, Harvard, Vancouver, ISO, and other styles
2

Sandberg, Sofia. "Representation and cultural bias : A study focused on three Swedish ESL-textbooks." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44045.

Full text
Abstract:
In the following essay, a study on three textbooks used for educating pupils in Swedish secondary schools in the subject of English is presented. One aim of the study was to investigate how the selection of texts, both fiction and non-fiction, used for reading and listening comprehension purposes and their respective author representations in three Swedish EFL-textbooks could be considered to represent a broad perspective of the English-speaking world. The categories used to find evidence are based on Kachru’s model of Three Circles of English. Furthermore, an additional aim was to uncover evidence of invisibility- and imbalance and selectivity-biases within each textbook’s content. These biases are originally part of the Sadker et al. framework Seven Forms of Bias. The study results indicate that even though all textbooks provide some examples of the English-language from a global perspective, none manage to present a fully balanced and indiscriminate picture of such. Furthermore, the findings suggest that none of the textbooks succeed in providing learners with an evenly distributed array of texts transpiring in, and authors originating from, countries belonging to Kachru’s inner-, as -and- and expanding circle. Instead, it was found that a majority of texts transpire in, and authors originate from, countries within the inner-circle, which further seem to reinforce the perception of a standard English springing from what is by Kachru referred to as the inner, norm-providing circle. Therefore, based on the findings in this study, it is suggested that further research be carried out. In particular, a more substantial number of textbooks should be analysed in order to ensure that the content of EFL-textbooks used in the Swedish educational system agrees with the standards of the core curriculum for English 5.
APA, Harvard, Vancouver, ISO, and other styles
3

Jaffer, Shaheeda. "Mathematics, pedagogy and textbooks : a study of textbook use in Grade 7 mathematics classrooms." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/14964.

Full text
Abstract:
Bibliography: leaves 221-223.<br>This dissertation is concerned with a systematic description of the recontextualization of the practices of a textbook, Maths for all Grade 7 Learner's Activity Book, when it is incorporated into grade 7 mathematics teachers' classroom practices. In particular, the research described here focuses on the impact of the textbook on four grade 7 mathematics teachers' classroom practices. My study forms a sub-project of a larger research project which explores the impact of the textbook, Maths for all Grade 7 Learner's Activity Book, in 14 grade 7 mathematics classrooms. The research design of my study comprised two aspects: an analysis of a chapter from the textbook, Maths for all Grade 7 Learner's Activity Book, and an analysis of its use in classrooms. Data collected included a textbook chapter on measurement and the accompanying chapter in the teacher's guide, questionnaires (learner, teacher and school), teacher interviews, video recordings of observed lessons and learner notebooks. Drawing largely on Paul Dowling's Social Activity Theory and Paula Ensor's extension of this work in her study on teacher education, a theoretical model was developed for the analysis of data. The theoretical model was supplemented with theoretical concepts from Basil Bernstein's sociological theory of pedagogic discourse. While the model was developed in relation to the content and use of a specific textbook, the model can potentially be used for other mathematics textbooks or textbooks from other disciplines. Analysis shows that the textbook, which embodies an inductive, exploratory pedagogy, cannot on its own achieve learner's apprenticeship into mathematics, or teacher's apprenticeship into its privileged mode of teaching mathematics. The analysis of the teachers' use of textbook shows that in most cases, the privileged pedagogy of the textbook differed considerably from the preferred pedagogy of the teachers. Most teachers preferred a deductive pedagogy and used the textbook in ways which fragmented the mathematical knowledge presented to learners, reduced the mathematical complexity of the textbook tasks and consequently transformed the pedagogic intentions of the textbook. The research therefore concludes that the transformative role of the textbook needs to be accompanied by teacher development programmes.
APA, Harvard, Vancouver, ISO, and other styles
4

Ramaligela, Manto Sylvia. "A comparative study of how technology teachers evaluate, select and use commercially prepared technology textbooks." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25508.

Full text
Abstract:
This study explores how technology teachers evaluate, select and use commercially prepared textbooks, comparing practices in well-resourced and medium-resourced schools in South Africa. The study is led by two research questions, firstly how technology teachers evaluate and select textbooks and secondly how technology teachers use textbooks in their classrooms. This is a comparative case study, involving nine schools, sampled for convenience. Data were collected through semi-structured interviews and classroom observation. Two conceptual frameworks were used to interpret data. Evaluation and selection of textbooks were explored in terms of ‘textbook register’, while the use of textbooks was explored in terms of ‘didactical transposition’. From the literature, I extracted seven categories on textbook evaluation. These were content, connections, language, format, activities, context, and teaching strategies. I merged these categories with the two conceptual frameworks to design instruments and analyze data. Results showed that teachers in both contexts regarded the requirements of the curriculum as crucial in textbook selecting. They also regarded suitable activities as very important, and preferred that textbooks clearly present the technological steps. In well-resourced schools, teachers also preferred support in the form of teachers’ guides. There was a clear difference in the ways teachers from the two contexts used textbooks in the classroom. In medium-resourced schools, the relevant section from the textbook was read to class while in wellresourced schools, teachers compiled additional notes, indicating that they set a higher standard for their learners. However, in both contexts teachers explained difficult concepts and used discussions to involve learners in making connections and to reduce the language level used in textbooks. In medium-resourced schools, teachers also allowed learners to code-switch to their mother-tongue language. In terms of activities, teachers in both contexts used textbook activities without adaption but also developed additional activities. In terms of contextualising, teachers discussed or explained content information by relating it with real-life experiences, but didn’t attempt to contextualise textbook activities. Regarding teaching strategies, they mostly used their own preferred strategies instead of that proposed by the textbook. In particular, teachers in well-resourced schools preferred that learners do activities individually, indicating that they valued traditional teaching methods. In this study, the teachers in medium-resourced schools did not question the authority of the textbook. In well-resourced schools, the teachers set a higher standard than the textbook, but at the same time required support in the form of teacher’s guides. This suggests that teachers in both contexts were unsure about what exactly is required by the curriculum in terms of content and pedagogy, and that they did not know how to adapt activities offered in textbooks to suit their context. It is recommended that teachers be assisted by specialists to align textbook evaluation, selection and use with curriculum expectations.<br>Dissertation (MEd)--University of Pretoria, 2011.<br>Science, Mathematics and Technology Education<br>unrestricted
APA, Harvard, Vancouver, ISO, and other styles
5

Chebib, Louay. "Transforming the digital textbook| A modified Delphi study." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3691407.

Full text
Abstract:
<p> Digital textbooks continue to hold the potential to revolutionize the dissemination of knowledge to anyone, anywhere. The understanding needed to reach a new digital paradigm includes tools that are consistent with the needs of a new generation of educators and students. This qualitative modified Delphi study provides a foundation that defines the function, structure, and role of the textbook in education. The textbook is defined as a basic educational resource that provides definitive knowledge, defines and bounds the scope of discussion and learning, and helps assure that the stated learning goals are met. A textbook is an educational resource and may contain other resources. As such, the textbook functions as an educational workspace; digital textbooks need to function as the principal resource in an online or interactive educational workspace that supports a mix of materials, including and regardless of multiple media formats. As is the role of the best technology, a fully functional digital textbook seamlessly encapsulates the educational materials and resources needed by the specific course. The consideration of linear and nonlinear study functions in terms of existing devices and interfaces played a critical role in understanding textbooks. Current PDF-based digital textbooks do not meet students&rsquo; needs. A list of functional considerations, that need to be part of the next generation of digital textbooks, is included in this study. Students need to be able to tailor the interface to best suit their individual preferences. The importance of reducing costs in the marketplace will ultimately decide which technologies will succeed.</p>
APA, Harvard, Vancouver, ISO, and other styles
6

Cheng, Shih-Jen. "Ideology and textbook : a comparative study of language textbook in the Republic of China (Taiwan) and England." Thesis, University of Liverpool, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332600.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Binder, Ella. "World Englishes in Lower Secondary School Textbooks : A comparative study between a Polish and a Swedish Textbook." Thesis, Högskolan i Gävle, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29361.

Full text
Abstract:
The aim of this study has been to find out whether the authors of English textbooks in two EU countries, Poland and Sweden, view diversity and promote World Englishes in the same way or whether there are any differences. The attempt has been made to analyse reading texts in the two textbooks for teaching English as a foreign language, a Polish and a Swedish one, in order to see what different Englishes have been promoted there, and to which extent they are represented in both textbooks. For the purpose of this analysis, Marko Modiano´s descriptive model of World Englishes has been used. The study has shown that the Polish textbook focuses mostly on British and American English, and to a great degree on European countries where English is taught as a foreign language. On the other hand, the Swedish textbook promotes both British and American English, as well as major and local varieties of English, but does not mention European countries, except Great Britain obviously, almost at all. World Englishes are present both in the Polish and in the Swedish textbook but the textbook authors take slightly different approaches in promoting them.
APA, Harvard, Vancouver, ISO, and other styles
8

Yang, Chi Cheung Ruby. "Gender representation in Hong Kong primary English language textbooks : a study of two widely-used textbook series." Thesis, Lancaster University, 2014. http://eprints.lancs.ac.uk/70055/.

Full text
Abstract:
Gender equality has long been an issue for gender and language research from as early as the 1970s to the contemporary era in the 2010s, and gender stereotyping in textbooks is an issue in many different countries (Davis, 1995; see also Blumberg, 2007, 2008). While secondary English Language textbooks published in Hong Kong have already been investigated by Lee and Collins (2008), primary English Language textbooks have rarely been investigated (but see Au, 1992; Au, 2004). Therefore, the present study investigates gender representation in two widely-used primary English Language textbook series, Step Up and Primary Longman Express, by examining two subgenres that can be widely found in all language textbooks: reading passages and dialogues, and visuals. In other words, textual (lexis and grammar), discourse and visual representations of gender are analysed. A combination of different methods is used in this study. First, to answer the research question of how gender is represented in the reading passages in the Step Up and Primary Longman Express series in terms of lexis and grammar (Research Question A), content, linguistic and discourse analyses are conducted. Then, pragmatics and conversation analysis are used to analyse how the discourse of male and female speakers is represented in the dialogues in the two textbook series (Research Question B). Finally, to analyse the representation of gender in the visuals in the two textbook series (Research Question C), the method of visual analysis is used. To make sure that the quantitative results obtained are significant, the chi-square test is also used and log-likelihood values are calculated. The results of this study are encouraging in that males and females are represented similarly and fairly, and show an improvement over previous textbook studies in gender representation. In textual representation of gender, at the lexical level, though males were represented more often than females in terms of having a higher frequency of occurrence of node words, nomination, and pronouns when counted as ‘tokens’ in the two series, both males and females were portrayed as having jobs outside home and engaging in household chores (even if only playing a supportive role for males). At the formal grammatical level, the ‘generic’ use of masculine pronouns to refer to human beings in general could not be found in the two textbook series either. As regards gender representation in dialogues, the results vary between the two textbook series and across different dialogue subgenres. Male/female invisibility and domination in dialogues do not exist, and there are no instances of gender stereotyping in the analysed dialogues of the two series. Finally, in visual representation of gender, though males were represented more than females in the illustrations in the two textbook series, the phenomenon of gender stereotyping in terms of occupations and activities engaged in the illustrations in the selected books of either textbook series is not prominent.
APA, Harvard, Vancouver, ISO, and other styles
9

Law, Wai-han Grace, and 羅慧嫻. "Teachers' evaluation of English textbooks: aninvestigation of teachers' ideas and current practices and theirimplications for developing textbook evaluation criteria." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957985.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Nielsen, Kirstin. "Creationism as a social movement : the textbook controversy." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544150.

Full text
Abstract:
The purpose of this thesis was to analyze the rhetoric of the Creationist-evolutionist textbook controversy. In Chapter II, Leland Griffin's approach to the study of historical movements was used concomitantly with Thomas Kuhn's ideas concerning scientific revolution to explore the first research question: What changes have occurred in the persuasive success rate of the Creationists' textbook battle as it has moved from its stance of "the good versus the evil" toward the stance of the scientist, (including scientific methods of reasoning and observation)?Chapter III explored the second research question: Do the new persuasive tactics, the use of scientific vocabulary, grammar, and forms of argument, provide more effective persuasive persuasive methods than did the earlier approaches. This chapter examined the evolutionary content of secondary school biology textbooks, and in particular, estimated the impact of change in Creationist persuasive tactics used since 1968 upon the content and marketing of secondary biology textbooks. The textbook studies supported the contention that the bifurcated movement has been highly successful. Evolutionary coverage has decreased in biology textbooks since 1968 while biblical creation has seen a definite increase.Currently, however, the two Creationist fronts face a new challenge as their polar views have been observed together in recent legal battles. This polarity in approach has already proven detrimental to the Creationists in recent trials. Chapter IV discussed the implications of this bifurcation of the Creationist Movement. Further, the implications of the current rhetorical crisis were examined. It was recommended that research be continued examining the rhetorical strategies used by the Creationists since 1963. Also, further research in the area of textbook analysis was deemed necessary.<br>Department of Speech Communication
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Textbook study"

1

Chun, Patrick K. C. Cardiology: Textbook study guide. Medical Examination Pub. Co., 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Read, P. A. GCSE law textbook. 4th ed. HLT, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

M, Smith, ed. AS OCR chemistry textbook. Philip Allan, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Marsden, Frances. A junior textbook of stagecraft. Players, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Miller, Jackie Troup. A touch of jazz: Textbook. Texas Association Teachers of Dancing, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sledge, Martha. The Longman textbook reader. Longman, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Claude, Bennett J., ed. Cecil textbook of medicine. 2nd ed. W. B. Saunders, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Cartwright, Kim. Bagus sekali!: Textbook. CIS.Heinemann, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bojczuk, William. Commercial law: LLB textbook. Holborn Law Tutors, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

1954-, Hirst Michael, ed. Textbook on A level law. 2nd ed. Blackstone, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Textbook study"

1

Bouter, L. M., G. A. Zielhuis, and M. P. A. Zeegers. "Study design." In Textbook of Epidemiology. Bohn Stafleu van Loghum, 2018. http://dx.doi.org/10.1007/978-90-368-1741-7_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kleinbaum, David G., Kevin M. Sullivan, and Nancy D. Barker. "Epidemiologic Study Designs." In ActivEpi Companion Textbook. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5428-1_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Strom, Brian L. "Study Designs Available for Pharmacoepidemiology Studies." In Textbook of Pharmacoepidemiology. John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118707999.ch2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Strom, Brian L. "Study Designs Available for Pharmacoepidemiologic Studies." In Textbook of Pharmacoepidemiology. John Wiley & Sons Ltd, 2013. http://dx.doi.org/10.1002/9781118344828.ch02.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Shao-li, Duan, Jiang Zhong-bao, Zhu Tian-yu, and Liu Yun. "Study on Higher Vocational Education Textbook Problem." In Advances in Intelligent and Soft Computing. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24775-0_126.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Strom, Brian L. "The Use of Pharmacoepidemiology to Study Beneficial Drug Effects." In Textbook of Pharmacoepidemiology. John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118707999.ch21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Suissa, Samy. "Novel Approaches to Pharmacoepidemiology Study Design and Statistical Analysis." In Textbook of Pharmacoepidemiology. John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118707999.ch26.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bull, Todd M., and Mark W. Geraci. "Genomic Applications to Study Pulmonary Hypertension." In Textbook of Pulmonary Vascular Disease. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-87429-6_40.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Gawad, Tarek A. "A Case Study from Egypt." In Textbook of Addiction Treatment: International Perspectives. Springer Milan, 2014. http://dx.doi.org/10.1007/978-88-470-5322-9_162.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Drobatz, Kenneth J. "Basics of Clinical Study Design." In Textbook of Small Animal Emergency Medicine. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119028994.ch208.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Textbook study"

1

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

Lebedeva, M. Y., T. S. Veselovskaya, L. Y. Zhiltsova, O. F. Kupreshchenko, and A. N. Laposhina. "LEXICAL PROFILES OF RUSSIAN TEXTBOOKS FOR L1 AND L2 LEARNERS: COMPARATIVE CORPUS STUDY." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-1036-1048.

Full text
Abstract:
This corpus-based study investigates the vocabulary of modern Russian textbooks for primary school children with different language proficiency in Russian (L1, L2 and bilingual children). As there are very limited requirements for this kind of educational materials and no official frameworks of language proficiency for very young learners of Russian, we suppose that the objective analysis of current coursebooks can show the present state of the field and reveal the areas of improvement. In this paper we focus on a detailed frequency analysis of vocabulary items and collocations within different sections of textbooks. For the research purposes a special textbook corpus TIRTEC has been created and annotated. By comparing the lexical content of textbooks, we endeavour to reveal the methodological approach to language teaching of children with different educational needs. Also the data from textbooks is compared to the words frequency range according to Russian National Corpus, so it permits to evaluate modern Russian textbooks in terms of their affinity to the “real” language.
APA, Harvard, Vancouver, ISO, and other styles
3

Vasilieva, Ekaterina, Oxana Dubnyakova, and Olga Suslova. "Workbook as Tool for Motivating Students to Study Grammar." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e1051.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mizgulina, Mariya, Grigory Misochko, and Vladlena Fedianina. "Self-study book of the Japanese Language: theory and practice of development." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0640.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Vikulova, Larisa, Svetlana Gerasimova, Irina Makarova, and Ekaterina Vishnevskaya. "Multimedia Study Aids in Teaching Creative Foreign Language Reading: Personal-Activity Approach." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e1082.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

He, Yang. "Study of Corpus and the Development of English Textbook." In 2016 International Seminar on Education Innovation and Economic Management (SEIEM 2016). Atlantis Press, 2016. http://dx.doi.org/10.2991/seiem-16.2016.75.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Chen, Chen, and Yang Min. "A Study of Textbook Construction for Information Technology Course in College." In 2010 International Forum on Information Technology and Applications (IFITA). IEEE, 2010. http://dx.doi.org/10.1109/ifita.2010.29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Shchetinskaya, Vera A. "Scientifically-Applied Approach To The Linguoculturological Study Of “The Nature” Textbook." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.89.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Zhenwei Shang and Changdi Shi. "The study of personalized and customized e-textbook bases on EPUB3.0." In 2013 International Conference on Mechatronic Sciences, Electric Engineering and Computer (MEC). IEEE, 2013. http://dx.doi.org/10.1109/mec.2013.6885383.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Tang, Yanfei, and Dali Xie. "“Practical Based” study for Practical Based Financial Management Undergraduate Program’s Textbook." In 2013 Conference on Education Technology and Management Science. Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.256.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Textbook study"

1

Bret Linford, Bret Linford. Learning beyond the textbook: Developing dialect-specific grammar in a study abroad context. Experiment, 2013. http://dx.doi.org/10.18258/1568.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

Yoo, Soyung. Hypothetical Would-Clauses in Korean EFL Textbooks: An Analysis Based on a Corpus Study and Focus on Form Approach. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.911.

Full text
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography