Relevant bibliographies by topics / Textbooks – History

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Academic literature on the topic 'Textbooks – History'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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Journal articles on the topic "Textbooks – History"

Williams, Frances Janeene, and Linda B. Bennett. "The Progressive Era: How American History Textbooks' Visuals Represent Women." Social Studies Research and Practice 11, no. 1 (2016): 124–35. http://dx.doi.org/10.1108/ssrp-01-2016-b0008.

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Studies of the representation of women in United States history textbooks, both in number and manner in which they appear, have found women are inequitably represented as compared to their male counterparts and are viewed through a patriarchal lens. This study analyzed a contemporary high school United States history textbook’s representation of women in the Progressive Era compared to an earlier edition textbook. Using their visual representation of women, it was found that the textbooks continued the patriarchal view of women and their roles in society. Although the number of representations

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Nyström, Daniel. "Ongoing History Writing in History Textbooks." Journal of Educational Media, Memory, and Society 15, no. 2 (2023): 95–116. http://dx.doi.org/10.3167/jemms.2023.150205.

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Abstract This article addresses the ways in which Swedish history textbooks for upper secondary schools published between 1994 and 2011 deal with the most recent past. The textbooks are chronologically organized and follow history into the textbook authors’ time, and each new edition of the textbooks includes the latest developments. The article inquires as to whether this gradual addition of events is to be regarded as historiography at all, or what the possible difference is between contemporary commentary and historiography. It examines which events and developments are selected, how they a

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ÖZTAŞ, Sezai. "History teachers’ opinion about the 11th grade history textbook." Journal of Teacher Education and Lifelong Learning 5, no. 2 (2023): 955–66. http://dx.doi.org/10.51535/tell.1335521.

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Textbooks are one of the most widely used teaching materials in history lessons. History textbooks are important resources that facilitate the achievement of learning outcomes and ensure the realization of the curriculum. The newly prepared 11th Grade History Textbook and Program were implemented in the 2017-2018 academic year. This study aims to determine the evaluation of history teachers regarding the physical design, educational design, use of visual materials, and assessment and evaluation of the new 11th-grade history textbook. The textbook was developed in accordance with the curriculum

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Matusevich, Melissa N. "Strange Bedfellows: Censorship and History Textbooks." Social Studies Research and Practice 1, no. 3 (2006): 359–73. http://dx.doi.org/10.1108/ssrp-03-2006-b0006.

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In spite of required state curriculum objectives, American history textbooks often become the de facto curriculum defining history. Self-imposed censorship by textbook publishers defines how individuals, groups, and events are portrayed. A 2004 Thomas B. Fordham Institute report concluded that today’s history textbooks are bland with no voice or storyline and have been sanitized and filled with history rewritten to meet the demands of special interest groups. The report also concluded that while American history textbooks now contain more pages, they include less content. Paradoxically, when a

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Sholeh, Kabib. "Values in Indonesian History Textbook." International Journal of Multicultural and Multireligious Understanding 10, no. 10 (2023): 60. http://dx.doi.org/10.18415/ijmmu.v10i10.5078.

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The Indonesian history textbook, the handbook for teachers and students learning history in high school, is compiled by the Ministry of Education and Culture team as teaching material for students. The contents of the published history textbooks have been revised several times to improve the material's content. However, things could still be improved in the material's content or terms of data presentation. Mistakes in history textbooks will have a negative impact on students and their ways of thinking about national history and others. This scientific work aims to objectively analyze and criti

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Sumaludin, M. Maman. "NATIONAL IDENTITY IN HIGH SCHOOL HISTORY BOOK." JURNAL PENDIDIKAN ILMU SOSIAL 26, no. 2 (2017): 139. http://dx.doi.org/10.17509/jpis.v26i2.8887.

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This study aims to analyze national identity in history textbook at the level of senior high school. History textbooks contain material that influenced by ideology which closely related to national identity. The ideology is shown as a manifestation of the nation through history textbooks. The method used to find out the discourse of national identity in textbooks using Fairclough critical discourse analysis to analyze the contents and discourses of national identity in history textbooks. The results showed that the influence of the government is very strong on sample of history textbook. The i

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Novianto, Victor, Hieronymus Purwanta, and Bayu Ananto Wibowo. "The The Presentation Quality of Indonesian High School History Textbooks During the New Order Administrative and After (1975-2008)." Diakronika 22, no. 1 (2022): 36–57. http://dx.doi.org/10.24036/diakronika/vol22-iss1/232.

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This study aimed to analyze the presentation quality of history textbooks used for the national curriculum 1975-2008. The function of the Presentation is to develop students' independent learning. The method used in this study is content analysis. Contents of the history textbooks were analyzed and assessed for presentation aspects using the textbook criteria developed by the Board of National Standards for Education. The result shows that attention for Presentation began on history textbooks for the 1984 curriculum and grew in the following periods of curriculums. The presentation aspects of

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Rosita, Rita. "Meningkatkan Keterampilan Membaca Kritis Buku Teks dalam Belajar Sejarah Melalui Metode Search, Solve, Create and Share (SSCS)." FACTUM: Jurnal Sejarah dan Pendidikan Sejarah 9, no. 2 (2021): 175–90. http://dx.doi.org/10.17509/factum.v9i2.27155.

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Students’ critical reading skill is being decreasing, especially in learning history. In the other hand, students’ reading skill during learning history is important and has its significance to be developed. The indications can be seen from the ability on finding and comparing reading sources, analyzing readings, making notes from reading results, and sharing information from reading analysis results. Due to the significance of this research, author formulates some problems taken, those are: first, how to develop history learning using methods Search, solve, create, and share (SSCS). Second, h

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GÖKENÇ GÜLEZ, Sema. "The Image of China in Turkish Secondary Education History Textbooks." Gaziantep University Journal of Social Sciences 22, no. 4 (2023): 1538–54. http://dx.doi.org/10.21547/jss.1339706.

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In this study, the image of China and how China has been approached in the 9th, 10th and 11th grade Turkish history textbooks of secondary school was evaluated. Within the scope of the study, compulsory history textbooks, Turkish Culture and Civilization History textbook, Contemporary Turkish and World History textbook published by the Ministry of National Education of the Republic of Türkiye were examined. By considering the basic factors that create the image of China in Turkish history textbooks, how China has been represented in the textbooks and positive, negative statements were analyzed

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Kropman, Marc, Carla van Boxtel, and Jannet van Drie. "Narratives and Multiperspectivity in Dutch Secondary School History Textbooks." Journal of Educational Media, Memory, and Society 12, no. 1 (2020): 1–23. http://dx.doi.org/10.3167/jemms.2020.120101.

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School history textbooks provide an important source of information for learners of history. Textbook narratives of a nation’s past often present a limited frame of reference, which impedes the aim of teaching history from multiple perspectives. This article examines the representation of the Dutch Revolt in two Dutch and two Flemish history textbooks. By taking sentences as our unit of analysis, we analyzed narrative elements and metaphors, which informed us about the level of multiperspectivity in these narratives. We found that Dutch textbooks, in contrast to Flemish textbooks, create their

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Dissertations / Theses on the topic "Textbooks – History"

Myskow, Gordon. "Evaluative language in history textbooks." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6234/.

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This three-module thesis employs quantitative and qualitative methods to investigate evaluative language in Canadian secondary school and university history textbooks. The first module overviews approaches to the study of evaluation and key issues of historical discourse in need of research. The second module proposes a framework (Levels of Evaluation) for investigating history texts that combines methods from Martin and White’s (2005) Appraisal theory, and Hunston’s (2011) Status, Value and Relevance. The third module further theorizes this framework, employing Kress and van Leeuwen’s (2006)

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Mills, Christine Elizabeth. "The portrayal of women in history textbooks." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/885.

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Ismail, Mazeeyah. "Judging Grade 10 History textbooks by their covers." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80445.

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We have always been told not to judge a book by its cover. However, the cover serves as the porthole into the book’s soul. An attractive book cover creates an appetite and one would want to delve into the book. A cover may not reveal the entire contents of the book but it is through the cover that decisions are made to continue reading a book, purchase a book or simply be turned off due to a dull and boring outer appearance. The centrality of history textbook covers shapes an educational response of teachers and learners alike. It creates meaning for the browser, buyer or reader. The idea of a

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Li, Pui-lin, and 李佩蓮. "Evaluation of Hong Kong secondary school chinese history textbooks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957304.

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Li, Pui-lin. "Evaluation of Hong Kong secondary school chinese history textbooks." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833522.

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Landis, Geraldine. "Heroes and villains : an analysis of the treatment of individuals in the world history textbooks /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-172039/.

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Mitchell, Michele D. "The Color Line and Georgia History Textbooks: A Content Analysis." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/sociology_theses/38.

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The purpose of this research is to define racialized textbook bias, conduct a content analysis of Georgia history textbooks, and answer the following question: how is race framed in contemporary Georgia history textbooks? A content analysis of nine Georgia history textbooks was completed for grades two and eight. A Du Boisian theoretical framing of race prejudice as the macro-social condition of the micro-social process of race was an integral component of the content analysis. The findings revealed the existence of racialized textbook bias in the form of marginalization, compartmentalization,

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Edin, Kristian. "Canadian natives from a post-colonial perspective in history textbooks." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35082.

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Syftet med denna uppsats är att undersöka beskrivningen av kanadensiska urinvånare i kanadensiska historieläroböcker, från ett postkolonialt perspektiv,för att se om de innehåller någon form av fördomar. Med en kvalitativ metod,och i jämförelse med tidigare genomförda studier inom samma område, analyseras fyra kanadensiska historieläroböcker för gymnasinivå. mina sammanfattningar visar att läroböcker är mindre fördomsfulla idag än för tjugo år sedan, men från ett postkolonialt teoretiskt perpsektiv innehåller de fortfarande tendenser av en världsuppfattning som stammar från kolonialt tänkande.

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Aburahma, Wafaa. "History Textbooks in Conflict: Security, Nation-Building and Liberating Curriculum." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1497549655338847.

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Bunge, Hans-Henning. "Comparing Ancient History Textbooks of Imperial Germany and the Weimar Republic." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1197059579.

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Books on the topic "Textbooks – History"

Shiba, Nobuhiro, and Aleš Gabrič. School history and textbooks: A comparative analysis of history textbooks in Japan and Slovenia. Inštitut za novejšo zgodovino, 2013.

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History textbooks: A standard and guide. American Textbook Council, 1994.

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Gerald, Horne, Bedell Madelon, Dodson Howard, and Council of Interracial Books for Children., eds. Thinking and rethinking U.S. history. The Council, 1988.

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author, Tavuyanago B., Mutami N. author, and Muponda Z. M. author, eds. Total History: 'O' Level Southern African History. PRIORITY PROJECTS PUBLISHING, 2009.

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Zajda, Joseph. Globalisation and National Identity in History Textbooks. Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-0972-7.

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Jawaharlal Nehru University. Delhi Historians' Group., ed. Communalisation of education: The history textbooks controversy. Delhi Historians' Group, 2001.

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Türkiye Ekonomik ve Toplumsal Tarih Vakfı, ed. Improvement of Balkan History Textbooks Project reports. The Economic and Social History Foundation of Turkey, 2003.

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All-American history. Bright Ideas Press, 2005.

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Leahey, Thomas Hardy. A history of modern psychology. Prentice Hall, 1991.

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Giordano, Gerard. Twentieth-century textbook wars: A history of advocacy and opposition. P. Lang, 2003.

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Book chapters on the topic "Textbooks – History"

Simon, Josep. "Textbooks." In A Companion to the History of Science. John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781118620762.ch28.

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Naser-Najjab, Nadia, and Ilan Pappe. "History, curriculum and textbooks." In A New Critical Approach to the History of Palestine. Routledge, 2019. http://dx.doi.org/10.4324/9780429052835-6.

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Heczková, Libuše, and Viola Parente-Čapková. "Textbooks in Literary History." In The Politics of Literary History. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-18724-7_15.

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Lopes Coelho, Ricardo. "Trends in Contemporary Textbooks." In History of Physics. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51855-3_5.

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Baldo, Italo Francesco. "Textbooks After Brucker." In Models of the History of Philosophy. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9966-9_8.

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Cox, J. L., F. J. Dwyer, D. Ellis Rowena, and E. J. Nicholas. "Secondary School Textbooks: English History." In Handbook for History Teachers. Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-22.

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Blaauw, Jan. "Human Rights in History Textbooks." In Globalisation, Human Rights Education and Reforms. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-024-0871-3_15.

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Bobryk, Sylwia. "History Wars in School Textbooks?" In Narratives of War. Routledge, 2019. http://dx.doi.org/10.4324/9780429506840-9.

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Fazekas, Csaba. "Changing interpretations in history teaching and history textbooks." In Civic and Uncivic Values in Hungary. Routledge, 2024. http://dx.doi.org/10.4324/9781003488842-15.

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King, LaGarrett J., and Crystal Simmons. "Narratives of Black History in Textbooks." In The Wiley International Handbook of History Teaching and Learning. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119100812.ch4.

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Conference papers on the topic "Textbooks – History"

Lynn, Robert. "U.S. History Textbooks and Queer History: An Analysis of Textbooks." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2113230.

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Almaev, R. Z. "History School Textbooks Evolution In Russia." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.4.

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Bušljeta Kardum, Rona. "Cultivation of Emotions through Textbooks: Example of Croatian Gymnasium History Textbooks." In 3rd International Conference on Teaching, Learning and Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.ictle.2021.02.111.

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Benediktova, Lenka. "MULTIMEDIA POTENTIAL OF INTERACTIVE TEXTBOOKS OF NATURAL HISTORY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1012.

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Косулина, Л. Г. "Social movements in Russia of the XIX century: studying at school and university. Succession and innovations." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.34.25.051.

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в статье содержится сравнительный анализ освещения проблем становления и эволюции общественных движений России в XIX в. в школьных учебниках, разработанных в соответствии с требованиями Концепции нового УМК по отечественной истории, историко-культурного стандарта и включенных в федеральный перечень учебников. Автор выявляет базовые для всех учебников проблемы и специфику их освещения каждым авторским коллективом. При этом представленный в школьных учебниках материал рассматривается с точки зрения базовых знаний для дальнейшего изучения данной темы в вузовском курсе «История», на основе которых

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Куренышева, Е. П. "The concept of the Revolution of 1917 in modern school textbooks on the history of Russia." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.46.10.052.

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в данном выступлении анализируется концепция революции 1917 года, представленная в школьных учебниках, рекомендованных к обучению в российских школах в перечне 2020/2021 гг. Сюда относятся учебники под редакцией А.В. Торкунова, под авторством Н.В. Загладина, Ю.В. Петрова, А.Н. Сахарова, под общей редакцией В.А. Тишкова, под редакцией С.П. Карпова, также в соавторстве О.В. Волобуева, С.П. Карпачева, П.Н. Романова. В статье выявляются общие черты концепции революции 1917 года в России, а также раскрываются различия в представлении причин, хода, значения и последствий событий. Ни в одном школьном

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Ayundasari, Lutfiah, Ulfatun Nafi'ah, Najib Jauhari, and Rica Filasari. "Analysis of Content and Discourse on Character Education in History Textbooks on Islamic History Materials." In The Proceedings of the 4th International Conference of Social Science and Education, ICSSED 2020, August 4-5 2020, Yogyakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-8-2020.2302528.

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Aleksashkina, Lyudmila N. "The Electronic Forms Of School Textbooks For History And Social Studies." In International Conference "Education Environment for the Information Age". Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.7.

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Woon, Yun Jae. "Review of Content on Marine Culture in Middle School History Textbooks." In Education 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.36.26.

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Alexandrache, Carmen. "(NON)VIOLENCE AND COMMUNIST EDUCATION- AN ANALYSE OF ROMANIAN HISTORY TEXTBOOKS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2850.

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Reports on the topic "Textbooks – History"

Lozynskyi, Maryan. Книгообмін Львівського державного університету імені Івана Франка: аналіз архіву з кінця 1940-х років. Ivan Franko National University of Lviv, 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11745.

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One of the components of the publishing activity (book exchange) of the Ivan Franko State University of Lviv in the post-war period, in particular, in 1946-1947, when the University, while reconstructing and repairing educational buildings, etc., began to build a publishing and printing base, has been revealed. It has been established that the administration of one of the leading educational institutions at that time encouraged the scientific and pedagogical staff to write and print teaching aids, textbooks, monographs, etc. in every possible way. The article analyzes archival documents testif

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Frankema, Ewout, Ellen Hillbom, Ushehwedu Kufakurinani, and Felix Meier zu Selhausen. The history of African development : A textbook for a new generation of African students and teachers. African Economic History Network, 2023. http://dx.doi.org/10.18174/590864.

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Maksimenko, L. A., and G. V. Gornova. Candidate's exam in the discipline "History and philosophy of science" : a textbook for organizing independent educational and research work on an abstract on the history of medicine. OFERNIO, 2020. http://dx.doi.org/10.12731/ofernio.2020.24680.

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Zhytaryuk, Maryan. UKRAINIAN JOURNALISM IN GREAT BRITAIN. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11115.

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Professor M. Zhytaryuk’s review is about a book scientific novelty – a monograph by Professor M. Tymoshyk «Ukrainian journalism in the diaspora: Great Britain. Monograph. K.: Our culture and science, 2020. 500 p. – il., Them. pok., resume English, German, Polish.». Well-known scientist and journalism critic, Professor M. S. Tymoshyk, wrote a thorough work, which, in terms of content, is a combination of a monograph, a textbook and a scientific essay. This book can be useful for both students and practicing journalists or anyone interested in the history of the Ukrainian diaspora, Ukrainian jou

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