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Dissertations / Theses on the topic 'Textbooks – History'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Tang, Shuk-ching. "A content analysis of the certificate level history textbooks in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264653.

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12

Cooke-Sawyer, Sheryl. "Gender bias and sex role stereotyping in grade seven history textbooks." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39810.pdf.

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13

ARAUJO, CINTHIA MONTEIRO DE. "FOR OTHER POSSIBLE HISTORIES: SEARCHING FOR CULTURAL DIALOGUES IN HISTORY TEXTBOOKS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21328@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>PROGRAMA DE EXCELENCIA ACADEMICA<br>A análise de políticas de currículo para o ensino de História nas últimas décadas revela a permanência de uma organização curricular caracterizada por uma perspectiva temporal linear e progressiva. Com apoio na teorização de Ivor Goodson, François Hartog e Reinhart Kosseleck, é possível compreender essa característica como parte de uma tradição disciplinar que se mantém estável

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14

Mannheimer, Hannah. "Discursive discrimination : The prevalence of discursive discrimination in Swedish history textbooks." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-433104.

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15

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

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16

Lang, Mary Lee M. "Immigration as treated in early history textbooks 1789-1939 : prelude to multiculturalism /." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-172051/.

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17

Matoti, Sukude Mangwevandile. "An analysis of some school history textbooks with special reference to styles of concept presentation." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001409.

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The aim of this study was to find out whether the school history textbooks used in Transkei Junior and Senior secondary schools were adequate in helping pupils meet the demands of their course. The results of the study would be used as argument for or against the assumption that the type of textbooks used in Transkei schools, through their inadequacy in equipping the pupils with the necessary skills for "doing" history, do contribute to the high failure rate in history, especially that they are in most schools, the only recourse for both the teacher and the pupil. In particular the study inten

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18

Larsson, Mimmi. "Kan vi inte bara strunta i antiken? : En studie om antikens plats i kursen Historia 1a1 på gymnasiet." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-170457.

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The aim for this study was to see the epoch antiquity’s part in the course History 1a1 in the textbooks, the regulatory documents, and the active history teachers in the municipality of Umeå. The method that has been used is hermeneutic method in cooperation with use of history. The study relay on the theory of history culture made by Klas-Göran Karlsson, but also on the theory of history consciousness. The study’s conclusion is that the epoch antiquity should take a small part of the course History 1a1, but that there is space for the teachers who want to give it more time. The books show the

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19

Beck, Albert R. "An examination and analysis of the providentialism found in Christian school history textbooks." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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20

Tordsson, Julius, and Julia Gustafsson. "Krig, mäktiga kungar samt en och annan "påsmetad" notis om kvinnor : En genusstudie av läromedel i historia." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40797.

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This study revolves around calculating the extent of appearance of both anonymously and named men and women as well as determining whether or not Yvonne Hirdman’s gender theory is applicable on two versions of a Swedish educational history textbook called Epos: historia: för gymnasieskolans kurs A (2008) and Epos [historia] 1b (2012), published for two different curriculum. Our qualitative investigation of two parts of the book’s content proves that the two principles of gender system are present in both books, although to a lesser extent in the latter version. Calculating the material, result

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21

Hsiung, Hansun. "Republic of Letters, Empire of Textbooks: Globalizing Western Knowledge, 1790-1895." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493605.

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This dissertation seeks to answer two overarching questions: what was “Western knowledge” in the nineteenth century, and how did it become a global knowledge form? I do so by sketching a transnational history of the networks and practices that moved “Western knowledge” into Japan, the first non-Western country to putatively “modernize,” from the period roughly preceding the Napoleonic Wars until the end of the First Sino-Japanese War. Using archival materials from four countries and in seven languages, I contend the following: 1) that “Western knowledge” globalized primarily through the form o

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22

Karayianni, Eleni. "European history and identity in England's history education : a study of curriculum, policy, textbooks, and teachers' practice." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020675/.

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Situated within the context of current concerns and debates about identity, multiculturalism, globalisation and the European project, this study explored contemporary policy and practice in history teaching. In particular, its main objective was to investigate the place of European history and identity in England's history education and the extent to which certain forms of identity are favoured over others. To achieve a coherent picture on this issue, the study examined curriculum, policy, history textbooks and teachers' practice. All of these elements were necessary not only to reach a sophis

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23

Långström, Sture. "Författarröst och lärobokstradition : en historiedidaktisk studie." Doctoral thesis, Umeå universitet, Institutionen för svenska och samhällsvetenskapliga ämnen, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-61516.

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The present dissertation deals with the writers of high-school history textbooks and their way of writing history. Questions concerning who has written these books, why and how they have done so, and what they have written, are posed from a didactic perspective. In order to answer these questions, the author has employed the method of oral history. Initially, thirteen of the original sixteen authors were interviewed. After that, life-story interviews were conducted with one author each selected from the three categories of textbook authors determined by the first round of interviews. Seven of

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24

Skopek, Jeffrey M. "Shaping science with the past : textbooks, history, and the disciplining of genetics." Thesis, University of Cambridge, 2008. https://www.repository.cam.ac.uk/handle/1810/242194.

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Science is generally not thought of as being deeply historiographical. Although it is clear that scientists frequently write about history in their work — that, for example, they identify the significance of an advance by situating it historically, or refer to a historic source of authority in order to add legitimacy to a position — it is often supposed that the historical claims of scientists are incidental to the scientific. This thesis contests basic assumptions of this view. In a study of the textbooks of twentieth century Anglo-American genetics — of a place where the canon of a science i

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25

Tang, Shuk-ching, and 鄧淑貞. "A content analysis of the certificate level history textbooks in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960455.

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26

Anttalainen, K. (Kati). "Decolonising the mind?:national identity and historical consciousness in Cameroonian history textbooks." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201306051458.

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The thesis focuses on history textbooks in the contemporary Anglophone Cameroon and aims at studying what kind of history consciousness and national identity is promoted in the textbooks. History is essential for the forming of national identity. School textbooks reveal officially recognised historical truths in a country, and therefore provide a fruitful source for studies on historical consciousness and national identity. Eurocentrism and western traditions of historiography are essential to take into account in the African context. Also in Cameroon, the schooling was originally established

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27

Instone, Elizabeth A. "THE VARIANCE AMONGST THE RESULTS OF READABILITY FORMULAS REGARDING U.S. HISTORY TEXTBOOKS." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300739565.

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28

Gustafsson, Joel. "Laroboken och genus -En undersökning av skolans dominerande läromedel." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75126.

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The purpose of this thesis paper has been to study three textbooks from Historia 1b and their chapters about World War 2. The theory influencing the paper is the gender theory by Yvonne Hirdmann, and the studied books are Alla tiders historia 1b, Historia 1b – Den lilla människan och de stora sammanhangen and Perspektiv på historien 1b. The thesis paper shows that men are presented as the norm in both the history itself, but also in the way the textbooks’ authors are retelling history. For example, one of the books authors is writing about workers and female workers in the same context. Women

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29

Siler, Carl R. "A content analysis of selected United States history textbooks concerning World War II." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/434857.

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The purpose of this study was to apply the research technique, content analysis, to the five most widely used United States high school history textbooks. The textbooks were investigated to obtain an objective, systematic, quantitative, and qualitative description of the textual content concerning the period of World War II.The population studied consisted of the five most widely used high school United States history textbooks. Three categories, people, events, and themes were researched in all five textbooks. Each of 126 specific items were coded from each textbook according to inclusion, fr

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30

Defrance, Sophie Anne Marie Camille. "A comparative study of schoolbooks and textbooks for girls in secondary education in England and France, c.1895-1914." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612360.

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31

Calvert, Hildegund M. "Germany's Nazi past : a critical analysis of the period in West German high school history textbooks." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/517188.

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The question of how to deal with the legacy of the National Socialist dictatorship and how to teach the period in West German schools has been and continues to be a controversial issue in the Federal Republic of Germany. During the 1950s and early 1960s history textbooks were severely criticized for their inadequate coverage of National Socialism, particularly regarding the persecution of the Jews and the Holocaust. Such criticism combined with a number of anti-Semitic incidents in 1959 led authorities to initiate major reforms on how schools should teach the Nazi period and consequently broug

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32

Holcom, Andrew C. Young Kathleen Z. "Misrepresentations as complicity : the genocide against indigenous Americans in high school history textbooks /." Online version, 2010. http://content.wwu.edu/cdm4/item_viewer.php?CISOROOT=/theses&CISOPTR=351&CISOBOX=1&REC=12.

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33

Schreiber-Holoshitz, Malli. "Whispers of hope : the portrayal conflict in Israeli history textbooks and historical biographies /." Ann Arbor, MI : University Microfilms, 2005. http://proquest.umi.com/dissertations/preview/3186754.

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34

Kabapinar, Yucel. "A comparison between Turkish and English history textbooks : design, construction and usability issues." Thesis, University of Leeds, 1998. http://etheses.whiterose.ac.uk/11332/.

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This study is about the comparison of Turkish and English history textbooks in terms of the issues of design, construction and usability. In order to address design and construction issues, a number of components of Turkish and English history textbooks were examined and compared. This incorporates the qualitative and quantitative comparisons made on the legibility and page layout, illustrations, readability, content and organisation of text, presentation of value judgements and controversial issues in the Turkish and English history textbooks. In addition, bureaucratic process and approval of

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35

Shadowwalker, Depree Marie. "Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228169.

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This dissertation used a mixed method to develop an analytical model from a random selection of one of eight secondary history textbooks for instances of Indians to determine if the textual content: 1) constructs negative or inaccurate knowledge through word choice or narratives; 2) reinforces stereotype portraits; 3) omits similar minority milestones in United States history and politics; and 4) contained the enactments of political milestones in the development of US history and politics with regard to personhood and sovereignty of the American Indian. The methods used to evaluate secondary

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36

Mizobe, Atsuko. "Nationalism in school textbooks : a comparative study of Britain and Japan, 1919-1955." Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387439.

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Nationalism is now unfashionable among intellectuals, but before the Second World War it was a dominant ideology all over the world and had a great influence, directly and indirectly, on the formation of one's world view. The following study intends to examine how two nationalisms, British and Japanese, interpreted the world in school textbooks. Britain and Japan represent different kinds of nationalism, western and eastern respectively. The world has been described largely from the western point of view since the West has continued to be the centre of historical writing for these five hundred

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37

Leahey, Christopher R. "Hegemony and history a critical analysis of how high school history textbooks depict key events of the Vietnam War /." Diss., Online access via UMI:, 2007.

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38

Sellers, Charlotte P. "An analysis of writing assignments in selected history textbooks for grades seven and eleven." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-171929/.

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39

Huffer, Jeremy L. "What Are Our 17-Year Olds Taught? World History Education in Scholarship, Curriculum and Textbooks, 1890-2002." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1256927283.

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40

Chatterjee, Rimi B. "A history of the trade to South Asia of Macmillan & Co. and Oxford University Press, 1875-1900." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339797.

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41

Chiorean, Victor Emanuel. "A History of Roma in the Public Sphere : The social construction of Roma in press and history textbooks after Ceausescu." Thesis, Stockholms universitet, Historiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-130820.

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This study addresses the post-revolutionary history of Roma in the Romanian public sphere by examining the social construction of this minority in press and history textbooks. The objective is to illuminate synchronic and diachronic structural patterns in public texts debating Roma in order to offer a deeper understanding of the Romanian xenophobia assuming that the public debate affects the status quo of Roma. Public texts represent fruitful channels of communication through which selective social realities par excellence, stocks of knowledge and typifications are proclaimed by different soci

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42

Josefsson, Hobel. "En studie av hur mellankrigstiden presenteras i grundskoleläroböcker i historia." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25378.

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Although textbooks are scientifically proven that they are important and central to the school curriculum one should think critically about the content in textbooks - is it really compatible with the curriculum of following the textbook tradition? As a teacher there are different ways to reflect on which textbook to choose. It is important to compare several textbooks with each other and be aware that a textbook should follow the curriculum. A teacher examines many sections/topics in the textbooks, but in this paper only one section will be reviewed among four different textbooks. The section

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43

Yan, Fei. "Re-constructing the nation : struggles in portraying minority ethnic groups in Chinese mainstream history textbooks." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10057040/.

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This thesis examines the changes to the portrayal of minority ethnic groups in Chinese history textbooks since the establishment of the People’s Republic of China in 1949. It finds that ideological shifts in Beijing have led to minority ethnic groups being portrayed in changing and even contradictory ways in school textbooks. In the history textbooks of the 1950s, the Chinese nation was largely defined as a Han nation-state, and other ethnic groups were generally represented as non-Chinese who had historically been ‘threats’ or ‘enemies’ of the Han/Chinese. It was not until the reform era from

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44

Hsiao, Yi-Mei. "Taiwanese students' ideas about historical accounts, with special reference to their perceptions of history textbooks." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020574/.

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45

Bobryk, Sylvia Paulina. "The Second World War in Polish history textbooks : narratives and networks from 1989 to 2015." Thesis, University of Portsmouth, 2017. https://researchportal.port.ac.uk/portal/en/theses/the-second-world-war-in-polish-history-textbooks(46ce4bef-ae11-485b-9bed-e47c0c5fe8d4).html.

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1989 was the year when Polish history textbooks were freed from the control of the communist state. It was also the time when Pandora’s Box was opened and diverse but often conflicting memories and narratives were released into the public sphere. They were promoted not only by domestic but also transnational actors and international organisations. So far the relationship between textbook narratives and networks of actors who influenced textbook production in postcommunist Poland has not been studied. Hence, this thesis investigates how textbook narratives evolved between 1989 and 2015 and whic

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46

Luff, Tracy L. "Gender stereotypes in elementary reading textbooks: Dick and Jane revisited." Thesis, Virginia Tech, 1989. http://hdl.handle.net/10919/43097.

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<p>The objective of this study was to determine whether gender stereotypes are present in elementary reading, textbooks published during the 1980s, and how the extent of stereotyping compares with textbooks published during the last two decades. Both manifest and latent content analyses were performed on a random sample of stories drawn from 4th and 5th grade reading textbooks. Chi-square analyses were performed to determine whether significant changes have occurred with regard to gender stereotypes over the last three decades, controlling for publishing company and sex of author. Five

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47

Möll, Theodor, and Joakim Arnberg. "Beträffande bilder : En kvantitativ studie av bildmaterialet i läroböcker för Historia 1b." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44013.

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With multimodal methods and material gaining traction in classrooms, the need to critically assess these becomes increasingly important, especially in order to verify their efficacy and ability to meet the needs of each individual student, regardless of ability or special requirements. In the case of this study, the focus is on textbooks produced for the course Historia 1b at the upper secondary level of the Swedish education system. By analyzing the readability, layout, and functions of illustrations in three textbooks, as well as the gender representation in the material, the aim of this stu

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48

Duby, Rachel Christine. "The Myth of the Lost Cause and Tennessee Textbooks, 1889-2002." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1034.

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The Myth of the Lost Cause is an inaccurate account of the Civil War that remains prominent in American society. The myth alters key aspects of the war such as its cause, participants, and outcome. It is my hypothesis that one reason many Americans misunderstand the war is because they learned inaccurate information as children. Most children first learn of the war in school textbooks. I became curious as to the accuracy of Civil War information. As there is little research on this topic, this paper begins the process of bridging the gap between education curriculum and the Lost Cause. I

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49

Straub, Christopher Aaron. "CHANGING PORTRAYALS OF CAPTAIN JAMES COOK IN HAWAIIAN EDUCATION." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/213.

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This paper covers the portrayals of Captain James Cook within Hawaiian education. It begins by providing a backdrop to early European portrayals of Captain Cook and then proceeds to investigate how these portrayals changed as they were incorporated into Hawaiian textbooks. The paper then continues to illustrate the changes made in Cook’s portrayal within Hawaiian textbooks and how these changes coincide with the prevailing interests of the eras in which the authors wrote them.

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CUDJOE, KAREN J. "THE PORTRAYAL OF AFRICANS IN TEXTBOOKS: A CONTENT ANALYSIS STUDY." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin989851864.

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