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Journal articles on the topic 'Textbook use'
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Reichenberg, Monica. "Explaining Teachers’ Use of Textbooks." Journal of Educational Media, Memory, and Society 8, no. 2 (2016): 145–59. http://dx.doi.org/10.3167/jemms.2016.080208.
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In educational systems without comprehensive systems for regulating textbooks, teachers can exert considerable influence on the use of textbooks. However, existing research has not yet identified the mechanisms of this use. Accordingly, the aim of this article is to examine and explain teachers’ strategic use of textbooks. I administered a questionnaire to 313 Swedish teachers of years four to twelve (for pupils of ten to eighteen years of age). The results demonstrate a pathway between reading practices and strategic textbook use, mediated by textbook satisfaction. Pupils’ reading needs had a negative impact on strategic textbook use. Finally, teachers’ experience had a positive impact on reading practices but no effect on strategic textbook use.
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Miller, Jon R., and Lori Baker-Eveleth. "Methods Of Use Of An Online Economics Textbook." American Journal of Business Education (AJBE) 3, no. 11 (2010): 39–44. http://dx.doi.org/10.19030/ajbe.v3i11.61.
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The rising cost of college textbooks over the last decade provides an opportunity for alternatives. Electronic or online textbooks are an effective substitute to the traditional paper-based textbooks, although students have been slow to transition to the new method. A custom, professor-written online textbook not only addresses the reduction in cost, but also creates a better connection to the material in the course and allows for frequent updates and error corrections. Issues related to reading an online textbook are explored and evidence of methods of student use of the text is provided.
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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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Ragan, Amy, Jenna Kammer, Charlene Atkins, and Rene Burress. "Learning to read online: the effect of instruction on e-textbook use." Library Hi Tech 37, no. 2 (2019): 293–311. http://dx.doi.org/10.1108/lht-01-2018-0011.
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Purpose The purpose of this paper is to examine the effect of library instruction on the use of e-textbook features in a seventh-grade science class in Budapest, Hungary. Using the theory of value-expectancy, library instruction was designed to show students how the e-textbook features would improve their study habits. Design/methodology/approach Using a time-series, within-subject design, the researchers examined the students’ use of e-textbooks before receiving library instruction, and then again after receiving library instruction. Data were collected from student survey responses, focus group interviews, and digital library usage. A repeated-measures t-test was used to compare data collected prior to and following the instructional sessions. Findings The results indicate that the use of e-textbook features (glossary, audio, quizzes, notes, highlighter, and video) increased after library instruction. While the use of e-textbook features increased, this did not translate to other types of e-books: the use of the digital library did not increase. Research limitations/implications This paper has implications for research on the use of e-textbooks in academic settings. Baseline findings support the existing literature that shows that students do not use all of the features of an e-textbook. The research in this study adds that direct instruction on those features will increase use. Practical implications Librarians and teachers may want to consider direct instruction on e-textbooks. While it may not increase digital library usage, it may benefit the student learning experience. Originality/value This study builds on the work related to the student experience of using e-textbook. It highlights the value of library instruction in improving the student experience and use of e-textbooks.
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Vander Waal Mills, Kristyn E., Mark Gucinski, and Kimberly Vander Waal. "Implementation of Open Textbooks in Community and Technical College Biology Courses: The Good, the Bad, and the Data." CBE—Life Sciences Education 18, no. 3 (2019): ar44. http://dx.doi.org/10.1187/cbe.19-01-0022.
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One challenge facing students today is high textbook costs, which pose a particularly difficult obstacle at community and technical colleges, where students typically have lower incomes and textbooks constitute a larger proportion of the overall cost of education. To address this, many advocate for using open-source textbooks, which are free in a digital format. However, concerns have been raised about the quality and efficacy of open textbooks. We investigated these concerns by collecting data from general biology classes at four community and technical colleges implementing traditionally published (non-open) and open textbooks. We compared student outcomes, textbook utilization methods, and perceptions of textbooks in these courses. In generalized linear statistical models, book type (open vs. non-open) did not significantly influence measured student outcomes. Additionally, survey results found that students and faculty perceived the open textbook as equal in quality to other textbooks. However, results also suggested that student textbook use did not always align with faculty expectations. For example, 30% of students reported reading their textbooks compared with 85% of faculty expecting students to read the textbook. Finally, faculty who implemented open textbooks expected the textbook to be used more often for reference and review compared with faculty who use traditional textbooks.
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Cuttler, Carrie. "Students' Use and Perceptions of the Relevance and Quality of Open Textbooks Compared to Traditional Textbooks in Online and Traditional Classroom Environments." Psychology Learning & Teaching 18, no. 1 (2018): 65–83. http://dx.doi.org/10.1177/1475725718811300.
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The bulk of previous research on students' perceptions of open educational resources have lacked a control group of students rating traditional textbooks. Moreover, few studies have examined differences in the perceptions of online students and those taking classes in the classroom. A 2 × 2 cross-sectional design was used in which 925 students, assigned either a traditional textbook or an open textbook in either an online or classroom environment, were recruited to complete an online survey. Students assigned open textbooks were almost twice as likely to report using their textbooks, they used them more frequently, and for more time per week overall. Students assigned open textbooks also perceived a greater degree of overlap between the textbook, lecture, and quiz material than did students assigned traditional textbooks. Finally, ratings of the open textbooks were significantly higher than ratings of the traditional textbooks overall and on 11 of 15 different dimensions. Few differences in the online and classroom students were detected, suggesting both groups experienced similar benefits of the open textbooks. These findings demonstrate that replacing traditional textbooks with open textbooks may help to offset some of the financial hardships students face while improving students' engagement and satisfaction with their assigned textbook.
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Chowdhuri, Meghna Nag. "Textures of Transaction: Exploring the Heterogeneity in Primary Teachers’ Engagements with Mathematics Textbooks in Delhi." Contemporary Education Dialogue 18, no. 1 (2021): 117–47. http://dx.doi.org/10.1177/0973184920984517.
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For more than a decade, government primary-school teachers in many parts of India have been using mathematics textbooks based on National Curriculum Framework 2005 (NCF 2005). While curriculum and textbook development is often debated, teachers’ use of textbooks does not receive enough attention in policy and research. This article, drawing from a multiple-case study of 10 teachers, using classroom observations and teacher interviews, explores different ways in which teachers use the Math-Magic mathematics textbook in Delhi’s government primary schools. The findings demonstrate heterogeneity in the ways in which teachers use textbooks, which are the dominant teaching resource in these schools. Teachers use different degrees of agency in textbook use—from avoiding the textbooks to designing their lessons. These are influenced by their views about the textbooks, as well as their institutional realities. Finally, this heterogeneity offers a useful approach to understanding textbooks, and their relevance to teaching beyond being viewed as teaching scripts.
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Kalyany Ponnusamy, Nithya, Shanti C Sandaran, Nur-al Huda Hashim, and Iswaran Gunasegaran. "Evaluation of Year 6 KSSR English (SK) Textbook: Teachers’ Perspectives." LSP International Journal 8, no. 1 (2021): 67–80. http://dx.doi.org/10.11113/lspi.v8.17232.
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Textbook evaluation is the process for ensuring that the right textbook is selected for use in the teaching and learning scenario. During educational reforms, such as the adoption of the Common European Framework of Reference for the ELT scenario, textbook evaluation should be a crucial part of the textbook selection process. In Malaysia, with the adoption of CEFR, new books such as the Super Minds and Get Smart, which are imported textbooks, have replaced locally produced books. The Year 6 KSSR (SK) English textbook is currently still in use but would be phased out in the near future as part of the CEFR reform. Since the introduction of the ‘global’ textbooks, there have been mixed concerns amongst teachers and researchers about the suitability of the imported textbooks. This study investigated the effectiveness and suitability of the currently-in-use KSSR Year 6 English (SK) textbook, which was locally produced. It looked at the perceptions of teachers on the general attributes of the textbook, such as syllabus and curriculum, the methodology, the book’s suitability to learners, as well as the learning-teaching content such as skills, grammar, vocabulary, exercises, and pronunciation, etc. Adopting a mixed method design, Nimehchisalem & Mukundan’s (2015) revised textbook evaluation checklist was used as the instrument for the quantitiative part, where twenty, Year 6 English teachers, from three primary schools in the Kulai district (in Johor) evaluated the textbook. For the qualitative part, five teachers were involved in semi-structured interviews. The findings showed that the teachers perceived the Year 6 KSSR English SK Textbook that is currently used in primary (SK) schools, as highly useful for the learners, in terms of both the general attributes as well as learning-teaching content. Our findings highlight that locally produced textbooks are better suited for our learners, and if imported ‘global’ textbooks replace the local ones, they should first be customized (custom textbooks) that would be infused with local cultures, etc, to be better suited to local learner needs.
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Danişman, Şahin. "Examining Mathematics Teachers’ Use of Curriculum and Textbook." International Journal of Psychology and Educational Studies 6, no. 3 (2019): 61–72. http://dx.doi.org/10.17220/ijpes.2019.03.007.
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Chulkov, Dmitriy, and Jason VanAlstine. "The impact of multiple textbook format availability in business education." Journal of Applied Research in Higher Education 6, no. 1 (2014): 176–86. http://dx.doi.org/10.1108/jarhe-09-2012-0024.
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Purpose – Technology is changing the use of textbooks in higher education. The purpose of this paper is to examine the impact of offering multiple textbook formats in the same economics course using textbooks that provided multiple options including new and used printed books, as well as electronic books. Design/methodology/approach – The study is based on a survey conducted in nine sections of introductory economics classes at a public US university. The study took place within the confines of undergraduate courses that offered textbooks with multiple available formats. A survey collected information about the format each student selected, the factors that students considered when choosing the format, and their overall attitudes about their selection at the end of the semester. Demographic information was also recorded. Findings – The paper finds that students selected a variety of textbook options and identified the factors of cost, ease of use, and learning style as most important to their textbook format decision. Students overwhelmingly support the value of offering choice in textbook formats. In examining student selections further, the paper finds that among students that select an electronic textbook, cost is the dominant factor, while students selecting a new printed textbook mention their learning style and ease of use more often. Students that selected a used printed textbook identified cost, ease of use, and the ability to keep the textbook as factors important to them. Originality/value – This study provides evidence on the impact of having multiple textbook format options within the same course. Overall, the results suggest that the student population has diverse preferences and any uniform policy on textbook format selection may not satisfy the needs of all student groups. Furthermore, students themselves recognize the diversity in learning styles and see value in having options in textbook format selection.
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Duncan Selby, Roger, Korey P. Carter, and Stuart H. Gage. "Survey concerning electronic textbooks." International Journal of Sustainability in Higher Education 15, no. 2 (2014): 142–56. http://dx.doi.org/10.1108/ijshe-03-2012-0022.
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Purpose – A survey of students in different undergraduate majors and years asked where they bought their textbooks, the types of electronic devices they used, and their post-class use of textbook material. The research goal was to determine the groups of students likely most receptive to e-textbooks and to assess the potential environmental benefits of e-textbook adoption. The paper aims to discuss these issues. Design/methodology/approach – The student population of freshmen and juniors registered at Michigan State University were surveyed via e-mail/online in summer 2010. 477 freshmen (7.8 percent of surveyed) and 652 juniors (10.2 percent of surveyed) responded. Responses were grouped together into seven categories by student major. Findings – Surveyed students used far more print textbooks than e-textbooks. Laptops were the dominant student device and their future promise for e-textbook use is limited. The higher-than-expected rate of e-waste generation by students indicates that the environmental benefits of e-textbook adoption may be limited without improvements in e-waste management. However, results suggest that students from all majors and years were willing to experiment with different textbook vendors, so if functionality and cost incentives are improved, e-textbook adoption will likely be a widespread campus phenomenon. Originality/value – Research on e-textbooks often focuses on educational value or student preference; this research instead provides results assessing whether current e-device use on campus will support e-textbooks and whether adopting e-textbooks will have an environmental benefit over print textbooks. The study also reveals that many students learn to adapt their purchasing behavior with experience, and that this trend is widespread throughout all majors.
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Gay, A. Susan, Arlene Barry, Katrina S. Rothrock, and Lisa Pelkey. "Mathematics Student Teachers’ Views and Choices about Teaching and Textbooks in Middle and High School Classrooms." International Journal of Research in Education and Science 6, no. 1 (2019): 120. http://dx.doi.org/10.46328/ijres.v6i1.642.
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A survey of 80 United States middle and high school mathematics student teachers gathered data on availability and use of textbooks and traditional and technology-supported instructional strategies. Findings about textbooks include (1) most classrooms had one or more textbook formats (print, digital or e-textbook) available but did not necessarily expect students to use the textbook; (2) some differences were noted when comparisons were made based on school location, size, and grade level; and (3) student teachers preferred the digital textbook format but there was also support for the print format. Analysis of student teachers’ self-reported use of instructional strategies, including a principal component analysis, revealed use of traditional teaching strategies and student-centered teaching. Student teachers’ views about how best to teach mathematics centered on themes of active learning and ways to meet students’ needs.
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Klymkowsky, M. W. "Teaching without a Textbook: Strategies to Focus Learning on Fundamental Concepts and Scientific Process." CBE—Life Sciences Education 6, no. 3 (2007): 190–93. http://dx.doi.org/10.1187/cbe.07-06-0038.
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Note from the Editor Textbooks are ubiquitous. They are available for almost every conceivable subdiscipline of biology, and few of us would consider teaching a course without using a textbook. Over the years, they have become more colorful, more encyclopedic, and accompanied by more ancillary materials such as CD-ROMs, study guides, and websites. With all these tools to assist our students, it seems reasonable that they are able to learn more and better than ever. Thus, the question most instructors ask themselves is most likely which textbook to use, not whether to use a textbook. But does the use of textbooks really help students learn better? In this Point of View, I invited a commentary on this question from a faculty member who has decided to abandon the use of a textbook in an introductory level cell and molecular biology course. —Gary Reiness
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Tóthová, Martina, and Martin Rusek. "use of eye-tracking in science textbook analysis: a literature review." Scientia in educatione 12, no. 1 (2021): 63–74. http://dx.doi.org/10.14712/18047106.1932.
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Contemporarily available technology has provided researchers quite an accessible method to see through students’ eyes. This offers researchers the chance to re-evaluate teaching materials from their, so far hidden, potential function’s point-of view. In this study, a literature review of research on science textbooks using the eye-tracking method is presented. Relevant journal articles or conference papers indexed on the Web of Science and Scopus databases were selected. From the original 112 papers, 18 were submitted to a thorough analysis after duplicate papers and papers not conforming to the topic were excluded. The studies’ characteristics, topics (influence of textbook design on student learning, distribution of attention, textbook effect etc.) and used methods (the device and measurement, additional methods, methodological issues) are included in the review. (Novice) science education researchers, state officers responsible for textbook evaluation, textbook authors or even teachers can profit from this overview, which clearly shows the state of the art as well as potential research directions.
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Dos Santos, Luis Miguel. "Evaluation of a Foreign Language Textbook Used in the Greater Boston Region: An Evaluation of a Japanese as a Foreign Language Textbook." International Research in Education 5, no. 1 (2017): 152. http://dx.doi.org/10.5296/ire.v5i1.10191.
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Textbook materials continue to play an important role in foreign language teaching and learning classroom. Textbooks are significant because these materials are considered elements in the field of foreign language learning. Teachers are often engaged in the application of textbooks for common teaching goals. Although the significance of the application of textbooks is accepted, ideas on whether textbooks could assist or hinder the teaching–learning process seem polarizing. This study employed a Likert scale survey to collect data on the evaluation of Japanese for busy people I: Romanized version (3rd Edition), a Japanese language textbook for new learners. The survey checklist yielded a highly unusual result, that is, all the participants advocated the use of the textbook. This study was conducted in the Greater Boston region in Massachusetts, MA, USA. Upon investigation, over 30 language learning centers, nearly 20 postsecondary institutions, and above 20 secondary schools were determined to be offering Japanese language courses. A total of 49 participants responded to the survey. None of the participants provided negative comments about the textbook. In addition, over 90% of the participants believed that the textbook materials and exercises were organized, contemporary, and applicable.
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Hanifa, Rizaldy. "EFL Published Materials: An Evaluation of English Textbooks for Junior High School in Indonesia." Advances in Language and Literary Studies 9, no. 2 (2018): 166. http://dx.doi.org/10.7575/aiac.alls.v.9n.2p.166.
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The use of EFL published materials like textbooks are becoming more widespread as they can bring easiness in the classroom by providing teachers with guidelines comprised of syllabus, methodologies, as well as materials for teaching and learning. However, choosing a suitable textbook for their teaching situation is deemed to be one of the most challenging tasks that EFL teachers often face. To get a good picture of the suitability of a textbook, a careful investigation needs to be undertaken. This study focused on the analysis and evaluation of two different English textbooks addressed to junior high schools grade VII in Indonesia, KTSP and curriculum 2013 textbook. Harmer’s (2007) framework was employed to figure out the strengths and weaknesses of each textbook. The analysis revealed that both textbooks are quite satisfactory as they are very affordable, contain interesting layout, attractive designs, and clear instructions, correspond to current ELT methodology, cover all language skills, and comprise a wide range of topics which are familiar and culturally appropriate for learners. Nonetheless, the KTSP textbook does not have add-ons and extra materials; meanwhile, curriculum 2013 textbook is weak in providing authentic listening materials. Therefore, although the teachers manage to use the textbooks as their core materials, they are supposed to make adjustment and supplement them with other materials according to their learners’ needs and their teaching context.
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Knecht, Petr, and Veronika Najvarová. "How Do Students Rate Textbooks?" Journal of Educational Media, Memory, and Society 2, no. 1 (2010): 1–16. http://dx.doi.org/10.3167/jemms.2010.020101.
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This article argues in favor of including students in textbook research. As teachers decide which textbooks to use in their classrooms, they are the ones who influence textbook development. The article presents a research review of students' evaluations of textbooks, demonstrating that inviting students into the debate may result in interesting stimuli for improving textbooks. The article also discusses suggestions based on student feedback.
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Ross, Heather M., Christina Hendricks, and Victoria Mowat. "Open Textbooks in an Introductory Sociology Course in Canada: Student Views and Completion Rates." Open Praxis 10, no. 4 (2018): 393. http://dx.doi.org/10.5944/openpraxis.10.4.892.
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Open educational resources (OER), including open textbooks, are free, adaptable learning resources. The integration of these materials in place of commercial textbooks allows for considerable financial savings for students and creates opportunities for more active and engaged learning. The growing interest in the use of OER at a Western Canadian university led to the chance to survey students for their feedback on using OER instead of traditional commercial textbooks. This paper focuses on the views of students in an introductory sociology course for which an instructor adopted an open textbook and otherwise left the course unchanged from when it was taught with a traditional textbook. In addition, completion rates for the offerings with the open textbook are compared to previous offerings with a commercial textbook.
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Masrupi, Masrupi, Akhmad Baihaqi, and Miftahul Hakim. "The Feasibility of English Textbook for Vocational School." Journal of English Language Teaching and Cultural Studies 3, no. 2 (2020): 54–63. http://dx.doi.org/10.48181/jelts.v3i2.9506.
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The objective of the research is aiming to identify the feasibility of the English textbooks for use by vocational school in Pandeglang regency. To reach the objective, the researchers used qualitative research. The data were collected from three English textbooks used for vocational school, interview, and questionnaire. The techniques of analyzing data were focused on the analysis of materials provided within the textbook with the core and basic competence of 2013 curriculum. The criteria were suggested by National Education Standards Agency (Badan Standar Nasional Pendidikan) and Rajan material design. The findings show that (1) the material relevance to the core and basic competence of 2013 Curriculum of the first English textbook (TB1) is 81.25%, the second English textbook (TB2) is 93.75%, and the third English textbook (TB3) is 87.5%; and (2) the categories of feasible textbook for vocational students for TB1 is 83.3%, TB2 is 91.6%, and TB3 is 75%. These results indicate that the three books are relevant and feasible for use by vocational school students.
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Lin, Yi-Hsuan, Mei-Rong Alice Chen, and Hsiao-Ling Hsu. "Fostering Low English Proficiency Learners’ Reading in a Freshman EFL Reading Class: Effect of Using Electronic and Print Textbooks on Taiwanese University Students’ Reading Comprehension." International Journal of English Linguistics 11, no. 1 (2020): 54. http://dx.doi.org/10.5539/ijel.v11n1p54.
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This study investigated differences in university students’ academic reading comprehension performance, reading strategy use, and perception of the effects of two textbook mediums. Eighty-one students participated in this study. Two textbook formats, hard copies and soft copies of the same textbook were used. A mixed-method research design was used for data collection with paired sample t tests adopted to compare the reading comprehension of two textbooks versions in immediate learning and summative learning on the same group of students, and a questionnaire and semi-structured interviews were employed to probe students’ perceptions. The results indicated that the participants performed no differently on the summative reading comprehension tests, but performed significantly better on immediate tests using the e-textbook. The questionnaire and the interviews showed that half of the respondents still preferred to use print compared to e-textbooks. This study concluded that e-textbooks were not yet positioned to replace print textbooks for university students in Taiwan. Nonetheless, pedagogically, since e-textbooks provide more interactive features than print, they should be considered an integral part of reading instruction.
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Komadina, Isidora D. "Sociocultural Aspect of Foreign Language Textbooks." Филолог – часопис за језик књижевност и културу, no. 23 (August 7, 2021): 211–25. http://dx.doi.org/10.21618/fil2123211k.
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The main goal of studying textbooks is to create an optimal textbook model. A foreign language textbook can be viewed from a theoretical and practical aspect of study. The analysis of Russian language textbooks of a generaleducational type from a theoretical point of view, implies a critical analysis of the structural and content components of the textbook as well as the formulation of the basic principles of its construction. Within the theoretical aspect, the analysis of textbooks can be approached from the socio-cultural plan, which takes place on two levels: content, and structural-organisational.In this paper, we consider whether the content of textbooks has the appropriate elements necessary for acquiring socio-cultural competence, which constitutes socio-cultural content, and how these contents can be presented in textbooks. What criteria do we use to evaluate the socio-cultural content of the textbook and how do we check the adoption of socio-culturalmaterial by students.
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Johnston, David James, Selinda Adelle Berg, Karen Pillon, and Mita Williams. "Ease of use and usefulness as measures of student experience in a multi-platform e-textbook pilot." Library Hi Tech 33, no. 1 (2015): 65–82. http://dx.doi.org/10.1108/lht-11-2014-0107.
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Purpose – The purpose of this paper is to contribute to the understanding of how students accept and use e-textbooks in higher education by assessing their experiences with e-textbooks from Flat World Knowledge (FWK) and Nelson Education during a two year campus pilot. Design/methodology/approach – Students enrolled in one of 11 classes involved in the library’s e-textbook pilot were recruited to complete an online survey including questions related to the perceived usefulness and perceived ease of use of electronic textbooks, as well as their general habits with the textbook. This study uses the Technology Acceptance Model as a framework for analysis. Findings – Students experienced a drop in enthusiasm for e-textbooks from the beginning to the end of the pilot. While research suggests that students prefer for print over electronic in some contexts, students rarely acted on that preference by seeking out available alternative print options. Student experience with the open/affordable textbook (FWK) was very comparable to that of the high cost commercial text (Nelson). Originality/value – While previous research suggests that students have a general preference for textbooks in print rather than electronic, the study suggests that preference may not dictate the likelihood that students will use print options. Students appear to be willing and able to easily make use of the content and functions in their e-textbooks. Despite overall positive reviews for the e-textbooks, students experienced a drop in enthusiasm for e-textbooks from the beginning to the end of the pilot.
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Azmin Md Zamin, Ainul, Mahmoud Elfeky, Rafidah Kamarudin, and Faizah Abd Majid. "A Corpus-based Study on the use of Phrasal Verbs in Malaysian Secondary School Textbooks." International Journal of Applied Linguistics and English Literature 8, no. 6 (2019): 76. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.6p.76.
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Phrasal verbs (PVs) are one of the most notoriously puzzling aspects of English language instruction. Despite their difficulty and idiosyncrasies, they are of high relevance for ESL/EFL learners because mastery of PVs is often equated with language proficiency. Different from prior researches, this content analysis study seeks to identify the PVs used in the Malaysian upper secondary school textbooks and the frequency count of each PV in each textbook using a corpus linguistic approach. The most frequently PVs in each textbook were compared to the list provided by Biber et al (1999)’s Longman Grammar of Spoken and Written English corpus. Findings from this study revealed that the selection and presentation of these combinations in the secondary school textbooks used in Malaysia depended more on authors’ intuition rather than on empirical findings and pedagogical principles. There were no clear explanations of Phrasal Verbs in both textbooks that were analysed. Despite the large number of PVs in the corpus, their presentation in the textbooks was far from satisfactory with some being over-repeated at the expense of some others. This paper makes a few suggestions to further improve the present treatment of PVs in the textbooks used at upper secondary schools in Malaysia. It is suggested that accurate definitions and appropriate selection and presentation of PVs should be considered. Rather than relying on intuition, Malaysian textbook writers must consider integrating the use of corpus into their selection of PVs to be presented to students.
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Khojasteh, Laleh, and Nasrin Shokrpour. "Corpus Linguistics and English Language Teaching Materials: A Review of Recent Research." Khazar Journal of Humanities and Social Sciences 17, no. 3 (2014): 5–17. http://dx.doi.org/10.5782/2223-2621.2014.17.3.5.
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Motivation for using corpus linguistics in English language teaching is partly related to the inconsistencies found between the use of lexical items and grammatical structures in the corpora and those in traditional language textbooks that are often largely based on the personal judgments of the materials writers. This lack of fit between the language in the textbook and authentic language use has been reported in many studies; yet, an overview of this aspect has not been carried out. The purpose of this study is twofold: 1) to discuss the importance of corpus linguistics for the development of English language teaching materials, and 2) to present a survey of studies carried out in the last ten years, with particular reference to the mismatches found between the language in various corpora such as Longman Grammar of Spoken and Written English (LSWE) and British National Corpus (BNC) and that used in Finnish EFL textbooks, Malaysian ESL textbooks and Hong Kong secondary textbooks to name a few. The implication of this study is to provide L2 teachers with useful information about pedagogical corpus and the ways in which they can make optimal use of a textbook’s strong points, recognizing the shortcomings of certain exercises, tasks, or entire texts and to show how they can improve the textbook and adapt their teaching materials accordingly.
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Anderson, Talea, and Carrie Cuttler. "Open to Open? An Exploration of Textbook Preferences and Strategies to Offset Textbook Costs for Online Versus On-Campus Students." International Review of Research in Open and Distributed Learning 21, no. 1 (2020): 40–60. http://dx.doi.org/10.19173/irrodl.v20i5.4141.
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As open textbook initiatives are on the rise, a burgeoning literature has begun exploring student perceptions of openly licensed textbooks used in higher education. Most of this research has lacked consideration of potential differences in the perceptions of online and on-campus students and has failed to include a control group of students using traditional textbooks. Therefore, the authors employed a 2 x 2 design to directly compare perceptions of online students with on-campus students assigned either open or traditional textbooks. Students (N = 925) enrolled in multiple sections of psychology courses at a midsized R1 institution completed a survey on their perceptions of their particular book’s format and features, as well as strategies they typically employ to offset the cost of expensive course materials. The results revealed that online and on-campus students report disparate strategies for offsetting the high costs of textbooks, different preferences in textbook formats (print versus digital versus both) when cost is not a factor, and differences in their ratings of the importance of various textbook features. Moreover, the results indicate that the use of open textbooks may increase preference for free digital textbooks over paid printed textbooks. Based on these results, the authors suggest that campuses might consider providing customized support to different student populations as open textbook initiatives gain in popularity on university campuses. Additionally, they suggest that prior exposure to open textbooks may increase students’ willingness to use openly licensed materials in future courses. They recommend future research on this question, using a longitudinal within-subjects designs.
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Syarifah, Syarifah. "Analisis Seleksi dan Gradasi Materi Buku Teks Al-Arabiyyah baina Yadaik." SUSTAINABLE: Jurnal Kajian Mutu Pendidikan 3, no. 1 (2020): 35–54. http://dx.doi.org/10.32923/kjmp.v3i1.1387.
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In achieving learning objectives, one of very important component is the right textbook. The use of appropriate textbooks greatly affects the success of learning. Therefore, the analysis of a textbook, in this case, a textbook for Arabic learning, is very important to do. The purpose of this study is to describe the selection and gradation of material in the Arabic textbook Al-Arabiyyah baina Yadaik. The type of research used in this study is library research, using the content analysis method. The object of this research is Arabic textbooks that are widely used in the world of education, especially universities, namely: Kitab Al-Arabiyyah baina Yadaik volumes I and II. Based on this this study it can be concluded that the material selection in the Al-Arabiyyah baina Yadaik textbook has fulfilled the principles of material selection: frequency, range, availability, coverage, and learnability. The gradation of material in the textbook Al-Arabiyyah baina Yadaik, generally, has fulfilled the principles of gradation. If viewed in terms of type, the book Al-Arabiyyah baina Yadaik uses a rotating gradation pattern, whereas if it is based on language categories, the textbooks uses a national-functional gradation pattern.
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Destiani, Destiani, Andayani Andayani, and Muhammad Rohmadi. "PERBANDINGAN DEIKSIS PADA DUA BUKU AJAR: ANALISIS KONTRASTIF BIPA DAN BAHASA INGGRIS." Jurnal Pendidikan Bahasa dan Sastra 18, no. 2 (2019): 151–62. http://dx.doi.org/10.17509/bs_jpbsp.v18i2.15505.
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Indonesian language is a foreign language at Sebelas Maret University for students from abroad. Foreign students who communicate with English encounter difficulty to understand and use deixis. This study tried to contrast deixis on two textbooks, Bahasa Indonesia bagi Penutur Asing (BIPA)/Indonesian for foreigner and English textbook. The study was conducted through qualitative study with contrastive analysis. AntConc version 3.4.5 was used to identify deixis corpus from BIPA textbook. The concordance from the BIPA textbook was compared with sentences on the English textbook. The analysis found that deixis from those textbooks were different in term of position, form and use. Indonesian deixis can either precede or follow a noun or verb while English deixis appeared only before a noun or verb. When coming together with plural noun, English deixis changes in the form, meanwhile Indonesian’s is not. Based on this study, BIPA teachers are suggested to bring concrete samples during teaching deixis.
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Havrylyshena, Olena. "The electronic textbook as a modern learning tool." IMAGE OF THE MODERN PEDAGOGUE 1, no. 3 (2021): 5–10. http://dx.doi.org/10.33272/2522-9729-2020-3(198)-5-10.
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One of the factors in the modernization of the education system is the creation and use of computer-based learning tool that combines the achievements of modern pedagogical science with the capabilities of information and computer technology. Achieving this goal involves the creation and use of electronic textbooks in the educational process. The legal basis for their use is the Laws of Ukraine «On Education», the Decree of the President of Ukraine «On measures to develop the national component of the global information network Internet and ensure wide access to this network in Ukraine», Orders of the Ministry of Education and Science of Ukraine «On conducting an experiment at the national level on the topic» «Electronic textbook for general secondary education (Е-book for secondary education (EBSE)), August 2018–August 2021», «On approval of the Regulations on the electronic textbook». The article actualized the issue of the introduction of electronic textbooks in the educational process of general secondary education institutions. The essence of interconnected concepts is revealed: «information and communication technologies»; «electronic educational environment»; «electronic educational resource»; «electronic textbook». Based on the analysis of scientific and pedagogical literature of domestic and foreign scientists, the main approaches to the classification of electronic textbooks are presented. Factors and criteria for evaluating the quality of electronic textbooks are described. The analysis of the current legislation on the introduction of electronic textbooks in the educational process of modern school is conducted. Based on the results of research and experimental work on the introduction of electronic textbooks in the educational process of general secondary education, the advantages, disadvantages of their implementation are clarified and the prospects for use are described
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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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Nikolaeva, I. B. "USE BY CADETS OF A MILITARY UNIVERSITY OF AN ELECTRONIC TEXTBOOK IN THE PROCESS OF STUDYING PHYSICS." Современная высшая школа инновационный аспект, no. 3 (2020): 94–101. http://dx.doi.org/10.7442/2071-9620-2020-12-3-94-101.
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The article reveals the features of the use by cadets of a military university of an electronic textbook in the process of studying physics. The relevance of using an electronic textbook in a military university is due to the need to adapt as much as possible to specific general educational and professionally oriented disciplines, increase the activity and motivation of cadets, and strengthen the mastery of educational material. In this study, the electronic textbook is presented as a component of the electronic textbook, which completely replaces or complements the paper version. The author highlighted the distinctive features of the electronic textbook: interactivity, focus on several channels of perception, taking into account the individual characteristics of students, using different ways of presenting information in a dynamic form with links and additional materials, modeling and visualization, activating students' motivation, a combination of theoretical and practical material, opportunities automatic knowledge control. Since training at a military university is related to military service in secrecy, the use of electronic textbooks allows not only to cover the entire cadet staff, improve the quality of training, increase student activity, but also ensure the relevance of training and practical material.
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Hajdin, Goran, and Blaženka Divjak. "Use of Informatics Textbooks in School Classroom." Journal of information and organizational sciences 40, no. 1 (2016): 21–44. http://dx.doi.org/10.31341/jios.40.1.2.
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Textbooks are an integral part of school classroom teaching. Their use has been researched for the past few decades with a focus on a wide variety of aspects. This paper is focused on the published literature relative to textbooks with a special focus on the pedagogical use of textbooks within school classroom of informatics. Sixty two papers of various topics related to textbooks have been analyzed. The focus was placed on a) identifying the most influential papers related to textbooks where we identified nine key papers; b) prevailing topics in research papers related to informatics’ textbooks where analysis showed that most papers related to textbooks and informatics are focused on textbook content; c) identifying which topics have been researched in other fields related to use of textbooks but have not been so far included in surveys related to informatics subject, where we identified five main categories of topics researched in other fields.
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Lekatompessy, Felicia. "An Evaluation of Survival English Textbook Used in Teaching Speaking for First Semester Students in English Education Study Program." IJET (Indonesian Journal of English Teaching) 8, no. 2 (2019): 73–78. http://dx.doi.org/10.15642/ijet2.2019.8.2.73-78.
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Textbooks are one of the important components in language program. It plays significant roles to provide the basis for content of the lesson, the balance of skills taught and the kinds of language practice that students involve in (Richards, 2001). Due to this circumstance, the use of qualified and relevant textbook is highly required to facilitate learning and bring actual learning experience to students. In addition to the selection, the evaluation of the textbooks in EFL context are also at the utmost importance to evaluate whether a particular textbook used in the classroom is a good textbook or not. This study was aimed to evaluate the suitability of the Survival English textbook based on the Content and Contexts criteria of a good English textbook, which proposed by Mukundan (2011), Mukundan et al (2012) and Miekley (2015). The list of statements in a form of questionnaire were addressed to identify 50 students’ assessment of six topics being discussed in the textbook, which was supported by the qualitative data from the interview session. The results of the study were found substantial as the input to develop further Survival English textbook
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Ahl, Linda Marie. "Research Findings' Impact on the Representation of Proportional Reasoning in Swedish Mathematics Textbooks." Journal of Research in Mathematics Education 5, no. 2 (2016): 180. http://dx.doi.org/10.17583/redimat.2016.1987.
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This article investigates the impact of research findings on the representation of proportional reasoning in two commonly used Swedish mathematics textbook series for grades 7-9. A research-based framework that identifies five learning goals for understanding of proportional reasoning was used to analyse the textbooks. The results brought to surface a gap between research findings of important issues to address and the actual design of mathematics textbooks. Both textbook series make use of an effective range of representations. Besides that, the analysis shows low impact from research findings concerning the importance of given opportunities to compare and contrast additive and multiplicative situations, identify multiplicative structures and proportional thinking, make use of meaningful symbolic representations, and connect and relate fraction knowledge. The main conclusion is that there are possibilities for improvement in textbook design in relation to understanding proportional reasoning.
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Chambliss, Marilyn J. "Evaluating the Quality of Textbooks for Diverse Learners." Remedial and Special Education 15, no. 6 (1994): 348–62. http://dx.doi.org/10.1177/074193259401500604.
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Current methods of textbook evaluation have not led to changes necessary for enhancing the comprehension of diverse learners. These methods have failed to highlight three important comprehensibility features of textbook writing: familiarity, interestingness, and structural coherence. In this article present an evaluation technique that uses graphic organziers to represent textbook material so that it can be evaluated according to these three features. I review relevant research, show how to represent two sixth-grade social studies textbooks graphically, and discuss how publishers, state adopters, district selectors, and classroom teachers could use the technique to improve textbook materials for all students.
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Hoshangabadwala, Alefiyah. "Student Perceptions of Textbook Layout and Learnability in Private Schools." Journal of Education and Educational Development 2, no. 1 (2015): 1. http://dx.doi.org/10.22555/joeed.v2i1.46.
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This research is an exploratory study that investigates students’<br />perceptions pertinent to textbook layout and organization and their<br />evaluation of the textbook ease of learning. The objective is to find<br />out whether the layout dynamics of school textbooks make any<br />difference in students’ interest in studying or subject understanding.<br />73 students from various private schools of Pakistan’s<br />cosmopolitan city Karachi responded to a quantitative survey that<br />gauged their perceptions regarding textbook components such as<br />paper, print, color, and textbook pedagogical features. Findings<br />indicate that students rank print and color above paper quality, and<br />that there is no particular relationship between a book layout and the<br />actual use of textbooks.
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Stakhiv, Maria. "E-textbooks for Ukrainian school: problems of preparing." Proceedings of Vasyl Stefanyk National Scientific Library of Ukraine in Lviv, no. 11(27) (2019): 169–80. http://dx.doi.org/10.37222/2524-0315-2019-11(27)-10.
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The article deals with the effectiveness of electronic textbooks in Ukrainian schools, the understanding of the concept of «electronic textbook» in Ukrainian legislation governing publishing. The article analyses basic principles of creating electronic textbooks on three platform: Bristar, Розумники and MozaWeb. The problems of creating electronic textbooks for elementary school have been highlighted. The prospects for further research and the possibility of using electronic textbooks in the educational process have been described. It has been emphasized that the perception of the term «e-book» has changed. Previously, this term was understood as the device which the reading was carried out, now an e-book is a content that requires playback by individual devices. The multimedia educational publications created in the framework of the experiment of introducing the electronic textbook and the electronic platform and their compliance with the Regulations on the electronic textbook are analyzed. Summarizing our analysis, we can highlight that non-compliance with the Regulations has been identified, such as insufficient playback of products on different operating systems, non-unified design between parts of the publication that are interactive, and content of the print edition that created the electronic version. Some editions which are recommended by the Ministry of Education and Science are difficult to buy for later use, and some of them are only available in the demo version. Keywords: e-learning publication, e-textbook, New Ukrainian School, e-textbook, interactive textbook, multimedia content.
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CIBOROWSKI, JEAN. "Using Textbooks with Students Who Cannot Read Them." Remedial and Special Education 16, no. 2 (1995): 90–101. http://dx.doi.org/10.1177/074193259501600204.
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Too many students have difficulty comprehending information presented in the textbooks intended for their use. One reason for this is that textbooks are often organized so that the task of reading and thinking about them is made unduly difficult. Further, teacher editions offer little in the way of helping teachers improve the textbook's usability for students who struggle with reading. This article summarizes the existing literature on effective textbook instruction. The author then proposes how special educators and content instructors can combine their talents to compensate for poorly written books and maximize good books when teaching all their students, but particularly those students who do not learn in the expected ways.
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Yu, Jeong-Su, and Pyung Kim. "Analysis of Factors Affecting Digital Textbook Pricing in Korea." International Journal of Higher Education 8, no. 3 (2019): 171. http://dx.doi.org/10.5430/ijhe.v8n3p171.
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The use of paper books for teaching and learning has many limitations in terms of cost and efficiency. The advantages of digital textbooks are emphasized in many studies. Researchers say that the use of digital textbooks as mediators of the 21st century provides the ability to solve a variety of educational and learning problems for the future. However, many stakeholders in education, such as teachers, students, parents, publishers and educators, are not prepared to accept it and infrastructure is incomplete. In Korea, digital textbooks are used in classrooms in 2018. Publishers are creating new digital textbooks containing sophisticated digital content in accordance with government guidelines, teachers want to create customized lessons for each student level, and profitability and market expectations are changing the importance of digital asset pricing in the textbook market. In this paper, we explore factors that affect digital textbook pricing, to help publishers maximize revenue over their product lifecycle.
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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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Nashriyah, Rizka Maulida, Yuni Setia Ningsih, and Yunisrina Qismullah Yusuf. "ADDRESSING GENDER BIAS ISSUES IN ELEMENTARY SCHOOL EFL TEXTBOOKS: AN ANALYSIS OF GROW WITH ENGLISH." Humanities & Social Sciences Reviews 8, no. 3 (2020): 56–63. http://dx.doi.org/10.18510/hssr.2020.837.
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Purpose of the study: A textbook is a book containing comprehensive teaching-learning materials for a certain subject which is regularly used by both teachers and students at school. Textbooks should not contain unfair content or matters, such as gender bias. This study was conducted to examine the extent to which gender bias appears in the EFL textbook mostly employed in Aceh, Indonesia.
 Methodology: This research was aimed at investigating the representation levels of gender in English elementary textbooks of Grow with English book 4, book 5, and book 6. A content analysis method was used, for which every page of the textbooks was investigated to explore the five aspects of visibility, priority, feminine/masculine generic construction, activity, and occupation.
 Main Findings: The result of the investigation shows that every textbook contains gender bias of various representation levels. Males dominated three categories, namely priority, activity, and occupation. Meanwhile, females are only dominant in the visibility category. The results suggest that the EFL textbooks mostly used in Aceh are still not free from gender bias issues.
 Applications of this study: Indonesia is a country where English is used as a Foreign Language (EFL). Indonesian schools are apt to use textbooks written by Indonesian authors as the major source for English instruction in schools. Therefore, researchers should focus their attention on the content of English textbooks used in schools because they become the guidance for these students in learning.
 Novelty/Originality of this study: The results of the study suggest that the EFL textbook should be considered for revision to ensure that it is free from unfair content. This is aimed at national textbook designers when they have to produce a textbook for Indonesian learners so that the books they make available to schools are free from gender bias issues in the textbooks.
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Gurney, Laura, and Adriana Díaz. "Coloniality, neoliberalism and the language textbook." Language, Culture and Society 2, no. 2 (2020): 149–73. http://dx.doi.org/10.1075/lcs.20003.gur.
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Abstract In this article, we question the presumed presence of the textbook as sine qua non in languages education. Contextualising our discussion within Spanish as a foreign language (SFL) in higher education, we illuminate the overlapping ideological, historical and economic forces that frame and shape language practice through textbooks. In a field in which decolonial and poststructuralist approaches to language and languages education are gaining traction, the textbook thwarts theoretical and practical complexification of language beyond monolingual depictions of languages as ahistorical and context-free systems which unproblematically transport meaning across time and space. Furthermore, the status of the textbook as a producible and consumable item cannot be overlooked. On the basis of our critique, we conclude that the use of textbooks generates serious tensions in practice for those wishing to pursue emergent, emancipatory linguistic frameworks in languages education.
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Erika, Cicilia Nian. "PENGEMBANGAN BUKU AJAR BAHASA INDONESIA TERINTEGRASI PENDIDIKAN KARAKTER BERDASARKAN PENDEKATAN KOMUNIKATIF." Jurnal Pendidikan Bahasa dan Sastra 19, no. 2 (2019): 267–79. http://dx.doi.org/10.17509/bs_jpbsp.v19i2.24832.
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The research and development of Indonesian textbooks is very important especially for the textbook which integrates character education using communicative approach. Many textbooks have been published, but they are often only for reference in assignments and exercises. The existing textbooks do not fully use text that is a genre in learning Indonesian, namely the pedagogic genre. This research aims to produce forms of competence, material forms, forms of tasks, and forms of assessment in the development of Indonesian Language and Literature textbooks integrated with character education based on communicative approaches for junior high school. The method used was research and development with reference to the Borg and Gall model. The showed that learning devices, teaching books, are feasible to implement. In addition, practitioners' assessment of the implementation of this textbook is 3,526 categories "Good". Likewise, the assessment of students in the three aspects occupies the highest category of Good. Therefore, the development of the Indonesian Language and Literature textbook can already be said to be feasible to use for the teachers and the students of Junior High School, especially for SMP Pangudi Luhur 1 in Yogyakarta.
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Sunarko, Vivin, Nani Haro, Ira Tresnawati Sitorus, Pingky Ayu Sitorus, and Erikson Saragih. "A Content Analysis of "Joyful" English Textbook for Primary Grade II." Journal of English Education 4, no. 2 (2019): 77–88. http://dx.doi.org/10.31327/jee.v4i2.1107.
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It is widely known that textbook holds an important role as one of learning sources in education. Textbooks used in schools must be compatible with 2013 curriculum, the newest curriculum applied in Indonesia. But it is found that some teachers complained how the content of textbooks doesn’t fit the objectives specified in 2013 curriculum. Therefore, research regarding analysis of textbook content feasibility is crucial to be conducted to decide whether a particular textbook feasible to be used for academic purposes. In this research, the researchers chose “Joyful” English textbook for Primary Grade II as the research object. The analysis was based on BSNP textbook content feasibility rubric which includes the compatibility of materials with KI and KD, the accuracy of materials and supporting materials. The aim of this research is to know how “Joyful” English textbook for Primary Grade II fulfill the textbook content feasibility specified in 2013 curriculum. Qualitative approach was applied in this research. The method used was content analysis method. In collecting the data, the technique used by the researchers was documentation. The data was analyzed using document checklist and percentage formula. The results showed that “Joyful” English textbook for Primary Grade II fulfills the textbook content feasibility by 79,17% so it was concluded that “Joyful” English textbook for Primary Grade II is feasible to be used at schools. However, because it isn’t 100% feasible, the researchers encouraged English teachers who want to use “Joyful” English textbook for Primary Grade II to cover the weaknesses by finding another learning source relevant to the learning objectives specified in 2013 curriculum.
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Errington, Alison, and David Bubna-Litic. "Management by Textbook." Journal of Management Education 39, no. 6 (2015): 774–800. http://dx.doi.org/10.1177/1052562915594839.
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Critical thinking is widely regarded as a crucial capability for competent management and also for any leadership role in society. In this article, we ask, “How do textbooks play a role in the weakness of many management graduates’ critical thinking skills?” Management teachers can find plentiful advice about best teaching practices, yet the critical skills gap remains. We argue that the nature and use of management textbooks intersect and interact with students’ epistemology to support a culture of surface learning, resulting in a failure to develop critical thinking skills. Textbooks reinforce underdeveloped student epistemology through limitations of content and position students as passive recipients of an authoritative version of oversimplified knowledge. In our survey of 30 successful management textbooks, we found the majority of popular management textbooks potentially inhibit, or only weakly support, the development of students’ capacity for critical thinking. The article concludes with suggestions for improving textbooks and textbook choice or considering alternatives.
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Parulian, Hendra Gunawan, and Manihar Situmorang. "INOVASI PEMBELAJARAN DI DALAM BUKU AJAR KIMIA SMA UNTUK MENINGKATKAN HASIL BELAJAR SISWA." JURNAL PENELITIAN BIDANG PENDIDIKAN 19, no. 2 (2013): 67. http://dx.doi.org/10.24114/jpp.v19i2.3056.
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Abstract Learning innovation of chemistry textbook to improve students achievement of senior high school students is explained. The study is carried out through development of innovative textbook, standardization to meet the standard textbook requirement based on BNSP and UNESCO standar, and implementation of the textbook as learning media in the class. Text book development is conducted to enrich chemistry materials based on the curriculum followed by innovation by integrating teaching method and learning media into the textboox. The developed textbook is the standarized by expert judgement. Finally the innovated textbook is then used as learning media on the teaching of chemistry to year XI senior high school students. The research showed that learning innovation into the textbook has successfully been done. Innovated textbook is found very effective to improve students achievemen in chemistry. Students achievement in experimental class which were taught by innovated textbook is found higher thatn that in control class that are taught by ordinary references. The students are interested to use innovated textbook. Innovated textbook is able to bring students to study independently and bring them moving from teacher centre learning into students centre learning
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Radatz, Hendrik. "Review: What Does the Textbook Say?" Journal for Research in Mathematics Education 16, no. 1 (1985): 67–68. http://dx.doi.org/10.5951/jresematheduc.16.1.0067.
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Of all the aids to teaching and learning in the history of schooling, the textbook is the most venerable and the most disputed. In the school textbook, we meet fundamental problems of didactics. The textbook can aid the reacher in making decisions about instructional content and about pedagogical intention and methodology. The teacher may adopt ideas straight from the book or may modify, or possibly reject, them on the basis of his or her experience, knowledge, or personal concept of “good” mathematics instruction. In any case, the textbook presents essential guidel ines and has a considerable impact on the teacher's activities. At the same time, the textbook is expected to serve as a working manual for the pupil. It ought to motivate pupils, give them a chance to use and experiment with mathematics, and allow them to work out mathematical concepts or problems on their own. Most modern mathematics textbooks indeed claim to be pupils' books, but a closer view shows that they nre really addressed to the reacher. These and other problems concerning how to conceive of, and work with, school mathematics textbooks have seldom been discussed in teacher training programs.
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Jennifer, Jennifer, and Ouda Teda Ena. "Cultural Diversity in the Use of Action Verbs in Indonesian Senior High School English e-Textbooks: A Qualitative Content Analysis." Language Circle: Journal of Language and Literature 14, no. 2 (2020): 211–21. http://dx.doi.org/10.15294/lc.v14i2.23336.
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Having a purpose of providing all Indonesian students with cheap but qualified textbooks, the e-textbooks should be culturally inclusive, which are able to make the students engage with the texts, and later be motivated to learn. Ena (2013) and Wulandari (2019) found cultural biases in English e-textbooks for senior high schools in Indonesia, which could demotivate students from certain cultural groups, which were underrepresented or represented unfairly. Thus, aiming to elaborate to what extent diversity is represented in the action verbs of the e-textbooks studied, qualitative content analysis was chosen for this study. The reseachers were the main instruments, followed by categorizations and interraters. The results showed there was ethnicity bias. There was no Melanesian animal subjects using action verbs at all in all the e-textbooks and Melanesian human subjects never dominated any e-textbook, while Foreign subjects, who in reality are less in number than the Melanesian, dominated the e-textbook for grade X. Since there was ethnicity bias in the e-textbooks, all the parties involved in the creation of the e-textbooks should either vary the writer team’s ethnicities or vary the texts’ cultural settings and make them in line with the population rank of ethnicities in Indonesia.
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To, Vinh. "Grammatical Intricacy in EFL Textbooks." International Journal of English Language Education 5, no. 2 (2017): 127. http://dx.doi.org/10.5296/ijele.v5i2.12087.
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Grammatical intricacy is an important concept in charactering complexity of language (Halliday, 2008). However, this concept has not yet been fully investigated in the teaching and learning of English as a foreign language (TEFL), particular in English as a foreign language (EFL) textbooks in higher education. This paper aims to examine grammatical intricacy across textbook levels in a book series used in tertiary education in the Vietnamese context. This is part of a larger research project looking at linguistic complexity of English textbooks in the TEFL setting. The research employed Systemic Functional Linguistics (SFL) as the main theoretical framework and Halliday’s method as a measure of grammatical intricacy to look at how this language feature was used in reading comprehension texts in four textbooks at different levels including elementary, pre-intermediate, inter-mediate and upper-intermediate. The findings revealed that grammatical intricacy increased in accordance with the book levels. Particularly, the mean scores of grammatical intricacy showed a gradual increase from the elementary to the intermediate book level; though they were not different significantly and the upper-intermediate textbook did not show the topmost grammatical complexity. These findings suggest that the use of grammatical intricacy in the investigated textbooks was appropriate for EFL learners across levels; however, the use of other linguistic features such as lexical density and nominalisation may potentially impact the use of simple clauses in the textbooks at a higher level. Thus, further investigations are recommended to fully explore the complexity of textbook language.
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Irsyadillah, Irsyadillah, and Raihani Raihani. "College Students’ Use of Accounting Textbooks: An Indonesian Perspective." Jurnal Dinamika Akuntansi dan Bisnis 7, no. 2 (2020): 205–20. http://dx.doi.org/10.24815/jdab.v7i2.17393.
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Due to the limitations of accounting textbooks, students do not realize a broader potential of accounting can make to society outside a scorekeeping practice ascribing priority to shareholders. The purpose of this study is to explore how students in Indonesia use the recommended introductory financial accounting (IFA) textbook to understand whether they use it in a way that allows a more nuanced, contextual and broad-based understanding of accounting. Drawing on the results of four focus groups conducted with students who represent four accounting degrees of Indonesian universities, the study reveals that students are strongly attached to the recommended textbook. It seemed they could not get away from having to use the text if they were to succeed in the course. Therefore, the intellectual source of these students was solely the neoclassical economic paradigm, the primary emphasis of which is satisfying the materialist desires of shareholders. This was evident in the perspectives of both students of conventional and Islamic accounting programs.
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Nopiyanti, Hera, Abdul Asib, and Sri Samiati Tarjana. "THE STUDENTS AND TEACHER’S VIEWS ON THE USE OF E-TEXTBOOKS IN READING CLASSROOM." Journal of English Education 4, no. 1 (2019): 1–15. http://dx.doi.org/10.31327/jee.v4i1.859.
Full textAbstract:
Since the development of information technology grows rapidly, the educational institutions are offered various media or tools of instruction supporting and enhancing teaching and learning process. E-textbooks are a variety of technology which changes the experience of classroom language from traditional into paperless in reading classroom. This technology facilitates the teacher and the students to utilize computer and paper-based reading tasks in realizing the functions of the e-learning environment. It creates an atmosphere of independent acquisition and quality pedagogical strategies which can improve the efficiency of teaching and learning. The use of electronic textbook completed by hypertext and multimedia tools clearly demonstrated the advantage of this technology compared with traditional textbooks. This research is about the teacher and students’ views on using e-textbooks for reading in EFL classroom. This research aims to identify, describe, and analyze teacher and students’ perceptions on using e-textbooks technology as the paper textbooks in teaching and learning reading for Indonesian lower secondary school. Mix method of qualitative and quantitative was applied in the research. The research was conducted on an English teacher and the twenty-five eighth-grade students who used e-textbooks in reading classroom of Islamic junior high school in Lampung, Indonesian. The techniques of data collection used were interviews, questionnaires, observation, and documentation. The results showed that the teacher and majority of the students had a good perception of using e-textbooks. Considering insufficiently available textbooks provided by the government which do not meet students’ need and interest, the teacher should find out and develop many other resources for teaching and learning in the classroom. However, e-textbook technology will not displace traditional paper textbooks in the future, but they will become the perfect complement to paper textbooks.