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Relevant bibliographies by topics / Textbooks (Secondary)

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Academic literature on the topic 'Textbooks (Secondary)'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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Journal articles on the topic "Textbooks (Secondary)"

1

Rusek, Martin, Karel Vojíř, and Šárka Šubová. "Lower-Secondary School Chemistry Textbooks’ Didactic Equipment." Chemistry-Didactics-Ecology-Metrology 25, no. 1-2 (2020): 69–77. http://dx.doi.org/10.2478/cdem-2020-0004.

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Abstract Textbooks’ fundamental influence on teaching is caused not only by their subject matter, but also by their didactic elaboration. Textbooks’ individual functions are fulfilled through incorporated structural elements. Their pool is referred to as the didactic equipment of the textbook and represents qualities of the textbook through the options it gives to its users. The presented overview of lower-secondary chemistry textbooks’ didactic equipment included 7 series of currently available textbooks. Results of the analysis serve not only as a possible guide for chemistry teachers’ textbook selection, but they also provide insight into the current state to authors of textbooks and other didactic materials. Chemistry textbooks for lower-secondary schools achieve relatively high didactic equipment (75-92 %). The best equipped are the series of textbooks published after the current state curriculum introduction (by publishing houses Fraus and Nova Skola). Surprisingly, however, the most recently published textbooks by the Taktik publishing house showed the lowest didactic equipment.

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Abu Rezeq, Khalil Abdullah Khalil. "Evaluating the Palestinian's English as a Foreign Language (EFL) Textbooks of the Secondary Stage Using Textbooks Evaluation Standards." Journal of Educational Sciences 20, no. 20 (2022): 177–98. http://dx.doi.org/10.29117/jes.2022.0093.

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The study aimed at evaluating the Palestinian EFL textbooks of the secondary stage in terms of standards for evaluating textbooks. In order to achieve the study objectives, the descriptive analytical approach was adopted. The study sample included four Palestinian EFL textbooks of the secondary stage in the scholastic year 2020/2021. In order to evaluate the textbooks, the instrumentation of a list of (32) standards for evaluating textbooks was built. The standards were listed under five domains (textbook introduction, textbook content, textbook activities, the assessment procedures of students, and textbook layout). In light of the new instrument, the process of evaluation was conducted. The study found that the Palestinian secondary stage EFL textbooks highly met the standards for evaluating textbooks, having reached a percentage up to (75.6%, a mean of 3.78); this percentage was interpreted based on the study scale. The study offered many recommendations, the most important of which were that the planners of the Palestinian secondary stage EFL textbook should prepare the textbooks to meet the students' life, the introduction of the textbooks should identify the learning sources and guide students on how to use the textbook, and the activities of the textbook should meet the students' level.

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

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

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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 emplotment of the narrative of the Dutch Revolt by focusing on the first ten years of the conflict and mostly lack multiperspectivity. We hope that the insights generated by this analysis may inform textbook authors who seek to do justice to multiple perspectives.

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Vojíř, Karel, and Martin Rusek. "PREFERRED CHEMISTRY CURRICULUM PERSPECTIVE: TEACHERS’ PERCEPTION OF LOWER-SECONDARY SCHOOL TEXTBOOKS." Journal of Baltic Science Education 20, no. 2 (2021): 316–31. http://dx.doi.org/10.33225/jbse/21.20.316.

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The (written) state curriculum is one of the cornerstones influencing education. Its specifically mediated by textbooks. In an open textbook market, the influence of the state curriculum is limited, and the main responsibility passes to individual schools or teachers. In order to understand education from the potential attainment of curriculum goals’ point of view, it is necessary to pay attention to the teachers’ textbook preferences. This research was focused on the field of lower-secondary chemistry education in Czechia, with special attention paid to the textbooks in use, their choice, and teachers’ perception of them. The data were gathered using a questionnaire distributed to a representative sample of 387 lower-secondary school chemistry teachers. The results showed that teachers favor traditional chemistry teaching conceptions. Most teachers stated that textbooks play a vital role for them when preparing lessons and new textbooks are mostly chosen by the most experienced teachers. Most teachers also expressed their preference for textbooks which contain subject-matter ordered according to the structure of chemistry, i.e. not adjusted for learners, as well as textbooks dominantly orientated towards the transmissive approach to education. Regarding the teachers’ perception of textbooks, potential limits were identified in implementing innovations in (chemical) education. Keywords: chemistry textbooks, lower-secondary school science education, teachers' teaching conception

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Vojíř, Karel, and Martin Rusek. "Opportunities for Learning: Analysis of Czech Lower-Secondary Chemistry Textbook Tasks." Acta Chimica Slovenica 69, no. 2 (2022): 359–70. http://dx.doi.org/10.17344/acsi.2021.7245.

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Tasks in Czech lower-secondary chemistry textbooks were analysed to describe their position in textbook chapters, required response type, overall task nature, as well as cognitive requirements. The results showed older textbooks contain task banks at the end of chapters suggest a transmissive teaching paradigm, whereas newer textbooks containing tasks within the chapters. As far as the nature of the tasks is concerned, a strong stereotypical genre was found in the chemistry textbooks. Most of the textbook tasks require open-ended answers and target: factual and conceptual knowledge remembering or procedure application. The authors therefore suggest several changes to the tasks, including their position in chapters, cognitive difficulty as well as the required response type in order to meet chemistry education goals.

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Hsu, Shan-Hui (Tiffany), and Rose Chepyator-Thomson. "Multiculturalism in Secondary School Physical Education Textbooks." Journal of Teaching in Physical Education 29, no. 2 (2010): 199–220. http://dx.doi.org/10.1123/jtpe.29.2.199.

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The purpose of the study focused on how textbook authors in secondary school physical education used multicultural education concepts, using Banks’ (2006a) dimensions and Sleeter and Grant’s (1999) approaches. Data collection methods included examination of textbooks’ chapters, indexes, and references in five textbooks. Constant comparison method was used in data analysis. The findings of the study follow: 1) Most textbook authors treated multicultural education as an additive concept in the curriculum section and emphasized issues of gender and disability, 2) all of the textbook authors adopted either Banks’ or Sleeter and Grant’s multicultural education approaches, (3) Harrison, Blakemore, and Buck addressed issues of gender, disability and ethnicity in content objectives, and 4) Metzler addressed issues of gender and disability with Banks’ content integration and equity-based pedagogy concepts. An implication concerns incorporation of multicultural education concepts in curriculum and pedagogy in preparation of preservice teachers in secondary school physical education.

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Yuden, Yuden, Sonam Chuki, and Tshewang Dorji. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." European Journal of Educational Technology 4, no. 1 (2021): 14–30. http://dx.doi.org/10.46303/ejetech.2021.2.

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This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.

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Dorji, Tshewang. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." International Journal of Asian Education 2, no. 3 (2021): 343–55. http://dx.doi.org/10.46966/ijae.v2i3.170.

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This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.

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Bírová, Jana. "Preferences for activities in French textbooks used in Slovak secondary schools analysed with Birova´s Communication Curve Tool." Journal of Language and Cultural Education 4, no. 1 (2016): 71–85. http://dx.doi.org/10.1515/jolace-2016-0006.

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Abstract Which textbooks are used in French classes? Can the struggle to choose a good textbook affect the communication procedure in French? What is the proportion of language, intercultural and communicative activities in selected textbooks? What are the reasons for purchasing language-based and communication-based textbooks? The present study explores these questions and presents results with broad implications for teachers of French at secondary schools. It points out some significant markers such as textbook type activities preferences and arguments for choosing textbooks for French classes.

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Dissertations / Theses on the topic "Textbooks (Secondary)"

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Brockway, Elizabeth Marie. "THE PORTRAYAL OF THE MIDDLE EAST IN SECONDARY SCHOOL U.S TEXTBOOKS." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174677061.

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Brehmer, Daniel. "Problem solving in mathematics textbooks." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27739.

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The aim of this study is to analyse how mathematical problem solving (MPS) is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering a) the quantity of tasks that are actually mathematical problems (MPs), b) their location in the chapter, c) their difficulty level, and d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as MPs, and that those that are MPs are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.

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Harris, Carol. "Errors in South African secondary school mathematics textbooks." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9684.

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Bibliography: leaves 97-101.<br>Since 1960 various new topics were introduced into the South African mathematics syllabus for high schools. This was generally described as "New Maths". These topics were characterised by an emphasis on mathematical structure (set theory, groups, rings and fields, the construction of the real number system, relations and functions, vectors and mathematical induction). Textbooks that were published in South Africa during this time have been found to contain numerous significant mathematical errors, especially in connection with these new topics. This project has entailed the collection, classification and commentary on these problems. It has involved a study of a range of texts from Standards 6 to 10. The methodology utilised entailed reading as many maths textbooks as we could find in libraries such as Education libraries. Other sources of textbooks were from the library of the Mathematics Education Project (MEP)(of the University of Cape Town), private collections and second hand bookshops. Some misconceptions arise across a range of texts indicating that either a general misunderstanding has occurred or that authors have used one another's work in their research. We conducted a search for mathematical errors and not minor misprints, arithmetical slips, algebraic errors, mistakes in answers at the back of the book, spelling or grammatical mistakes.

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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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McNaught, Melissa D. Tarr James E. "Implementation of integrated mathematics textbooks in secondary school classrooms." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6146.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. James E. Tarr. Vita. Includes bibliographical references.

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

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

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Emanuelsson, Linn. "Shall I Compare Thee To Textbooks? : The Selection and Tasks Associated with Shakespeare in Upper Secondary Textbooks." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-50383.

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This essay has investigated the use of Shakespearean texts as well as tasks associated with those texts in upper secondary textbooks. The investigation looked at both which texts of Shakespeare’s are most frequent and how students are supposed to work with the texts. Furthermore the textbooks cover 20 years (1995-2015) and as such the study also analysed whether or not the selection and tasks have changed, i.e. whether they remain the same today as they did 20 years ago. The findings indicated that Hamlet and Romeo and Juliet were the two most frequent texts and that the tasks have gone from being individual to focusing on group work. The analysis also showed that while Shakespeare during the beginning of the 20 year period was the most dominant or sole author mentioned, this role has been reduced during more recent years. The conclusions drawn concerning the findings emphasise the syllabi and how they influence the content and format of the textbooks as well as the importance of canonicity.

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Bergerud, Donna Burgess. "Textbook adaptations for secondary students with learning disabilities /." Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/7793.

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Books on the topic "Textbooks (Secondary)"

1

Sanaghan, Tom. Scottish secondary mathematics. Heinemann, 2004.

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Cheng, Ng Esther Yoon, and Ling San 1964-, eds. Discovering mathematics: [Textbook]. Star Publishing, 2008.

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Cheng, Ng Esther Yoon, and Ling San 1964-, eds. Discovering mathematics: [Textbook]. Star Publishing, 2008.

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Cheng, Ng Esther Yoon, and Ling San 1964-, eds. Discovering mathematics: [Textbook]. Star Publishing, 2008.

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Jim, Noonan, ed. Nelson secondary maths. Nelson, 1996.

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Yaeger, Mary. Kentucky's elementary and secondary public school textbook program. Legislative Research Commission, 1987.

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New syllabus mathematics: [Textbook]. 6th ed. Shinglee Publishers, 2008.

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New syllabus mathematics: [Textbook]. 6th ed. Shinglee Publishers, 2008.

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Teh, Keng Seng. New syllabus mathematics: [Textbook]. 6th ed. Shinglee Publishers, 2007.

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Yee, Loh Cheng, and Yeap Ban Har 1968-, eds. New syllabus additional mathematics: [Textbook]. 8th ed. Shinglee Publishers, 2007.

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Book chapters on the topic "Textbooks (Secondary)"

1

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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Ribeck, Judy, and Lars Borin. "Lexical Bundles in Swedish Secondary School Textbooks." In Human Language Technology Challenges for Computer Science and Linguistics. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-14120-6_20.

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Nokes, Jeffery D. "Fostering Healthy Skepticism Using Textbooks and Secondary Sources." In Building Students' Historical Literacies, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003183495-13.

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Liu, Yang, and David F. Treagust. "Content Analysis of Diagrams in Secondary School Science Textbooks." In Critical Analysis of Science Textbooks. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4168-3_14.

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Ho, Siew Yin, and Tin Lam Toh. "Representation of Algebra Concepts in Singapore Secondary Mathematics Textbooks." In Mathematics Education – An Asian Perspective. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6312-2_6.

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Wiseman, Alexander W. "Contrasting Images of Islam and Arab Societies in Western Secondary Textbooks." In Comparative Perspectives on School Textbooks. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68719-9_11.

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Caroli, Dorena. "The Representation of Wars in History Textbooks for Secondary Schools in the Soviet Union (1940–50)." In Textbooks and War. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98803-0_11.

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Ampatzidis, Georgios, and Anastasia Armeni. "Human Reproduction in Greek Secondary Education Textbooks (1870s to Present)." In Contributions from Biology Education Research. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89480-1_20.

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Gilardoni, Silvia. "La terminologia per il CLIL in lingua straniera e in italiano L2." In Proceedings e report. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-364-2.09.

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In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.

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Gilardoni, Silvia. "La terminologia per il CLIL in lingua straniera e in italiano L2." In Proceedings e report. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-364-2.09.

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In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.

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Conference papers on the topic "Textbooks (Secondary)"

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Tezak, Durdica. "Digital Textbooks with Workbooks for Elementary and Secondary Education." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2727.

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An interactive model of a digital textbook supplemented with a workbook has been designed. It represents the basis for the textbook on the CD-ROM related to the printed one. The digital textbook contains inner links, as well as outer links - access to the Internet resources. It is comes with worksheets for teaching, learning, self-learning and the knowledge testing. The contents of the worksheets includes at least with two main parts: (i) an education quiz which is intended for learning and self-learning, (ii) a knowledge quiz that verifies the acquired knowledge. The model can be filled in with teaching contents in all areas of science, humanities as well as in arts. In addition, each lecture in the textbook is provided with a comprehensive glossary and the literature references.

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Karásková, Natálie, Rafael Doležal, Nadezhda Maltsevskaya, and Karel Kolář. "DIDACTIC CAPACITY OF SELECTED CZECH AND RUSSIAN SECONDARY SCHOOL TEXTBOOKS OF ORGANIC CHEMISTRY AND THEIR MUTUAL COMPARISON." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.56.

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In the research, a quantitative method intending to evaluate didactic capacity of four textbooks of organic chemistry used at upper secondary schools has been applied. Focusing on the arrangement of verbal and non-verbal elements, two Czech textbooks of organic chemistry were compared with two adequate Russian textbooks. The textbooks were characterized by coefficients of subject presentation, education control, orientation, and the total didactic capacity. Based on chi-square statistics, significance of the results is discussed and critically interpreted. Keywords: didactic capacity, analysis of textbooks, educational mean, Czech and Russian textbooks, organic chemistry.

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Brborić, Veljko. "O NEKIM IDENTITETSKIM POJMOVIMA U UDžBENICIMA SRPSKOG JEZIKA ZA SREDNjU ŠKOLU." In IDENTITETSKE promene: srpski jezik i književnost u doba tranzicije. University of Kragujevac, Faculty of Edaucatin in Jagodina, 2022. http://dx.doi.org/10.46793/zip21.155b.

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The paper deals with some notions regarding national identity as represented in secondary school textbooks in Serbia. These are very important notions and they need to be well explained. The analysis took into account the following textbooks: Serbian Grammar for Highschools and Secondary Schools, published by Zavod za udžbenike, as well as textbooks for first and second grade of secondary schools published by Klett, Logos and Eduka. The textbooks were compared based on how the notions are represented.

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Alabdulhadi, Maali Mohammed Jassim. "Religious Tolerance in Secondary Islamic Education Textbooks in Kuwait." In London International Conference on Education. Infonomics Society, 2021. http://dx.doi.org/10.20533/lice.2021.0026.

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Alrashidi, Maryam Rabah. "TOWARDS AN APPROPRIATE CULTURAL CONTENT OF EFL TEXTBOOKS: THE CASE OF SAUDI SECONDARY SCHOOL EFL TEXTBOOKS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2239.

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Hui, Cao, Han Xiaobin, Sang Ta, and Wang Wenling. "The quantitative statistical analysis of Tibetan textbooks in secondary school." In 2012 IEEE International Conference on Computer Science and Automation Engineering (CSAE). IEEE, 2012. http://dx.doi.org/10.1109/csae.2012.6272701.

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Mello, Sarah, and Machdel Matthee. "IMPLEMENTATION OF ELECTRONIC TEXTBOOKS IN SECONDARY SCHOOLS: WHAT TEACHERS NEED." In 15th International Conference on Mobile Learning 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/ml2019_201903l002.

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Vojíř, Karel, and Martin Rusek. "Analysis of Structural Elements in Lower-secondary Chemistry Textbooks in Czechia." In world conference on Future of Education. Acavent, 2019. http://dx.doi.org/10.33422/wcfeducation.2019.09.510.

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Brosa-Rodríguez, Antoni, M. Dolores Jiménez-López, and M. José Rodríguez-Campillo. "GENDER PERSPECTIVE IN SECONDARY EDUCATION: A STUDY OF SPANISH LANGUAGE AND LITERATURE TEXTBOOKS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0956.

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Costandache, Ana-Elena. "Models of Moral Education in Some Romanian Language and Literature Textbooks for Secondary School." In 4th International Scientific Conference "Sports, Education, Culture - Interdisciplinary Approaches in Scientific Research", SEC-IASR 2019, Galati, Romania, 7th - 8th June, 2019. LUMEN Publishing house, 2020. http://dx.doi.org/10.18662/lumproc/sec-iasr2019/14.

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Reports on the topic "Textbooks (Secondary)"

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Fitzpatrick, Rachael. Evidence on the Impact of Population Growth on Education Financing and Provision in Tanzania. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.072.

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Tanzania has made great strides in increasing enrolment rates amidst a rapidly growing population. However, despite gains made in primary enrolment, completion rates have not exceeded 70% in the past five years, and enrolment at secondary level remains low (37%). An analysis of expenditure suggests a lack of equitability in distribution of funds within the education sector. Having achieved near universal enrolment at primary level, since 2016 the Government of Tanzania has almost doubled spend on secondary education and increased spending on higher education. In the same period, however, spend per pupil at primary level has halved suggesting that budget is being directed away from pre-primary and primary education to fund secondary, with higher education slightly increasing. Furthermore, the Education Sector Analysis outlines that 35% of the education budget is spent on the top 10% highest educated in the system (Kahangwa et al. 2021, 168). In addition to disparities on spend by education level, regional differences persist in the number of classrooms, textbooks, desks and teacher shortages also exist. Despite current disparities and challenges, Tanzania’s economic growth in recent years suggests that, with increased commitment in minimum spending on education as a proportion of GDP, the education needs of the population could be met. However, this would assume continued economic growth and require a greater proportion of spend to be allocated to education, suggesting trade-offs may be required.

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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.

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