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1
Nigg, Traci, and Danny Bonaventura. "Sport Social Work Book Review." Sport Social Work Journal 1, no. 1 (2022): 60–63. http://dx.doi.org/10.33043/sswj.1.1.60-63.
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The following book reivew is intended to summarize the first edition of the Sport Social Work textbook by Dr. Matt Moore and Dr. Ginger Gummelt. The review introduces the textbook and its authors followed by an outline of the contents, evaluation of its use in academia and concludes with implications for further editions.
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Radatz, Hendrik. "Review: What Does the Textbook Say?" Journal for Research in Mathematics Education 16, no. 1 (1985): 67–68. http://dx.doi.org/10.5951/jresematheduc.16.1.0067.
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Of all the aids to teaching and learning in the history of schooling, the textbook is the most venerable and the most disputed. In the school textbook, we meet fundamental problems of didactics. The textbook can aid the reacher in making decisions about instructional content and about pedagogical intention and methodology. The teacher may adopt ideas straight from the book or may modify, or possibly reject, them on the basis of his or her experience, knowledge, or personal concept of “good” mathematics instruction. In any case, the textbook presents essential guidel ines and has a considerable impact on the teacher's activities. At the same time, the textbook is expected to serve as a working manual for the pupil. It ought to motivate pupils, give them a chance to use and experiment with mathematics, and allow them to work out mathematical concepts or problems on their own. Most modern mathematics textbooks indeed claim to be pupils' books, but a closer view shows that they nre really addressed to the reacher. These and other problems concerning how to conceive of, and work with, school mathematics textbooks have seldom been discussed in teacher training programs.
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Olivia, Olivia. "TEACHERS’ PERCEPTION ON THE USE OF ENGLISH TEXTBOOKS IN TEACHING ENGLISH." JELT (Jambi-English Language Teaching) 5, no. 1 (2020): 1–12. http://dx.doi.org/10.22437/jelt.v5i1.10120.
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A learning process is a complex condition which needs consideration to make it goes well. So does the textbook being an important component that should be available in a school. Meanwhile textbook is the book of a certain subject that produced knowledge needs for the students which contained the materials of learning, the textbook also held a significant role in the learning process. The teachers as educators used textbooks to meet the needs of students learning targets and as the teaching advice in planning students’ activities in the classroom. Meanwhile, the student used textbooks as learning media in obtaining the updated information to help them enrich their ability of lesson subjects. Regarding the textbook issue, the researcher conducted the study of textbooks in teaching English at Junior High School in Jambi City by implemented a Qualitative descriptive approach in gaining the data. The technique used to gain the data was an interview. The data were analyzed descriptively. The respondent of the research was three English teachers who taught in each grade of students’ level. The results showed that the teachers perceived the textbook positively and it shows that the textbook used was not limited to the teachers to create another initial step to improve the students’ ability in understanding English even after considerin several minus aspects. The weakness of the main book makes the teacher uses other additional books in learning so that variety and sufficient material in the learning.
 Key word: Textbook, Textbook Used, Teachers’ Perceived
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Amalia, Aam. "Analisis Gradasi Materi Saraf Dalam Buku Belajar Tasrif Sistem 20 Jam Karya KH. Aceng Zakaria." al Mahāra: Jurnal Pendidikan Bahasa Arab 3, no. 1 (2017): 102–23. http://dx.doi.org/10.14421/almahara.2017.031-06.
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This research is motivated by the urgency of textbooks in the learning process. Books are one of the supporting factors for teaching success. With textbooks can help learners to achieve the expected learning goals. Therefore, this study intends to analyze a textbook that is often used, namely the Tashrif Learning System 20 Hours book by KH. Aceng Zakaria in terms of material gradations. With this research, it is expected that Arabic teachers can choose books that are good for learning. The type of research used is library research (library research) with the research object of the book Tashrif System 20 Hours of Work KH. Aceng Zakaria reviews analysis of material gradations. The results showed that the book Learning Tashrif System 20 Hours using grammatical gradation when viewed in terms of language. Whereas in terms of type, the Learning Tashrif System 20 Hours book uses straight gradation. As for the criteria, the pattern of compiling the book Learning Tashrif System 20 Hours starts from the general to the special one.
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Kapeliushnyi, Valerii, and Viktor Pylypenko. "COMPLETE PUBLICATION ON THE HISTORY OF THE BOOK AND BOOK SCIENCE." Journal of Ukrainian History, no. 43 (2021): 100–104. http://dx.doi.org/10.17721/2522-4611.2021.43.11.
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The authors wrote a review of I. V. Dovzhuk’s textbook «Book Science Basics». It is noted that the peer-reviewed educational publication is relevant, timely and in demand, because it examines the history of book business from ancient times to the early XXth century on a broad historical background and using unique sources, both known and little known. It is emphasized that the generalization and comprehension by I. V. Dovzhuk of the available material on the researched problem significantly expand the available knowledge on the history of books and book science. It is concluded that the peer-reviewed textbook «Book Science Basics» in general makes a positive impression, and the research, creative and analytical-practical work carried out by the researcher deserves positive approval.
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Rocha, C. E. S., M. D. Büttenbender, E. L. G. Denardin, and R. Roehrs. "BIOCHEMISTRY APPROACH IN BOOKS APPROVED BY THE NATIONAL BOOK TEACHING PROGRAM 2015." Revista de Ensino de Bioquímica 13 (August 24, 2015): 32. http://dx.doi.org/10.16923/reb.v13i2.600.
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INTRODUCTION: Collections of textbooks are distributed every three years to basic education schools and represent a source of knowledge to students and a reference to the pedagogical work of teachers. Biochemistry is an area that studies the chemical processes occurring in living organisms, with their concepts present in both chemistry textbooks as in biology. It is necessary that the present approach in these books are interesting to students, to recognize the importance of understanding these processes. OBJECTIVES: To analyze as it has been crafted in biochemistry textbooks high school approved by PNLD 2015. MATERIALS AND METHODS: We investigated how the biochemical area-related content are described in the book "Bio - Volume 1", authored by Sonia Lopes and Sergio Rosso, and in the book "Chemistry - Volume 3" by Martha Reis with regard to clarity of concepts, context, illustrations and interdisciplinarity. RESULTS: Both books have chapters devoted especially to describe on this area, with plenty of catchy titles, but one in the first year and the other in the final year of high school. In biology textbook chapter called "The chemistry of life" brings in its approach clear and succinct concepts, contextualizes the issues on current information of figures and tables, features lots of illustrations that range from photographs to represent chemical structures and is mainly interdisciplinary in test questions. In chemistry textbook chapter "Introduction to Biochemistry" shows clear and detailed concepts, contextualizes with curiosities and everyday issues of students, has auxiliary illustrations in understanding and is interdisciplinary. CONCLUSIONS: We realize that there is a gap between the disciplines to work biochemistry during high school, but the form of presentation used for books is clear and present use of languages in the daily lives of students, making learning interesting and attractive.
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Kirova, Gabriela. "TYPES OF ELECTRONIC RESOURCES IN ELECTRONIC TEXTBOOK OF FIRST GRADE MATHEMATICS." Knowledge International Journal 34, no. 2 (2019): 483–89. http://dx.doi.org/10.35120/kij3402483k.
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Since 2015, educational reform has been implemented in Bulgaria. It was initiated with the entry into force of the new Preschool and School Education Act36. On the basis of this law, new curricula were adopted in all subjects, including elementary classes in mathematics. Mathematics kits for elementary classes, along with textbooks, study notebooks, a teacher’s book already include electronic readable textbooks and e-textbooks. “Electronic Readable Textbook” is an electronic product whose content is exactly the same as the content of the approved textbook created as a print edition37. The e-textbook is an electronic product that contains additional electronic resources to the individual development of lesson topics, such as tasks, exercises, tests and more. This educational content enables modern students, aged 7-10, to work with electronic resources independently or under the guidance of a teacher, to reflect and consolidate mathematical knowledge and skills, to develop their digital skills, to increase their interest in mathematics. Modern academic preparation for elementary teachers should also include such theoretical and practical knowledge, skills and competences for working with electronic textbooks and with the electronic resources in them. The purpose of my research is to make an analysis of the content included in the electronic textbook for mathematics for the first grade of the Anubis publishing brand of the publishing house KLETT – Bulgaria.38 On the basis of this analysis, methodological guidelines will be developed for working with the different types of electronic resources, which will become part of the academic preparation of the pedagogical students in the university discipline “Didactics of mathematics in elementary classes”. A survey of 166 pedagogical students in bachelor’s and master’s degree on their opinion on e-textbooks conducted this year has yielded interesting and revealing results that confirm the need for updating their academic training in the field of e-textbooks. The majority of respondents believe that primary teachers should use e-books in their work – 83%. When asked which subject is most appropriate to use e-textbooks, mathematics ranks immediately after the natural and social sciences, with 58.4% of the respondents citing it as the most appropriate subject for applying e-textbooks. At the same time, one third of respondents (33.1%) said they did not feel prepared to work with e-books. Of all those surveyed, 81.4% believe that it is necessary to include preparation for work with e-textbooks in university courses in private didactics. This gave me reason to head to the topic of this article and to make a content analysis of an electronic first grade mathematics textbook by classifying the types of additional electronic resources in it.
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Du, Siyao. "The Analysis of Vocabulary Teaching in Chinese English Major’s Contemporary College English Book." Journal of Linguistics & Cultural Studies 2, no. 1 (2025): 1–8. https://doi.org/10.70088/20by5v36.
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Vocabulary acquisition is a fundamental component of English language learning and is widely recognized for its critical role in effective communication and overall language proficiency. Given its importance, the evaluation of teaching materials, particularly textbooks, is essential for enhancing the quality of vocabulary instruction. This study focuses on analyzing the vocabulary teaching approach in the Contemporary College English (First Volume), a textbook designed for first-year English majors in China. The analysis excludes the exam units (Units 7 and 14) and concentrates on Text A of each unit, as it constitutes the primary instructional content. Specifically, the vocabulary section is examined in three key areas: word formation, formulaic language, and synonyms and antonyms. The study evaluates the textbook's adherence to the Principled Communicative Approach and identifies areas for improvement in its vocabulary teaching methods. After the analysis, the study applies the Principled Communicative Approach to evaluate whether the textbook’s design aligns with its principles. The findings indicate that while the vocabulary design of the textbook largely adheres to the core tenets of the Principled Communicative Approach, there remains significant room for improvement in several areas.
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Aryati, Aziza, Riyanto Riyanto, Bambang Sahono, and Wasidi Wasidi. "Model development of Rejang culture-cased Islamic religious education textbook to improve hard work character." Jurnal Konseling dan Pendidikan 10, no. 3 (2022): 425. http://dx.doi.org/10.29210/184900.
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Using a combined approach and the Research and Development/R&D method, this study aims to provide Rejang culture-based PAI textbooks that can improve the character of hard work in junior high school students in the Lebong district, as well as to assess whether the textbook is appropriate and effective for increasing the character of hard work in high school students. The research findings are as follows: 1) The following steps are taken to create Rejang culture-based PAI textbooks: First, conduct a needs assessment at the research site. The needs analysis results are used as the basis for compiling a draft textbook, secondly validating the draft textbook that has been made, thirdly revising the textbook in accordance with input from validators consisting of material experts, education experts, linguists, and practitioners/teachers, fourthly conducting limited trials of books that have been revised, fifthly revising based on consideration of the results of limited field trials, and sixthly conducting tr 2) PAI textbooks based on Rejang Culture are appropriate for developing a work ethic. 3) Rejang Culture-based PAI textbooks are effective at developing students' work ethic. The implication of this research is that as the distance between students and learning materials closes, the use of local culture in textbooks creates an attraction for reading books, fostering enthusiasm for learning, making it easier to absorb, understand, and achieve learning goals faster. Furthermore, using textbooks that incorporate elements of local culture can help students improve their character.
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Ramazanova, Dzhamilya N., and Irina L. Karpova. "From Alphabets to the Basics of Science: to the 200th Anniversary of K.D. Ushinsky." Bibliography and Bibliology, no. 6 (December 29, 2023): 126–32. http://dx.doi.org/10.25281/2411-2305-2023-6-126-132.
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The article provides an overview of the work of the international scientific conference “Textbook of the 15—19 Centuries in Library, Museum and Archival Collections: Rarities and Valuable Collections”, held in Moscow, at the Russian State Library, November 1-2, 2023. Within the framework of the conference, four sessions were held: “Problems of studying early educational publications”, “Textbooks of the 17—18 centuries”, “Visual culture and an educational book” and “Educational publications of the 19 century in personal and library collections”. The authors express the hope that the conference will become an important stage in the study of educational old printed books and will give a new impetus to historical and book studies, bibliographic, source and philological research.
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Kraishan, Osama M., and Ismail Almaamah. "Evaluation of the Third Class Science Text Book from the Teacher’s Perspective at Madaba Municipality." International Education Studies 9, no. 3 (2016): 123. http://dx.doi.org/10.5539/ies.v9n3p123.
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<p class="apa">This study aimed at evaluating the science textbook of the third grade primary school in Jordan from the point of view of the teachers who have taught this textbook, in order to find out how suitable and relevant this textbook is to the structure of the curriculum and its guidelines, by trying to answer this question: What is the evaluation of science textbook of the third grade from the standpoint of science teachers in the following aspects: general appearance, the book’s introduction, content of the book, aids and activities in the book, the contribution of the book to the development of students’ attitudes toward science, evaluation methods contained in the book, the appropriateness of the number of weekly classes to the content of the book, the availability of laboratories and the necessary materials to carry out activities, and finally the language of the book. The study population consisted of all 110 science teachers in governmental schools in Madaba who have taught the science textbook. While The study sample consisted of (51) teachers who were selected randomly, then the researchers prepared a questionnaire as an instrument for their study consisting of (62) paragraphs displayed by a number of arbitrators and specialists for the sake of verifying its validity and reliability, and it covers nine aspects. Results related to study main question showed that the total score of teachers evaluating for science textbook of the third grade was high as the percentage reached (70.6), and this is evident that the Jordanian experience in curriculum development and design is a rich experience and with high level, parallel with the experiences of other countries. Finally, the researchers recommend that science teachers and their supervisors should necessarily take part in designing the science textbook because they are only the ones who work with it. They also recommend that more studies on science textbooks should be done for the sake of the development of its curriculums.</p>
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Ilyas, Fitri Susanti. "AN ANALYSIS OF INDONESIAN ELT TEXTBOOK TO PROMOTE MULTIMODAL COMMUNICATIVE SKILLS." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 7, no. 2 (2024): 228. https://doi.org/10.20527/jetall.v7i2.20728.
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Developing students’ multimodal communicative competence is essential in the Indonesian new curriculum, Kurikulum Merdeka (Freedom Curriculum). To help achieve this goal, the Indonesian government created a series of textbooks. This study explored whether the textbooks have served their designated purpose by scrutinizing the representation of various modes used in the textbook and the methodological features to support the improvement of students’ multimodal communicative competence. One textbook, Work in Progress, was chosen to be analyzed using Littlejohn’s three-level evaluation framework. It was found that the book has incorporated combinations of modes in the form of input and expected outputs. However, the pedagogical aspect employed does not encourage the development of multimodal communicative competence.
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Sari, Rita Karmila. "Readability Assessment of English Junior High School Textbooks by Implementing Cloze Procedure." Scope : Journal of English Language Teaching 4, no. 2 (2020): 101. http://dx.doi.org/10.30998/scope.v4i2.6294.
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<p>Textbooks that are too difficult to read will decrease students’ motivation in learning, while textbooks that are too easy to read will make students less interested in reading them. Therefore, the readability analysis needs to be done so that the textbooks used as learning media are suitable for the students who become the target readers of the books. This study analyzes the texts in Junior High School English textbooks entitled “English in Focus” grades VII, VIII, and IX published by the Center of Book Archieve of the Department of National Education by using cloze procedure. The tests were carried out in SMPN 1 Gunungputri and SMP Sejahtera 2 Cileungsi, involving students in grades VII, VIII, and IX. The texts tested were adapted to their grade levels. The tests were made in the form of 100 words which were then omitted at every 5th word. The readability results of “English in Focus” textbook are that not all texts in the book are suitable for students who use it. If the books are considered as suitable teaching material, these books need some changes because there are 6 texts from the total of 24 texts that are considered too difficult for students.</p><p>Keywords: textbook assessment, readability, cloze procedure</p>
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Budianto, Suhartawan, Isnin Ainie, and Desy Irmayanti. "Japanese Teacher’s Perception of The Book Nihongo Dekiru." mezurashii 6, no. 1 (2024): 89–104. http://dx.doi.org/10.30996/mezurashii.v6i1.11023.
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Textbooks are one of the factors that support the success of a learning process. With textbooks, students can understand the material being studied. On the other hand, textbooks can motivate teachers to increase their creativity in making teaching materials, so that the learning process becomes more meaningful. This research aims to determine Japanese language teachers' perceptions of the completeness of the Nihongo Dekiru book material. The Nihongo Dekiru book is a Japanese language textbook used by Muhammadiyah 3 Wage Elementary School students. This book consists of five volumes which are integrated with the previous volumes. The method used is descriptive qualitative using interview and observation techniques. The results were 1) no book instructions and evaluations were found in each book volume, 2) there were almost no learning outcomes in each book volume, and 3) supporting information, exercises, and work instructions were found in each book (teacher interviews were included in the discussion). Keywords: Japanese Student Book, Nihongo Dekiru, Teacher’s Perception
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Bokova, Tatyana, and Oksana Markova. "Textbooks' Role in Secondary Education in Georgia, the Postmodern Era." ARPHA Proceedings 4 (May 31, 2021): 141–53. https://doi.org/10.3897/ap.e4.e0141.
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The paper presents a study of the role textbooks play in secondary education in Georgia in the postmodern era. A textbook theory which was formed by the middle of the 20th century, its main provisions, served the basis for the study of various representations of school textbooks' functions: informational, transformational, systematizing, motivational, the function of students' orientation towards cognitive activity, the function of developing students' cognitive abilities based on their mastering the skills of cognitive activity and gradually increasing the level of their cognitive independence, integrating, coordinating, developing and educational. An attempt has been made to study the influence of postmodernistic ideas on the development of school education in Georgia, its educational and methodological support, the central component of which is a textbook. The authors reveal a shift in the goal of education under the influence of postmodern thinking from teaching academic knowledge and skills to providing a learning environment where students create their own knowledge. They analyzed tutorial layouts for the 9th grades students of Georgian schools, posted on the official portal of the Center of Textbook Marking and justified the conclusion that the invariant function of the textbook, which includes a book for the student, a book for the teacher, a workbook and a disk with audio recordings, is the function of developing students' independent work in the informational space, search, and encouraging students to independently construct knowledge.
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Tamara Awad Alobiedallah, Tamara Awad Alobiedallah. "The inclusion of constructivist theory principles, in sixth, Seventh and eighth Grades. Science textbook in Saudi Arabia: اشتمال كتب العلوم لصفوف السادس والسابع والثامن في السعودية على مبادئ النظرية البنائية". مجلة العلوم التربوية و النفسية 5, № 29 (2021): 65–89. http://dx.doi.org/10.26389/ajsrp.r020321.
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This study aimed at identifying the degree to which constructivist theory principles are included in 6th, 7th, and 8th grades science textbooks in Saudi Arabia. where a content analysis tool, in light of constructivism theory, consisting of (31) sub indicators, within (12) of the constructivist theory principles. The study sample consisted of all topics included in sixth, serauth and eighth grades science textbooks for the school year 2019/2020, however analysis was limited on student's book but not teacher's guidebook, in its first part. Descriptive analytical approach was employed, The results indicated that science books for grades covered the principles of constructivism with a total percentage of (99.6%), At the grade level. Results showed that the content of textbooks for the three grades to gather, principle" encourages learner on collective work came in the last rank with (1%, 0%,3%), For each of them in Succession, Also, content analysis of sixth grade science textbooks showed that the principle of "emphasizes evaluation tools based on constructivisin was ranch first with (20%), Meanwhile, content analysis of seventh grade science textbook showed that the principle highlights interrelationships between ideas in the textbook and learner real life" came in the first order with (20%), while the principle "Considers the treatment of Miscue options acquired, from public life, by learners, with a (21%) and in the first rank, in the eighth grade text book, in the eighth grade text book Based on the results, the researcher presented a set of recommendations and proposals to include the principles of constructivism theory that did not obtain sufficient proportions for students of the studied classes and the general stages of education.
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Nafashi, Nada, Azizollah Dabaghi, and Saeed Ketabi. "Investigating Teachers' and Students’ Evaluation of the Textbook English for Iraq for First and Second Grades of High School Based on Litz's Checklist." Al-Adab Journal, no. 150 (September 15, 2024): 13–44. http://dx.doi.org/10.31973/x9445d32.
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The present study investigates Iraqi teachers’ and students’ evaluation of the textbook English for Iraq for first and second grades of high school based on Litz's checklist using a descriptive qualitative method. The sample of this study was 2textbook books entitled “English for Iraq for 1st Intermediate” and “English for Iraq for 2nd Intermediate”. The research data was collected from the Evaluation checklist of experts consisting of 5 Points in evaluation textbooks. The results of the evaluation of the two books have mostly met the standards of a decent book based on the criteria of Litz in terms of objectives, layout&design, methodology, skills, elements of language. This study also intended to examine EFL teachers’ and students’ points of view on these two textbooks. The participants were 70 first and second-grade intermediate school students and 30 EFL teachers who chose from various intermediate schools in Wasit province. The researcher designed two questionnaires to evaluate these textbooks. The examinations uncovered that EFL teachers were to some extent happy with the “English for Iraq textbook series”; Not with standing, EFL students were fairly impartial. The evaluation also indicated that the English for Iraq textbook meets the CLT educational plan's points and targets in introducing the exercises and activities through legitimate texts (fiction and nonfiction) that are connected with genuine circumstances. The findings of this work may hold any importance with Iraqi EFL teachers, materials designers, and the partners engaged with the materials readiness Departments of the Iraqi Ministry of General Education.
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Kolobkova, Anastasia A. "The educational books on the French language in Russia in the XVIII century." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 5, 2020 (2020): 163–71. http://dx.doi.org/10.31862/2218-8711-2020-5-163-171.
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The article considers the features of the genesis and development of the first textbooks on the French language in the XVIII century in Russia. The most popular and well-known author’s textbooks are analyzed: V. E. Teplov’s translation work “New French grammar...”, based on the German compilation of the French grammar by P. Resto; A. de Lavy’s “the French ABC book”, which combines the norms and rules of a foreign language and the norms of Christian morality; Ya. Sigezbek’s “Instructing what it is in French for...”, which later became the first Soviet textbook of French; the Academy of Sciences’ “French ABC book”, which combined elements of de Lavy’s academic ABC book and secularizing pragmatism of Sigezbek’s “Instructions...”; “New French dictionary” by P. Bogdanovich for self-taught students, “the Leader” by F. Karzhavin, which became an academic manual for mature linguodidactics. The main trends in the development of the first educational books on the French language in the period under study are summarized; their main problem points and advantages are identified.
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Whang, Yoon-Jae. "TOPICS IN ADVANCED ECONOMETRICS: ESTIMATION, TESTING, AND SPECIFICATION OF CROSS-SECTION AND TIME SERIES MODELS." Econometric Theory 14, no. 3 (1998): 369–74. http://dx.doi.org/10.1017/s0266466698143062.
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This book, Topics in Advanced Econometrics, is written primarily as a textbook for an advanced graduate econometrics course. The topics covered include consistent model specification testing, unit roots and cointegration, and nonparametric regression estimation; they are mainly the topics in which Professor Bierens has made significant contributions to the literature over the last 15 years. This book is unusual as a textbook in the sense that it treats both cross-sectional and time series (i.e., both subscript i and t) issues in econometrics at an advanced level. Most of the results given, other than those available in standard econometrics or statistics textbooks, are drawn from the published work of the author. The book is very useful because it puts together a number of important current issues that have been treated separately in the literature and presents them systematically using a well-organized set of statistical tools. Another advantage of this book is that the materials given are almost self-contained, making this book suitable for self-tuition. This book thus ideally suits students who need tools for independent research especially in the area of nonlinear and nonparametric models and time series analysis. It will also be useful to more advanced researchers who are interested in a thorough understanding of some of the author's original and influential work in these areas.
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Chubina, E. "Sociolinguistics. Reading-Book." Scientific Research and Development. Modern Communication Studies 10, no. 6 (2021): 93–95. http://dx.doi.org/10.12737/2587-9103-2021-10-6-93-95.
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The textbook "Sociolinguistics. Reading-book", intended for students studying in the direction of "Forensic expertise", is being prepared for publication. The book includes fragments from the works of famous domestic and foreign linguists devoted to the main sociolinguistics problems (subject area, conceptual apparatus, social and communicative system, social marking of language units, research methods, language policy, etc.). Each text is accompanied by control questions and tasks. The textbook provides students with additional material for individual work. The book can be useful to teachers in preparation for lectures and seminars, and is also of interest to a wide range of readers.
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Mubaroh, Sari, and Linda Fujiyanti. "Need Analysis on the Development of Polytechnic English Textbook." Linguistic, English Education and Art (LEEA) Journal 5, no. 2 (2022): 153–61. http://dx.doi.org/10.31539/leea.v5i2.3195.
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This study aims to identify and analyze students' needs for English textbooks that suit their needs. This research method uses a descriptive quantitative method. The results of this study indicate that: (a) all students agree that English is important for them to learn; (b) the existing English textbooks are less attractive for students to learn English; (c) the instructions in the book are not clear and difficult to understand; (d) students need TOEFL material to be studied in class; (e) there are not enough textbooks on campus for students to master the TOEFL; (f) exploration activities are required for students to master the four English skills (listening, speaking, reading, and writing); (g) students need a TOEFL equivalent textbook in the mastery of English both spoken and written. In conclusion, students of the TRPL Polman Negeri Babel Study Program need textbooks that suit their needs. The need for English textbooks with TOEFL equivalence comes from the achievement of study objectives (CPL), TRPL, graduation requirements, and the world of work.
 Keywords: Needs Analysis, English Textbook, TOEFL
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Tonoyan, Larisa G., and Maria V. Semikolennykh. "The first Russian textbook on logic: Historical, logical, and textual analysis." Vestnik of Saint Petersburg University. Philosophy and Conflict Studies 37, no. 1 (2021): 77–90. http://dx.doi.org/10.21638/spbu17.2021.107.
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The article is devoted to one of the first Russian textbooks on logic written by Makariy Petrovich (1733–1765), a professor of the Moscow Slavic-Greek-Latin Academy. The analysis of this work demonstrates that it was not a simple translation of some Latin textbook (such translations were published later, after the foundation of the Moscow University). The textbook is a result of Makariy’s (and his predecessors) years of teaching logic in Russian religious schools. It is, to some extent, an original work. The article explores the peculiarities of Makariy’s rendition of logic. For example, the chapters on syllogistics illustrate that Makariy was somewhat innovative: he replaced Latin names for the modes of the categorical syllogism with made-up Cyrillic words (while keeping to the rules defining the choice of Latin letters). It seems that he strived to make logic more practical and as a result, wrote the textbook entirely in Cyrillic. The article considers the historical context of Makariy’s work and its place in the history of logic. The authors make several assumptions as to why Mikhil Lomonosov did not publish the first Russian textbook on logic and also why Makariy’s book was not printed. The authors’ comparative study of XVIII century textbooks on logic makes it possible to specify some probable sources for “Logic”, both Latin and Greek. In addition, Makariy’s approach to the translation of logical terms (some of them he translated into Russian while others were transliterated) is considered. After thorough examination of all three surviving manuscripts of Makariy’s “Logic”, the authors conclude that this textbook is worthy of proper publication.
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Safonov, Yuriy, Ievgen Bazhenkov, and Svitlana Zaiets. "PUBLISHING SCHOOL TEXTBOOKS: INTERNATIONAL POLICY AND PRACTICAL SCENARIOS." Baltic Journal of Economic Studies 9, no. 2 (2023): 172–80. http://dx.doi.org/10.30525/2256-0742/2023-9-2-172-180.
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The article presents the factors of the international policy of publication and provision of school textbooks at the national, regional and local levels in the context of modern requirements for the quality of education. Such research methods as analytical review, comparison, analysis, generalization, interpretation, synthesis were used. An analysis of existing problems and possible ways of improving the quality and objectivity of the system of textbook provision was carried out. The scientific and methodological approaches and practical recommendations of international organizations on the formation of textbook publishing policy, the role of central authorities, local self-government, private organizations, the public and parents of students in the financing, development and distribution of textbooks are considered. The peculiarities of textbook publishing in countries working with the system of centralized state publication, state approval of a list of textbooks by choice, mixed system and open market are analyzed. The similarities and differences of the main changes over the last 20-30 years in the position of countries regarding textbooks (with an emphasis on leading Asian countries) are identified in terms of types of policies, processes of approval and control of production, distribution of textbooks, priorities in providing students with textbooks. The analysis confirmed that in most countries there is a change in the role of central and local self-government, the private sector, parents and the public in the development and distribution of textbooks, as well as the interaction of subjects of educational book publishing. Recommendations for improving the process of textbook publishing have been developed based on the experience of the outlined work in the countries of the world.
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Darwish, Haitham Fuad, and Eman Rasmi Abed. "Work-family Conflict and Psychological Stress among Nurses in Irbid Hospitals." Dirasat: Educational Sciences 50, no. 1 (2023): 77–91. http://dx.doi.org/10.35516/edu.v50i1.4506.
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Objectives: This study aimed to investigate the extent to which the content of the basic first-grade mathematics textbook in Jordan complies with the standards of the National Council of teachers of mathematics (NCTM). The study's authors expect that it will help those responsible for creating mathematics curricula at all levels, and in the fundamental first grade in particular, by highlighting areas of strength and need.
 Method: The study sample consisted of a mathematics book for the first grade in Jordan, with its first and second parts, and two exercise books. An analysis instrument was designed; the validity and reliability of the instrument were ensured. The analysis process was carried out by monitoring the set of paragraphs, each of which includes one idea, and then calculating the number of ideas that represent one of the elements of the analysis, and calculating their repetitions and percentages in light of the sum of repetitions of the elements of the criterion.
 Results: The results of the study showed that the content of the first-grade mathematics textbook was the highest in data analysis and probability (0.00−79.31)% while it was the lowest in numbers and operations (0.00−18.69)%. The results also showed that the extent of the operations standards was the highest in problem-solving (0.00−76.92)% and the lowest was in communication (3.57−35.71)%.
 Conclusions: The study recommended the necessity of developing the book according to NCTM standards, and conducting studies to evaluate mathematics books for other classes in light of the current curricular development movement in Jordan.
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Ullah, Mohammed Anwar, and Farjana Khanum. "An Evaluation of English Textbook of Grade VII in the Light of Competency Based Curriculum in Bangladesh." international journal of Education, Learning and Development 11, no. 4 (2023): 69–79. http://dx.doi.org/10.37745/ijeld.2013/vol11n46979.
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In Bangladesh, English textbook is the only material used widely for teaching English language. The textbook of class seven is designed based on the new curriculum following the experiential learning cycle, a theory of Kolb. The aims of this study are to justify the purposes of English textbook, to evaluate how the competencies are presented in the textbook and to check whether the experiential learning cycle is followed. Therefore, the study evaluates the strengths and weaknesses of this book regarding the presentation of four competencies as well as the presentation of four skills. Moreover, the research examines whether or not the units complete experiential learning cycle sequentially. The textbook provides enough opportunity for learners’ engagement. As the curriculum believes in learners’ autonomy and democratic practices, the book emphasizes group and pair work. However, there is very little scope for individual task. Based on the textbook analysis it is found that among 16 units, 7 units do not complete experiential learning cycle. During the evaluation the study also finds some other syntactic and semantic issues in the book. Beside these, the new curriculum is excellently organized. As it is designed following the new curriculum, it will have great impact on the teaching-learning system. Some recommendations are also made for improving the textbook for class seven.
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Khikam, Mohammad A'lal, Asep Sunarko, Fitri Sholihah, Ahmad Rois, and Yousif Mousa. "Tahlil kitab At-ta’liimi Al lughah Al Arabiyah lis Shofi Al Ashir bil Madrasah Atsanawiyah bi Wizaroti Asyuúni Addiniyah fi Jumhuuriyah Indonesia." AJIRSS: Asian Journal of Innovative Research in Social Science 2, no. 2 (2023): 135–59. https://doi.org/10.53866/ajirss.v2i2.521.
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This thesis aims to: 1) to know what is the feasibility of the contents of the Arabic language textbook for tenth graders of Madrasah Aliyah, published by the Ministry of Religion of the Republic of Indonesia in 2020. 2) to know what is the feasibility of the presentation of the that textbook. 3) to know what is the feasibility of the language of the that textbook. 4) to know what is the feasibility of the graphics of the that textbook. This thesis uses a qualitative descriptive research approach where the type of research is library research. Data collection techniques using the method of documentation and searching on the internet. Then the data sources were obtained from primary data sources and secondary data (references related to writing Arabic textbooks, articles in journals, and Arabic dictionaries). The analysis technique used is the content analysis. The result show that: 1) Based on the eligibility of the content, the material presented in this book is in accordance with the core competencies and basic competencies in the Madrasah Aliyah curriculum number 183 of 2019. The material presented in this book is accurate in terms of concepts, definitions, principles, procedures, examples, facts and questions. But in the supporting material in this book there are no current references used. 2) Based on the feasibility of presentation, the presentation techniques in this book are in accordance with the indicators determined by the BSNP. The presentation of learning from this book is centered on students, prioritizing process skills, and prioritizing work safety. As for the completeness of the presentation, the contents of this book are complete, while the introduction and closing sections are still incomplete. 3) Based on the feasibility of language, the language used in this book is official Arabic, this book also provides a collection of vocabulary arranged in Arabic alphabetically and the meaning of using Indonesian, besides that this book also provides Arabic grammar exercises. As for chapter one and other chapters arranged harmoniously. 4) Based on graphic feasibility, the size of the book is in accordance with the international standard organization. Book cover designs are made with harmonious colors and sizes. As for the design, the contents of this book are displayed in a proportional and harmonious manner, but all the illustrations presented have not included a description of the image
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ДЫБОВСКИЙ, Александр Сергеевич. "Шедевры учебной литературы по японскому языку как иностранному (2): Комикс «Мальчуган» (по одноимённой повести Нацумэ Сосэки)". Известия Восточного института 46, № 2 (2020): 110–17. http://dx.doi.org/10.24866/2542-1611/2020-2/110-117.
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В статье даётся краткий обзор учебной литературы по японскому языку, составленной в виде комиксов, а также описываются основные параметры учебника, построенного на материале повести выдающегося японского писателя Нацумэ Сосэки «Мальчуган», а именно: его структура, содержание, приложения, особенности введения лексики, иероглифики и грамматики, система упражнений и связанные с учебником интернет-ресурсы. Описываемый учебник представляет уникальный материал для преподавания японского языка на среднем и продвинутом уровнях, он вводит обучаемых в историю японской культуры, стимулирует интерес к изучению японской литературы. преподавание японского языка, шедевры учебной литературы, жанр комикса в преподавании иностранного языка, комикс «Мальчуган» This publication is dedicated to the Japanese language textbook for foreigners published in Tokyo in 2011 and based on the story of the outstanding Japanese writer Soseki Natsume “Botchan”, which is presented in the textbook in the form of a comic strip. The article gives a brief overview of the Japanese language textbooks compiled in the form of comics. The author describes the main parameters of the above-mentioned textbook, its structure, content and applications, as well as vocabulary, hieroglyphics and grammar, the exercise system, and the Internet-related textbook resources. The creation of an educational comic strip on the basis of an outstanding work of Japanese literature seems to us extremely fruitful, since the educational process is enriched with aesthetic elements. Drawings provide important keys for understanding the text, and the content of a literary masterpiece gives us rich topics for various types of communication in the classroom. The described textbook contains wonderful material for teaching Japanese at intermediate and advanced levels. It introduces students to the history of Japanese culture and stimulates interest in the study of Japanese literature. teaching Japanese language, masterpieces of educational literature, comic book genre in teaching a foreign language, comic book “Botchan”
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Chikina, Elena Evgenevna, and Valeria Andreevna Averina. "Foreign language textbook as semiotic phenomenon." Ethnic Culture 5, no. 4 (2023): 68–73. http://dx.doi.org/10.31483/r-108013.
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The aim of this paper is the semiotic analysis of a foreign language textbook as a semiotic phenomenon reflecting the cognitive attitudes of its authors and aimed at forming not only external but also deep layers of the learner's linguistic personality, responsible for motivation, intents and attitudes. The material to be analysed is a popular line of EFL textbooks “English file” by British authors Ch. Latham-Koenig and C. Oxenden. The scientific novelty of the work is that for the first time a foreign language textbook is considered not as an educational and methodological text, but as an alternative reality, a dynamic complex sign, similar to the discursive space of a fiction book. The study is conducted by applying the method of contextual analysis, the method of cognitive-pragmatic analysis, and the interpretive method to the polycoded texts of EF-textbooks. The authors conclude that the semiotic complex of EF-textbooks exhibits the characteristics of an educational novel of fiction, where the learner assumes the function of a fairy-tale hero, acting in the space of English-language cultural mythologems, reference-metric elements, topoi and narratives. As a result of active realisation of the happy end narrative, supported by the system of topoi and precedent names characteristic of the English-language conceptosphere, the textbook uses the suggestive potential of the so-called soft power to form changes at the motivational-pragmatic level of the linguistic personality.
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Kravchenko, Oksana, Nataliia Pyzhianova, Uliya Pidvalna, and Iryna Reznichenko. "Educational activity of P. Kulish: book publishing and folklore preservation." Revista Amazonia Investiga 9, no. 26 (2020): 282–90. http://dx.doi.org/10.34069/ai/2020.26.02.32.
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This article is devoted to the study of the educational activities of P. Kulish, which consisted in the creation of Ukrainian educational literature, preservation of monuments of national folklore. The following scientific research methods were used in the preparation of the article: method of generalization, method of comparisons and analogies, chronological and induction method. They pay attention to the analysis of the historical work called «The story about Ukrainian people». It was noted that it was one of the first educational books on the history of Ukraine, which, along with descriptions of historical events, included folklore material, taking into account some folk songs translated into Russian. The structure and content of the textbook for teaching grammar in the Ukrainian language “Gramatka” are examined in detail in the article. It is stated that the textbook contains a preface, twelve sections. The textbook's teaching material covers not only reading and writing skills, but also arithmetic, general historical science information. Also, for the first time, samples of oral folk art and other folk monuments were used as educational material. The results of the analysis of P. Kulish's textbook “Gramatka” suggest that it implements the basic functions of the textbook, namely: information, development and education. The textbook is clearly structured, it contains basic and additional texts, illustrations, various types of tasks and exercises. The authors point to P. Kulish's key role in publishing literary works of Ukrainian writers in separate brochures. It is noted that the creation and spread of religious works in the mother tongue was an important element in raising the overall educational level of the Ukrainian people. The results of the study indicate that P. Kulish's educational activities in the native language were effective through the means of educational, religious and popular science literature.
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Carpes, Patricia Pujol Goulart, and Eleni Bisognin. "Textbook: an Analysis in the Light of the Ontosemiotic Focus on Rational Numbers." Acta Scientiae 22, no. 5 (2020): 122–42. http://dx.doi.org/10.17648/acta.scientiae.5973.
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Background: Many teachers consider the textbook the primary guide for the curriculum materialisation. This work analyses the content of the rational numbers in a textbook used in the 7th-grade of elementary school. For this analysis, the theoretical and methodological tools of the Ontosemiotic Approach to Knowledge and Mathematical Instruction (OSA) are used. Objective: Our goal was to understand the level of didactic suitability of the instruction process in the textbook. Design and setting: Thus, we analysed a section of the textbook about rational numbers using the categories described by OSA. Concepts, procedures, problem situations, definitions and arguments used by the authors were also analysed. Results: From the results obtained, we could infer that there are examples of the concepts worked in class, but without the proper definitions and arguments, hindering generalisation. The analysis also allowed us to highlight didactic-mathematical knowledge that can guide the teacher concerning the textbooks' possibilities and limitations, to achieve more didactic suitability in the process of teaching and learning rational numbers. Conclusions: the book under study should not be considered as planning for an instructional process to meet the current curriculum guidelines.
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Weissert, Caecilie. "Clément Perret’s Exercitatio alphabetica (1569)." Netherlands Yearbook for History of Art / Nederlands Kunsthistorisch Jaarboek Online 68, no. 1 (2019): 30–71. http://dx.doi.org/10.1163/22145966-06801003.
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The Exercitatio alphabetica, published in Antwerp in 1569, was unique in form and content because the whole book was packed with richness and variation. The article shows how this book brings together three different domains: the demands of calligraphic textbooks, the ideals of a virtuoso artist (the writing master, inventor of ornaments and reproduction artist), and the creative principles of the art of eloquence as formulated by Erasmus of Rotterdam in his textbook De copia. The ideals set out here were meant to act as guiding principles for the visual artists whose work the book displayed and for the authors who were responsible for text selection and additions, as well as for users of the book itself. This art book also showed the latter how difficult and complicated but also how beautiful the art of calligraphy could be, and provided readers the opportunity to practice through observation, reading, and imitation.
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Kuzmenko, N., and A. Ostapenko. "PEDAGOGIC IDEAS FOR STUDENTS OF INDEPENDENT WORK WITH THE BOOK." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (11) (2020): 18–21. http://dx.doi.org/10.17721/2415-3699.2020.11.04.
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The article analyzed the works of scientists (Avtomonova P. P., Boyko Y. V., and Zaichenko I. V., Zenkin A. S., Karandasheva V. N., Kirdyaeva V. M., Kuzmenko N. M., Lasch A P., Lvov I. P., Pylhaeva F. P,. Pogrebna Ya. A., Czerniawska A. P.), who developed methods of optimal study book, textbook and other paper media. Types of independent work with the coursebook, additional materials are necessary to have when studying or reading books and other manuals. Selected types of readers (based on lectures “Students' independent work with the book” by I. P. Lvov), the preferences of readers on the nature of the literature and recommendations for its choice. It is substantiated that, according to I. P. Lvov, the book plays an important role in the development of thinking and speech culture of students. The Ukrainian teacher singled out four groups of students. Representatives of the first group are only interested in the reading process. To the second group of readers I. P. Lvov included people who like to read adventure literature and detective stories. The third group consisted of readers who are interested in serious, scientific literature, new books of modern bookstores. To the fourth type of readers, the scientist referred those who seek knowledge and therefore makes serious demands on the book. It is proved that the Ukrainian teacher emphasized that the effectiveness of reading books is possible if the reader has a system of knowledge in a particular field, has the skills of good orientation in the text with the selection of basic principles and ideas. The result of mental work should be clearly designed in the form of writing or speaking, and the effectiveness of the process of working with the book depends not only on speed but also on the method of reading.
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Alfaya, Anfa Farkhan, Dewi Rochsantiningsih, and Sumardi Sumardi. "Cultural representation in the ELT textbook “Work in Progress”." Diksi 31, no. 2 (2023): 233–43. http://dx.doi.org/10.21831/diksi.v31i2.65026.
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The present study uncovered the cultural contents of the Indonesian ELT textbook for tenth-grade secondary-level students Bahasa Inggris “Work in Progress” based on the cultural types using content analysis. The book is chosen because it is nationally used and based on the curriculum Merdeka 2022. This study focused on analyzing the cultural contents, represented with graphical images integrated with text (e.g., pictures with monologue, dialogue, or description). The findings showed that among the four types of culture, the Target culture was dominantly represented in the textbook 59 times (50,9%). Then, it was followed by the culture neutral 23 times (19,8%), the international culture 18 times (15,5%), and the last source culture 16 times (13,8%). The various and well-organized cultural content proportion should be put more attention.
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Havrylyshena, Olena. "The electronic textbook as a modern learning tool." IMAGE OF THE MODERN PEDAGOGUE 1, no. 3 (2021): 5–10. http://dx.doi.org/10.33272/2522-9729-2020-3(198)-5-10.
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One of the factors in the modernization of the education system is the creation and use of computer-based learning tool that combines the achievements of modern pedagogical science with the capabilities of information and computer technology. Achieving this goal involves the creation and use of electronic textbooks in the educational process. The legal basis for their use is the Laws of Ukraine «On Education», the Decree of the President of Ukraine «On measures to develop the national component of the global information network Internet and ensure wide access to this network in Ukraine», Orders of the Ministry of Education and Science of Ukraine «On conducting an experiment at the national level on the topic» «Electronic textbook for general secondary education (Е-book for secondary education (EBSE)), August 2018–August 2021», «On approval of the Regulations on the electronic textbook». The article actualized the issue of the introduction of electronic textbooks in the educational process of general secondary education institutions. The essence of interconnected concepts is revealed: «information and communication technologies»; «electronic educational environment»; «electronic educational resource»; «electronic textbook». Based on the analysis of scientific and pedagogical literature of domestic and foreign scientists, the main approaches to the classification of electronic textbooks are presented. Factors and criteria for evaluating the quality of electronic textbooks are described. The analysis of the current legislation on the introduction of electronic textbooks in the educational process of modern school is conducted. Based on the results of research and experimental work on the introduction of electronic textbooks in the educational process of general secondary education, the advantages, disadvantages of their implementation are clarified and the prospects for use are described
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Hamidah, Nindi Maulia, Elih Sutisna Yanto, and Yousef Bani Ahmad. "Students’ Responses to the Implementation of Word Wall in Vocabulary Learning." JIIP - Jurnal Ilmiah Ilmu Pendidikan 5, no. 9 (2022): 3584–94. http://dx.doi.org/10.54371/jiip.v5i9.842.
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The purpose of this study was to determine the values of character education contained in the textbook When English Rings A Bell Curriculum and Book Center for SMP/MTs Class VIII, Ministry of Education and Culture of the Republic of Indonesia revised edition 2017. This research is qualitative using content analysis. The data used in this study are in the form of texts in textbooks. The main instrument of the study was researcher and the data sheet was also used as the second instrument. Several steps were taken during data collection: (1) reading carefully; (2) understanding certain parts related to the focus of intensive research; (3) marking certain parts related to the research focus; and (4) making data descriptions accompanied by process of coding and inserting data into tables. In analyzing the data, this study uses critical discourse analysis technique. The subjects are 6 chapters in the textbook When English Rings A Bell Curriculum and Book Center for SMP/MTs Class VIII, Ministry of Education and Culture of the Republic of Indonesia revised edition 201. The objects are 18 characters values described by the Ministry of National Education. The findings of character education values in the textbook When English Rings A Bell Curriculum and Book Center for SMP/MTs Class VIII, Ministry of Education and Culture of the Republic of Indonesia revised edition 2017 as many as 10 characters values, namely (1) discipline; (2) interest reading; (3) curiosity; (4) responsibility; (5) creative; (6) communicative/friendliness; (7) appreciative; (8) social care; (9) environmental awareness; and (10) tolerance.
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Barwal, Vijay Kumar, and Gopal Ashish Sharma. "IAPSM’s Textbook of Community Medicine." International Journal Of Community Medicine And Public Health 6, no. 9 (2019): 4131. http://dx.doi.org/10.18203/2394-6040.ijcmph20193644.
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A great effort by the editor-in-chief, Dr. A. M. Kadri, a well-known academician and teacher as well as the secretary general of IAPSM for more than three years, to compile the work of over 200 authors who are subject experts and teachers of Community Medicine from all over India. This book exhibits expertise of the subject from every nook and corner of India. It is nicely framed and the font size, print, tables, diagrams are reader friendly and pleasing to the eyes.
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Pele, Andreea. "Two Teachers, One Textbook: Challenges and Changes." Scientific Bulletin of the Politehnica University of Timişoara Transactions on Modern Languages 15 (June 19, 2023): 89–96. http://dx.doi.org/10.59168/mnqx6184.
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This paper offers an insight into the efforts of two teachers trying to put together a textbook, called English for Social Sciences. The teachers are myself and a friend, Ramona Bran, who is an English language teacher at the Faculty of Sociology and Psychology, within the West University of Timisoara, where I also used to work until the autumn of 2015. This book came with some challenges due to our target audience, our students, but also our styles of teaching which impinged on what we taught. This paper looks back at how these challenges were overcome and how we adapted to the changes necessary to come up with the book.
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Blake, Sarah. "TEXT, BOOK, AND TEXTBOOK: MARTIAL'S EXPERIMENTS IN THE CODEX." Ramus 43, no. 1 (2014): 67–93. http://dx.doi.org/10.1017/rmu.2014.4.
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Of all the Roman poets, Martial is perhaps the most concerned with his material medium; the physical book itself is a major character in theEpigrams. In the context of epigram-writing, this is not so unusual; as a genre, epigram is traditionally self-conscious of its development from ‘stone to book’. As recent scholarly work has shown, however, Martial's concern with the materiality of his poetry goes to the heart of his poetic project, as he reworks images inherited from Greek epigram as well as from Catullus, Horace and Ovid to fashion a new poetics of Flavian epigram and a correspondingly unique concept of the poetry book.
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Khukhuni, Georgy T. "Novelty and continuity (Theory of translation: a textbook. 4th edition revised and expanded). Moscow: Moscow University Publishing House, 2023) (a classical university textbook)." Lomonosov Translation Studies Journal, no. 4, 2024 (2024): 190–95. https://doi.org/10.55959/msu2074-6636-22-2024-17-4-190-195.
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The review is dedicated to the 4th edition of the N. Garbovsky`s book “Theory of Translation”. It won well-deserved recognition as one of the best works in the sphere of translation studies. Different aspects of translatology found in this book thorough and detailed consideration. It is underlined, that this work makes an equal contribution both in educational and scientific literature.
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Milaras, Milton, and Tracey McKay. "Marginalisation of ‘global South’ epistemics: the case of a soil science textbook." Scholarship of Teaching and Learning in the South 3, no. 2 (2019): 31–48. http://dx.doi.org/10.36615/sotls.v3i2.93.
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Scientific textbooks are often seen as critical teaching and learning tools for undergraduate students. Furthermore, textbooks can shape and define students’ comprehension and internalisation of academic disciplines. Despite this, textbooks are not necessarily error free. Additionally, textbooks can be laden with hidden representational presumptions and biases, foregrounding a particular culture, knowledge system, or hegemonic world-view. This can include the epistemology of the ‘global North’. How appropriate it is to prescribe such textbooks in the ‘global South’ is, therefore, debatable. Thus, this research represents an attempt to determine the suitability of a soil science textbook – produced in the global North – for use in the global South, specifically the South African context. Accordingly, one particular textbook, in use at some South African universities, was analysed using textual analysis, in order to ascertain its applicability within the context of an Africanised curriculum. The study found that, despite the publisher’s claim of ‘universality’, the book presents soil science knowledge as written with a northern geographical setting in mind and for a Western European or North American audience. Thus, for South Africa, with its radically different geographical, cultural, and soil conditions, the textbook is inappropriate and may even be moulding a particular global North worldview. On this basis it is recommended that academics of the global South adopt a critical approach when selecting textbooks; as well as actively promote and write textbooks directly suited to an African setting.
 
 How to cite this article: 
 MILARAS, Milton; MCKAY, Tracey. Marginalisation of ‘global South’ epistemics: the case of a soil science textbook. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 31-48. Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=93&path%5B%5D=45
 
 This work is licensed under the Creative Commons Attribution 4.0 International License.
 To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Sofiah, Vivi, Hanna Sundari, and Supeno Supeno. "Cultural categories and Dimensions in Kurikulum Merdeka English Textbooks for Junior High School: A Textbook Analysis." JADEs Journal of Academia in English Education 5, no. 1 (2024): 34–57. http://dx.doi.org/10.32505/jades.v5i1.8456.
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This research aimed to investigate the cultural categories and dimension inculded in Kurikulum Merdeka English textbook ‘Work in Progress’ issued by the Ministry of Education for Senior High School grade ten. The reseacher focus on analyzing the content in form of pictures. Thre are 79 pictres being analized from 6 chapters in total. The cultural categories theory by Chao (2011) and cultural dimension theory by Moran (2001) used to analyzed the cultural content on the book. From the 79 pictures being analyzed, there was 53% included in Universality across Culture (UC), 36% Source Culture (SC), 6% International Culture (IC), 5% intercultural Interaction (ICI), and 0% Target Culture (TC). Meanwhile, for the cultural dimension, 47% were in ‘product dimension, 23% in ‘person’ dimension, 21% in ‘practice’ dimension, 6% in ‘perspective’ dimension, and 3% in ‘community’ dimension. The researcher conclude that the English Tetxbook ‘Work in Progress’ for Senior High School grade ten need more consideration to the cultural content because it does not have a balance portion of cultural categories and dimension that can affect cultural bias and awarness into students perseption. The study underscores the need for greater attention to cultural content within the "Work in Progress" English textbook.
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Permatasari, Chindy Yulia, and Safnil Arsyad. "Coherence Analysis of Reading Texts in English Textbooks for Class X SMA "Work in Progress" Published by Ministry of Education and Culture of the Republic of Indonesia." Journal of English for Specific Purposes in Indonesia 2, no. 1 (2023): 59–66. http://dx.doi.org/10.33369/espindonesia.v1i2.26130.
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In teaching English at school, the teacher uses textbooks as reference material and carries out the process of learning English. Textbooks have an essential role in getting information and knowledge. Thus, text can be good when the text has coherence. When the text is coherent, it will make it easier for students to understand the text. This research aimed to determine the type and level of coherence used in reading texts in the book 'Work in Progress' for class X high school students Published by KEMENDIKBUD in 2022. This research used a quantitative approach. Based on the results of analysis that have been carried out by researchers on 11 reading texts consisting of five categories of Descriptive Text, Recount Text, Procedure Text, Expository Text, and Narrative Text in the textbook. The results of this research all the texts are coherent or good because the level of coherence in the texts is good, with the level percentage of coherence being 80%. The texts from the book that have been analyzed are included in good textbooks because the percentage of the highest overall coherence level is at a good and sufficient level. The components of coherence included in the text are keyword repetition, consistent pronouns, transition signals, and logical ordering. The most dominant text coherence is Narrative Text (48%) with getting fair score. Regarding the coherence analysis results, the research suggests that teachers can choose this book as a handbook for teaching English to their students.
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Nadir, Ismayilov, and Guliyev Oruj. "Creation and formation of information resources for children." Technium Social Sciences Journal 36 (October 8, 2022): 735–42. http://dx.doi.org/10.47577/tssj.v36i1.7489.
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It should be noted that according to information obtained from written sources, the first book for children appeared in India in the 6th century BC. This didactic book tells about the moral and political conversations of a Brahmin in order to educate the ruler's son. The book, written in an entertaining style, consists of stories and fairy tales. In some sources, it is possible to find information that Confucius transcribed Chinese classics for children during that period. However, it is noted that this work has not been completed and the work remains unfinished. In the 600s AD, during the Anglo-Saxon period, monks and other scholars wrote a "textbook" for children. Aldhelm, Abbot of Malmesbury and Bishop of Sherborne, went down in history as the first person to write a textbook for children. His book De Septenario, de Metris, Enigmatibus ac Pedum Regulis contains a long essay on the meaning and use of the number seven in the Bible. Aldhelm assigned 1500 writing samples for children. He used question-and-answer form or wrote in poem form in all his manuals. Bede (673-735) used more imagination than Aldhelm. One of his most famous works was called "De Natura Rerum". Containing information on the natural sciences, history, astronomy and botany, this work has been used as an English textbook for more than three hundred years. Much of the content of Bede's works is a repetition of the scientific treatises of Plato, Aristotle, St. Augustine, and others [4, p.1].
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Rusek, Martin, and Lucie Vosyková. "Evaluation of Czech Non-Chemical Vocational School Chemistry Textbooks’ Text Difficulty." Chemistry-Didactics-Ecology-Metrology 26, no. 1-2 (2021): 99–108. http://dx.doi.org/10.2478/cdem-2021-0008.
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Abstract The paper follows the first author's continuous work on chemistry textbook analysis. In the previous paper published in CERP, attention was given to the procedure and results for analysing text-difficulty in lower-secondary chemistry textbooks in Czechia. In this paper, attention was given to non-chemical vocational school chemistry textbooks. They are intended for the most numerous group of upper-secondary students. The goal of the study was to assess the to what extent could students read the textbook texts on their own with appropriate understanding. Therefore, only the textual component was evaluated. The same method (Nestler-Prucha-Pluskal) as in the previous paper was used to analyse the textbooks’ text-difficulty (readability). The results show there are two books which are suitable for students’ own learning. However, there are four textbooks which contain text of high difficulty, including too many scientific terms that they are suitable as teacher's guide through terms rather than student's textbooks. The analysis may serve teachers with their textbook choice as well as researchers who operate in the same field who can easily adopt the methodology and compare results.
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Amin, Saiful. "ANALISIS BUKU TEKS GEOGRAFI SMA KELAS XII PADA MATERI POLA KERUANGAN DESA DAN KOTA DALAM BUKU SEKOLAH ELEKTRONIK TERBITAN DEPARTEMEN PENDIDIKAN NASIONAL." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 3, no. 1 (2016): 68. http://dx.doi.org/10.18860/jpips.v3i1.6856.
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<p>The purpose of research is to know the level of the suitability of the content to the curriculum, the truth of concept, the truth of language, truth and the function of media images contained in the textbook BSE Geography class XII. This study is a content analysis using the document as an object. The design of research using content analysis techniques to describe objectively, systematically, and communicative with using a set of procedures to draw conclusions from a text book. The population in this study are all Geography Document class XII DIKNAS publications that have been circulating. Determination of sample use purposive sampling, a like BSE, entitled ”Geografi untuk Kelas XII SMA/MA”, by Eny Anjayani and Tri Haryanto. The results showed that there are some of the content of the material that is not in accordance with the indicators, the truth of concept (the concept of undefined and a concrete concept) is still wrong, truth in language textbook BSE Geography is still wrong, and media images that are used in the textbook still does not work. It is recommended when using text books, teachers should first examine whether the content of textbooks is already fit for use or left things out that need to be improved, both in terms of curricular as well as in terms of the concept of truth. If found shortcomings or mistakes should be corrected first before delivered during learning. In addition, the author should revise the textbooks BSE Geography class XII mainly in conformity with the curriculum content, the truth of concept, the truth of language, and the function of drawing media.</p><p><strong>Keywords: </strong>text analysis, BSE, pattern of the Rural and Urban.</p><p> </p>
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Kushwaha, Rahul Chandra, Achintya Singhal, and Anupam Biswas. "E-Textbook Enrichment Using Graph Based E-Content Recommendation." Journal of Computational and Theoretical Nanoscience 17, no. 1 (2020): 492–98. http://dx.doi.org/10.1166/jctn.2020.8696.
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This paper presents a novel computational technique for the enrichment of E-textbook using the recommendation of the open courseware, YouTube Videos, Wikipedia articles, Slideshare, Geogebra Applets and other relevant web contents. The research work is based on NCERT secondary class mathematics E-Textbook to improve the learning deficiency by enrichment of the book using augmentation of the relevant web contents. The text mining tool is used for the enrichment of the E-textbook using the relevant E-resources available from the web. A phrase graph based algorithmic framework has been developed to extract the mathematical concepts from the E-textbook and recommend the E-contents to the enrichment of the E-textbook. The proposed method provides more precise and relevant recommendations in comparison to the available methods.
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Leszczyński, Rafał Marcin. "Filip Melanchton i 500 lat jego Loci communes (1521)." Biuletyn Historii Wychowania, no. 44 (January 3, 2023): 201–14. http://dx.doi.org/10.14746/bhw.2021.44.14.
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In Poland, the Protestant Reformation of the 16th century is most often associated with Martin Luther. However, together with Luther, the reforms were introduced into the Church by Ulrich Zwingli in Zurich, while Philip Melanchthon, Luther’s friend and collaborator, was a very important theologian in Germany. It was him who determined the ultimate doctrinal and organizational form of Lutheranism. Melanchthon was a theologian and a humanist, the reformer of German education, author of numerous textbooks widely used in all over Renaissance Europe, including Poland and Lithuania. One of Melanchthon’s major textbooks was Loci communes (1521). In this book, Melanchthon made an attempt to systematize evangelical doctrines. Consequently, it is considered the first evangelical theology textbook and, at the first time, the first work on Protestant dogmas.
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Husna, Ilya, Hidayati Azkiya, Suci Ramadhanti Febriani, Rahmawati Rahmawati, and Martin Kustati. "The Analysis of Arabic Language Textbooks for Class II Elementary School." Lectura : Jurnal Pendidikan 13, no. 2 (2022): 234–45. http://dx.doi.org/10.31849/lectura.v13i2.10417.
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Textbooks are one of the learning resources used in the learning process. As the main learning resource, textbooks serve as a medium for educators and students in an effort to achieve learning objectives. This study aims to describe errors in textbooks. The focus of the research was done by looking at syntactic errors, vocabulary, and writing Arabic words. The source of the data in this research is the Arabic book for Class II Madrasah Ibtidaiyah written by Sunaryo Putro published by PT. Three Series of Independent Libraries, Solo. The research method used is the method of content analysis with the analytical technique used is to record the types of errors contained in the textbook. The results showed that there were 13 errors in the textbook that the author examined with details of 3 errors in syntax, in the form of an error in the final vowel of a word that is not in accordance with its maqam i'rab, 3 errors in vocabulary (mufradat) which is the vocabulary in the book. not in accordance with the actual meaning, as well as 7 errors in writing words that do not refer to the writing of Arabic words that are good and correct, in accordance with the rules of Islamic science.
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Orekhova, Yuliya M. "Didactic Potential of an Electronic Textbook for Improving Speaking Skills at Foreign Language Classes." Proceedings of Southern Federal University. Philology 2021, no. 2 (2021): 205–13. http://dx.doi.org/10.18522/1995-0640-2021-2-205-213.
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An important aim of higher education intuitions of our country is creating of electronic educational system. Informatization of education has influenced all subjects, including foreign languages. The integration of digital technologies into the teaching process and production of multimedia electronic textbooks are the principal directions of modernization of language education. The paper aims to prove the high didactic potential of an electronic textbook on the subject “Foreign language” for development students’ communicative competence by means of analyzing of Russian and foreign authors’ scientific researches, development of electronic textbook and its use at foreign language classes. A detailed list of the lesson objective which can be solved by means of an electronic textbook on the subject “Foreign language” is given in the present article. The necessity of inclusion the digital products in the process of teaching foreign languages is also proved. The appropriateness of its use for development students’ communicative skills is justified. The list of speaking skills developed by means of electronic text book is. The examples of tasks for individual and group work are given too. The possibility of using the electronic textbook “French language for adjuncts” for the complex formation of speaking skills in oral and written communication is also shown. The necessity of its inclusion into the program of linguistic education at university is proved.
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Zidan Afidah, Indana Zulfa, Aisyah Ayu Nur Azizah Maharani, et al. "Content Accuracy and Recency of TPACK-Based Physics Textbooks on Work and Energy Materials to Improve Science Literacy of High School Students." International Journal of Education and Teaching Zone 2, no. 3 (2023): 501–5011. http://dx.doi.org/10.57092/ijetz.v2i3.132.
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TPACK-based textbooks are reference books containing a collection of material from certain branches of knowledge that are presented comprehensively using a combination of pedagogic technologies and content that are applied according to the learning context. Scientific literacy is the scientific ability possessed by students to solve various kinds of problems and explain scientific phenomena scientifically. Work and energy are physics materials closely related to students' daily lives. The method used for this research is to use research and development research and development methods. Based on the results of the latest and contextual material validation on the suitability of the material with the latest scientific developments, validator one scores four, and validator two scores 4. The 100% percentage results that meet the criteria are very valid. From the results of the validation assessment in terms of the average rating of each validator for the two validators, an average percentage result of 87.49% is obtained with very valid criteria. This shows that the TPACK-based physics textbook on the subject matter of work and energy is appropriate to be used as an Electronic School Book aid for students in understanding and mastering material about work and energy.