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Academic literature on the topic 'School textbooks'

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Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "School textbooks"

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Hidayati, Irma, Abdullah ,, and Mustafa Sabri. "IDENTIFIKASI MISKONSEPSI SISTEM SARAF PADA BUKU TEKS BIOLOGI KELAS XI." BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan 3, no. 1 (January 31, 2017): 39. http://dx.doi.org/10.22373/biotik.v3i1.990.

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This study entitled “Identifying the misconceptions in nervous system in12th Grade of biology textbook” aims to identify misconception on biology textbooks’ about nervous system. The method of the research was descriptive. The objects of the research were 7 of biology textbooks for grade xi published within the last 5 years. The national education regulation no. 1 year 2011, 4 january 2011 states that the textbook used at school should be at least in the last 5 years. The instrument used were observation sheet to compare the concept of the investigated book to the foreign source textbook as guidance. The results showed that there were misconceptions in the material of nerve system contained in 7 textbooks investigated, they were in the concept of structure and function of nervous, impuls, central nervous system and peripheral nervous system.
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Um, Tae Bong. "Why do Japanese Textbook Issue Occur Continuously?: Focusing on the ‘Structure of Textbook Issue’." Sungshin Women's University Center for East Asian Studies 29, no. 2 (August 31, 2023): 125–52. http://dx.doi.org/10.56022/ceas.2023.29.2.125.

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The purpose of this study is to examine why textbook issue in Japan have continuously occurred by analyzing the ‘structure of textbook issue’ composed of ‘multiplicity’, ‘diversity’, and ‘simultaneity’. Since the textbook issue occurred in 1982, these elements of the textbook issue such as ‘multiplicity’, ‘diversity’, and ‘simultaneity’ have appeared. First, ‘multiplicity’ has appeared as the textbook writing standards became a problem together with the contents of the textbook since the 2008 revision. Second, ‘diversity’ began with high school social studies textbooks, and since then, it has been expanded to middle and elementary school social studies textbooks. Third, several textbooks related to various social studies subjects caused textbook issue at the same time in middle and high schools and the number of grades using controversial textbooks has increased in elementary schools. In this way, the structure of textbook issue was formed through ‘multiplicity’, ‘diversity’, and ‘simultaneity’, and the ‘structure’ was gradually strengthened. In turn, this structure has continuously triggered textbook issue.
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Rusek, Martin, Karel Vojíř, and Šárka Šubová. "Lower-Secondary School Chemistry Textbooks’ Didactic Equipment." Chemistry-Didactics-Ecology-Metrology 25, no. 1-2 (December 1, 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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Ulusoy, Fadime, and Lütfi İncikabı. "Middle School Teachers' Use of Compulsory Textbooks in Instruction of Mathematics." International Journal for Mathematics Teaching and Learning 21, no. 1 (September 20, 2020): 1–18. http://dx.doi.org/10.4256/ijmtl.v21i1.227.

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This study investigates how a sample of middle school mathematics teachers interpret and use compulsory textbooks in the Turkish classroom context based on their: (i) purposes of using textbooks; (ii) frequency and duration of using textbooks; (iii) approaches to using textbooks; and (iv) preferences concerning an ideal mathematics textbook. The research was carried out using the case study model. Data were collected from 17 middle school teachers in six public schools via semi-structured interviews and classroom observations. A content analysis approach was applied to analyse the data collected from the questionnaire completed by the participants. The results indicated that the teachers used textbooks for both pedagogic purposes and giving student assignments. The teachers revealed varied approaches to using textbooks, including adherence, elaboration, and creation with most of them using an elaboration approach. The teachers commonly used textbooks in whole-class activities rather than individual and group work. The findings also indicated that teachers criticized compulsory textbooks from various aspects when describing an ideal mathematics textbook. This study shows the necessity for further studies that focus on teachers' textbook design capacity to explore the relationships between teachers and textbooks and that examine the role of using different textbooks in the learning process.
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Dolšina, Marjana. "The Slovenian Art History Textbook in Comparison to Polish Textbooks: Authorship and Content, Didactic Structure and Publishing Circumstances." Journal of Education Culture and Society 5, no. 1 (January 7, 2020): 285–98. http://dx.doi.org/10.15503/jecs20141.285.298.

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The paper analyses two concepts of art history textbooks for secondary schools. It discusses their role in the learning and teaching process of art history and related school subjects within the formal educational programmes in Slovenia and their didactic structure. The comparison between one Slovenian and two Polish textbooks might contribute to better understanding of the present situation regarding art history textbook production in Slovenia, which is a result of several factors: the historical continuity of textbook writing and research in textbook didactics, the current school policy and fi nancial competition on the textbook market. Its intention is also to clarify the idea of didactic transformation of the art history contents from the challenging scientifi c texts to a form suitable for secondary school students who are textbooks’ main target audience.
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Fuchs, Eckhardt. "Contextualizing School Textbook Revision." Journal of Educational Media, Memory, and Society 2, no. 2 (September 1, 2010): 1–12. http://dx.doi.org/10.3167/jemms.2010.020201.

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The words “textbook revision” immediately conjure up certain images. We generally think of conflicts surrounding the contents of textbooks, conflicts which are debated in public and usually have an international dimension. Textbook revision generally refers to books on history, geography and social studies, occasionally also religion or biology. It generally relates to those activities aimed at correcting false or distorted interpretations in school textbooks. In addition, it involves two further aspects: improving the quality of teaching with revised textbooks, and conveying universal norms in addition to knowledge of the subject. History and social studies teaching can thus make an important contribution to peace and human rights education.
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Bukagile, Godfrey, and Coletha Ngirwa. "Factors Influencing the Electronic Textbooks Adoption in Tanzanian High Schools." Asian Journal of Education and Social Studies 48, no. 2 (August 10, 2023): 46–54. http://dx.doi.org/10.9734/ajess/2023/v48i21063.

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Aim: Despite the availability of electronic textbooks via mobile device applications in Tanzania, students in high schools are still adopting them slowly for their day-to-day studies. From the literature reviewed, no study has examined the influencing factors for adopting e-textbooks at this level of education in Tanzania. Therefore, this study, in particular, fills that gap by extending the UTAUT model's key constructs of Effort Expectancy, Social Influence, and Facilitating Conditions to include the type of school (private or public) as a new moderating variable in predicting the adoption of electronic textbooks in Tanzania. Methodology: The study employed survey research designs and strategies to collect data via questionnaires from 370 respondents using simple, stratified, proportional random sampling procedures. To test the validity, publishing and research professionals were consulted. For instrument reliability, a Cronbach value from 0.858 to 0.863 was achieved. A 0.05 threshold of significance was applied to evaluate the study hypotheses. Findings: Effort Expectancy (.506 (95% CI:.404,.607)), Social Influence (.129 (95% CI:.046,.212), and Facilitating Conditions (.273 (95% CI:.167,.379) significantly and positively influenced the adoption of e-textbooks. The type of school negatively moderated the relationship between Facilitating Conditions and BI to electronic textbook adoption (-.211 (95% CI: -.361 to -.061)). Through the multi-regression technique, the interactions revealed differences in private and public-school students’ BI towards e-textbook adoption, where private scholars signify more effect than public schools. In particular, this study's findings are a stepping stone for students, teachers, app developers, e-textbook publishers, school administration, and policymakers to adopt electronic textbooks. Recommendation: With these findings, the government, school administration, and e-textbook developers should improve the e-textbook adoption infrastructure and distribution by providing user-friendly platforms and services that effortlessly and quickly fulfil the expectations of high school students.
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Viana, Ricardo Borges, Susigreicy Pires de Morais, Rodrigo Luiz Vancini, Marília Santos Andrade, Gustavo De Conti Teixeira Costa, Beat Knechtle, Pantelis T. Nikolaidis, and Claudio Andre Barbosa de Lira. "EXERCISE SCIENCE IN HIGH SCHOOL BIOLOGY TEXTBOOKS." Revista Brasileira de Medicina do Esporte 28, no. 4 (August 2022): 352–57. http://dx.doi.org/10.1590/1517-8692202228042021_0406.

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ABSTRACT The content of high school textbooks related to physical activity and exercise is of utmost importance because physical activity and exercise are considered important tools in maintaining and improving health. Our objective was to analyze the presence and quality of exercise science content in high school biology textbooks approved by the National Textbook Plan. A guiding document was developed to enable the analysis of the textbooks. The topics investigated were: I) the extent of content related to exercise science; II) misconceptions about exercise science; III) health benefits attributed to exercise. The academic qualifications of the textbook authors were also analyzed. All analyzed textbooks (n = 9) featured some degree of exercise science content. In addition, ~67% of textbooks analyzed had at least one misconception regarding exercise science, the most common being related to biochemistry and muscle physiology. Also, 93.8% of the authors had undergraduate degrees in biological sciences; 43.8% had doctoral degrees. In conclusion, all high school biology textbooks presented content related to exercise science; however, most of them presented at least one misconception regarding exercise science. Thus, we suggest that the Brazilian National Textbook Plan should improve the criteria for analyzing biology textbooks. Level of Evidence III; Economic and decision analyses - Development of an economic or decision model.
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Novianti, Pipit, and Evi Karlina Ambarwati. "A Textbook Analysis of “My Next Words” for the Fifth Grade Elementary School." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 10, no. 1 (June 30, 2023): 12. http://dx.doi.org/10.33394/jo-elt.v10i1.6972.

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Textbooks are one of the materials used in the teaching and learning process. Textbooks have many benefits and important components in achieving the goals of the needs of learners (Cunningsworth, 1995). A qualitative method was conducted in this study. In brief, a descriptive qualitative research design was used to analyze and investigated an English textbook entitled Student’s Book “My Next Words” for Elementary School published by the Ministry of Education and Culture. The research data were collected from the content of the English textbook. To reveal the English textbook's content and appropriateness, this present study explored and researched an English textbook entitled Student’s Book "My Next Words" for Elementary School that applied Merdeka Curriculum. Following the BSNP (2017) criteria, the textbook was appropriate for use in the teaching and learning process, particularly in teaching English to Young Learners. Even though the textbook was considered appropriate in all aspects, some aspects of the book could be improved.
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Rostykus, Nadiia, and Diana Kulchytska. "Applied aspect of the criteria for selecting illustrative didactic materials in the ukrainian language and reading textbooks." Visnyk of the Lviv University. Series Pedagogics, no. 36 (2022): 151–58. http://dx.doi.org/10.30970/vpe.2022.36.11562.

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The article considers the issue of textbook development in accordance with the reform the New Ukrainian School. It presents the essence of the concepts “textbook development” and “the didactic material” based on the scientific literature. The authors argue that the main task of a school textbook remains unchanged, though the changes occur due to the new functions of a book in modern society development. They compare general criteria for textbooks design in the works of Jan Amos Komensky and the criteria developed in alignment with The New Ukrainian School reform. The teachers today are given the opportunity to choose the textbook, which will help them to best implement the content of primary education. Thus, each teacher in schools with the instruction in the Ukrainian language has a wide range of the Ukrainian language and reading textbooks to choose from (10 textbooks (2018) recommended by the Ministry of Education and Science of Ukraine). The authors of the article focus on the practical aspects of the primary school teachers’ evaluation of the materials selected in the textbooks. In-depth analysis allowed specifying the criteria that teachers should pay attention to in choosing the Ukrainian language and reading textbook for the 1st grade based on the practical aspect of the selected didactic materials. The results of the primary school teachers’ survey on the issue of the didactic material selection are presented. The survey revealed that there is a need for special events (seminars, workshops, webinars etc.) aimed at the development of teachers’ quality skills to analyze the didactic content of the textbooks for their objective evaluation and selection. Keywords: textbook, textbook design, didactic material, illustrative material, selection criteria.
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Dissertations / Theses on the topic "School textbooks"

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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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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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Kavaz, Sevim. "Analysis Of High School Physics Textbooks." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607693/index.pdf.

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The purpose of this study is (1) to investigate the characteristics of ideal physics textbooks, (2) to investigate the students, teachers, textbook writers, book committee members and science education instructors&rsquo
opinions whether the 9th grade physics textbooks, used in TRNC (Turkish Republic of Northern Cyprus), possess the characteristics of an ideal physics textbook, and (3) to investigate how physics textbooks should be used and how they are being used. In this study, &ldquo
Physics Textbooks Evaluation Questionnaires&rdquo
, which were prepared for physics teachers, 9th grade students, National Ministry of Education book committee members, science education instructors and physics textbook writers separately, were used as measuring instruments. The study was conducted with 591 students, 18 physics teachers, 4 book committee members, 3 science education instructors in Magosa and LefkoSa cities in TRNC, and 4 physics textbook writers in 2005-2006 spring semester. The data were analyzed by using frequency analysis. Results revealed that most of the opinions of the participants matched with the literature review in terms of ideal physics textbooks characteristics. In addition, according to most of the textbook writers and book committee members, textbooks, that were analyzed, possessed most of the characteristics of ideal physics textbooks in the nine determined categories. However, according to most of the teachers&rsquo
and students&rsquo
opinions, analyzed physics textbooks possessed most of the ideal physics textbook characteristics in all categories except instructional approach category. Students&rsquo
views on usage of physics textbooks indicated that most of the teachers and students&rsquo
levels of using physics textbooks were almost similar. In addition, all groups of the participants stated that it is necessary to support textbooks with other sources.
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Johnson, Gwendolyn Joy. "Proportionality in Middle-School Mathematics Textbooks." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1670.

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Some scholars have criticized the treatment of proportionality in middle-school textbooks, but these criticisms seem to be based on informal knowledge of the content of textbooks rather than on a detailed curriculum analysis. Thus, a curriculum analysis related to proportionality was needed. To investigate the treatment of proportionality in current middle-school textbooks, nine such books were analyzed. Sixth-, seventh-, and eighth-grade textbooks from three series were used: ConnectedMathematics2 (CMP), Glencoe's Math Connects, and the University of Chicago School Mathematics Project (UCSMP). Lessons with a focus on proportionality were selected from four content areas: algebra, data analysis/probability, geometry/measurement, and rational numbers. Within each lesson, tasks (activities, examples, and exercises) related to proportionality were coded along five dimensions: content area, problem type, solution strategy, presence or absence of a visual representation, and whether the task contained material regarding the characteristics of proportionality. For activities and exercises, the level of cognitive demand was also noted. Results indicate that proportionality is more of a focus in sixth and seventh-grade textbooks than in eighth-grade textbooks. The CMP and UCSMP series focused on algebra in eighth grade rather than proportionality. In all of the sixth-grade textbooks, and some of the seventh- and eighth-grade books, proportionality was presented primarily through the rational number content area. Two problem types described in the research literature, ratio comparison and missing value, were extensively found. However, qualitative proportional problems were virtually absent from the textbooks in this study. Other problem types (alternate form and function rule), not described in the literature, were also found. Differences were found between the solution strategies suggested in the three textbook series. Formal proportions are used earlier and more frequently in the Math Connects series than in the other two. In the CMP series, students are more likely to use manipulatives. The Mathematical Task Framework (Stein, Smith, Henningsen, & Silver, 2000) was used to measure the level of cognitive demand. The level of cognitive demand differed among textbook series with the CMP series having the highest level of cognitive demand and the Math Connects series having the lowest.
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Zorin, Barbara. "Geometric Transformations in Middle School Mathematics Textbooks." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3421.

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Abstract This study analyzed treatment of geometric transformations in presently available middle grades (6, 7, 8) student mathematics textbooks. Fourteen textbooks from four widely used textbook series were evaluated: two mainline publisher series, Pearson (Prentice Hall) and Glencoe (Math Connects); one National Science Foundation (NSF) funded curriculum project textbook series, Connected Mathematics 2; and one non-NSF funded curriculum project, the University of Chicago School Mathematics Project (UCSMP). A framework was developed to distinguish the characteristics in the treatment of geometric transformations and to determine the potential opportunity to learn transformation concepts as measured by textbook physical characteristics, lesson narratives, and analysis of student exercises with level of cognitive demand. Results indicated no consistency found in order, frequency, or location of transformation topics within textbooks by publisher or grade level. The structure of transformation lessons in three series (Prentice Hall, Glencoe, and UCSMP) was similar, with transformation lesson content at a simplified level and student low level of cognitive demand in transformation tasks. The types of exercises found predominately focused on students applying content studied in the narrative of lessons. The typical problems and issues experienced by students when working with transformations, as identified in the literature, received little support or attention in the lessons. The types of tasks that seem to embody the ideals in the process standards, such as working a problem backwards, were found on few occurrences across all textbooks examined. The level of cognitive demand required for student exercises predominately occurred in the Lower-Level, and Lower-Middle categories. Research indicates approximately the last fourth of textbook pages are not likely to be studied during a school year; hence topics located in the final fourth of textbook pages might not provide students the opportunity to experience geometric transformations in that year. This was found to be the case in some of the textbooks examined, therefore students might not have the opportunity to study geometric transformations during some middle grades, as was the case for the Glencoe (6, 7), and the UCSMP (6) textbooks, or possibly during their entire middle grades career as was found with the Prentice Hall (6, 7, Prealgebra) textbook series.
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Ozgeldi, Meric. "Middle School Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614448/index.pdf.

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The current study aimed to explore middle school mathematics teachers&rsquo
use of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Questions from Workbook, Reading Teacher Edition Textbook, and Selecting Tasks and Problems from Auxilary Books. The results of the study showed that teachers used the student edition textbook for mostly during class and for lesson preparation. Teachers also used the student edition textbook for explaining the topic and the introductory tasks. However, they rarely used it for selecting problems and examples. Teachers read the student edition textbook mostly during and prior to class
and mostly use it for topic explanation, but rarely for problems and examples. They stated that they frequently selected questions from the workbook that were not included in the textbook. However, they occasionally picked questions to use during lessons. They frequently used auxilary books to select questions similar to the ones in the high school entrance exam problems. In examining the process of teachers&rsquo
use of mathematics textbooks, it was argued that there were interpretive processes as teachers engage with and use textbooks. The analysis of interviews and observations showed that teachers read textbooks and select tasks and questions from those books. In their decisions about using tasks from textooks, teachers usually considered the nature of tasks and students&rsquo
characteristics.
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Gibbs, Desmond Robert. "Victorian school books : a study of the changing social content and use of school books in Victoria, 1848-1948, with particular reference to school readers /." Connect to thesis, 1987. http://eprints.unimelb.edu.au/archive/00001321.

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Kawano, Madoka. "An analysis of cultural contents of high school English textbooks in Japan." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26851.

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This study was conducted for the following two purposes: 1) to create and test a process by which cultural information in English textbooks in Japan can be analyzed, and 2) to examine what and how much information about foreign culture is taught in English classes in Japan. First, a process was developed from Joiner's evaluation form to gauge the cultural content of EFL textbooks. Action was taken to ensure that the process included both qualitative and quantitative steps. Second, the process entailed an analysis of the cultural content of 10 senior high school English textbooks published in Japan. The process was found to be functional and the analysis revealed that the textbooks were inadequate for the purpose of raising students' cultural awareness. The results of this study may be utilized not only for the improvement of textbooks, but also for future studies which might examine junior high school and college English textbooks.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Wang, Sheue-shya. "A Content Analysis of School Reading Textbooks in Taiwan and in Texas." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278397/.

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The purpose of this study was to analyze and compare the values, beliefs, and ideas in school reading textbooks (Readers) in Taiwan and in Texas. It intended to examine the social control function of school Readers, with which a culture deliberately molds its young generation. This study employed primarily qualitative methods. The collection of data used the technique of content analysis, student surveys, and teacher expert panel discussions. The analysis of data followed a constant comparative approach. The themes shared by the two sets of Readers included family, friends, humans and living creatures, political ideals, reading/writing, appreciation of nature, science, indomitable spirit, turning danger into safety, setting goals, education, desirable and undesirable qualities or behaviors. Despite the similarities of these themes, the substance or focus of them may vary. The themes unique to the Texas Readers were content knowledge, cultural diversity, dilemma and choice, observations about people, words, tomorrow's technology, winning, and general truth. The themes unique to the Taiwan Readers included life philosophy, learning, necessary difficulties, sensitivity, and military strategies. The theme occurring most frequently in both sets of Readers was the desirable qualities or behaviors. The values advocated in the Taiwan Readers were idealistic and had a society-centered focus (for example, patriotism, appreciation of others, serving others, and honesty). Absolute moral principles were taught. A group orientation and altruism were evident. In contrast, the Texas Readers did not have such an emphasis on the concept of group. Personal feelings, individual accomplishments, and self-centered values (for instance, effort, courage, determination, talent, and independence) received more attention. The values were perceived to be relative to the situation. The Taiwan Readers, produced by a national education system, transmitted traditional Chinese beliefs and values. The Texas Readers, with the publishers' intent to avoid controversies, presented more general or universal values. Although the sources of control were different, they influenced textbook content in a similar way.
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Abbas-Nejad-Konjin, Anahita. "A gender analysis of Iranian middle school textbooks." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43597.

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This study examines gender inequity in three Iranian middle school textbooks, and explores the efforts that Iranian women make to adopt, negotiate and resist the sexist indoctrinations of the textbooks. This thesis consists of two phases. The first phase contains a content analysis of the grade 6 Farsi Language Arts, grade 7 English as a Foreign Language, and grade 8 Natural Sciences textbooks taught in the academic year 2011-2012 in Iran. The second phase of the thesis analyzes the oral history interviews conducted with three female engineers regarding their K-12 and university education in Iran. The findings of the content analysis reveal that sexist indications permeate Iranian textbooks. Compared to men, women have a pale presence in the books. Women and girls are depicted, for the most part, in the domestic sphere, and their role as mothers and nurturers are stressed in stories, poems, and illustrations. An analysis of the women’s interviews and archival documents; however, indicate that despite the sexist instructions of the textbooks, Iranian women are endeavouring to destabilise the cultural and political structures that curtail their rights. Today Iranian women are actively present in the public sphere; some of them are stepping into territories that have been long regarded as male-only grounds. By so doing, these women are gradually dismantling patriarchal systems of power.
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Books on the topic "School textbooks"

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Marcus, Itamar. Palestinian Authority school textbooks. 2nd ed. New York: Center for Monitoring the Impact of Peace, 2001.

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Hildebrandt-Wypych, Dobrochna, and Alexander W. Wiseman, eds. Comparative Perspectives on School Textbooks. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68719-9.

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Malawi. Ministry of Education and Vocational Training. National school textbook policy. Lilongwe: Ministry of Education and Vocational Training, 2006.

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M, Fogiel, and Research and Education Association, eds. The high school geometry tutor. 2nd ed. Piscataway, N.J: REA, 1996.

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Fogiel, M. The High school algebra tutor. Edited by Research and Education Association. 2nd ed. New York, N.Y: The Association, 1991.

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Seguin, Roger. The elaboration of school textbooks: Methodological guide. [Paris]: Division of Educational Sciences, Contents and Methods of Education, Unesco, 1989.

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Volmer-Naumann, Julia. Different wars: National school textbooks on WWII. Berlin: EU-Russia Civil Society Forum e.V., 2017.

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Bergan, John Richard. School psychology in contemporary society: Anintroduction. Columbus, Ohio: Merrill, 1985.

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Yohanan, Manor, and Center for Monitoring the Impact of Peace, eds. Jews, Zionism and Israel in Syrian school textbooks. New York: Center for Monitoring the Impact of Peace, 2001.

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Board, British Library, British National Bibliography Research Fund., and Book Trust, eds. School spending on books. London: Book Trust, 1996.

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Book chapters on the topic "School textbooks"

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Williams, James H. "School Textbooks, US and Them." In (Re)Constructing Memory: Textbooks, Identity, Nation, and State, 355–65. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-509-8_16.

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Bobryk, Sylwia. "History Wars in School Textbooks?" In Narratives of War, 127–44. London ; New York, NY : Routledge/Taylor & Francis Group, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429506840-9.

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Cox, J. L., F. J. Dwyer, D. Ellis Rowena, and E. J. Nicholas. "Secondary School Textbooks: English History." In Handbook for History Teachers, 244–51. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-22.

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Zajda, Joseph. "Teachers’ Attitudes Towards History School Textbooks." In Globalisation and National Identity in History Textbooks, 85–104. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-0972-7_6.

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Okuda, Hiroko. "Historical Narratives in Japanese School Textbooks." In The Dispute Over the Diaoyu/Senkaku Islands, 51–79. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137443366_3.

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Bergeron, Huguette. "School Textbooks: Books Like Any Other?" In History and Social Studies – Methodologies of Textbook Analysis, 125–29. London: Routledge, 2022. http://dx.doi.org/10.1201/9780203751770-19.

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Mikander, Pia. "Racism in Finnish School Textbooks: Developments and Discussions." In Finland’s Famous Education System, 289–302. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_18.

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AbstractWhile the Finnish education system has been celebrated for promoting equality, recent reports point to problems concerning racism within Finnish schools. Kristín Loftsdóttir suggests looking at racism from three angles: everyday racism, prior immobility, and structural racism. This chapter draws on this idea, showing how racism is present in Finnish school textbooks in history, social science and geography. Many textbooks seem to deviate from the curricular core values of equality by portraying the West as superior to the rest of the world. This is visible in different ways. While old racist or colonial words are removed from textbooks, the perspective may still only promote a Western worldview. Changes in textbooks might stay on a superficial level, rather than reaching the epistemological perspective. History textbook passages about colonial times might include images of racist caricatures to express the explicit racism of this era. Similar caricatures are being removed from consumer products, and we might ask whether they belong to history teaching, particularly if they do not encourage a discussion about continued racism. Using textbooks with racist content requires that teachers are aware of racism. The teacher needs to know how to lead critical reflection, while keeping the classroom safe from racist remarks. During a pandemic, when students are alone with textbooks, there is a particular concern about the democratic task of educating for anti-racism. This is especially important in a world largely influenced by a media discourse that makes certain racist opinions unremarked or seen as a matter of common sense.
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Schauer, Gila A. "Results: Speech Acts in Textbooks." In Teaching and Learning English in the Primary School, 119–58. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23257-3_4.

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Singh, Kundan, and Krishna Maheshwari. "Mill’s Colonial-Racist Discourse in School Textbooks." In Colonial Discourse and the Suffering of Indian American Children, 179–214. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57627-0_5.

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AbstractJames Mill was the first colonial to write a comprehensive history of India. Soon after its publication, he became a high-ranking employee of the East India Company. In no time, he became its chief at India House, the headquarters of the Company. His rank and popularity in British society ensured that the History of British India became the paradigm determiner of India studies, its people, culture, and traditions. The framework behind the creation of grade-school discourse on India and Hinduism currently bears a complete reflection of the narrative set in motion by Mill more than two hundred years ago. Given the political power that Britain wielded over India, there was no need for Mill to camouflage his language in describing India, Hinduism, and the Hindu people. The times have changed, and the language must be politically correct. The current-day school discourse reproduces Mill’s narrative, minus his language of savagery and uncivilization of the Hindu people. This chapter exposes Mill’s stamp on the India-and-Hinduism discourse in American middle schools.
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Zamojska, Eva. "Nation and Gender in Polish and Czech School Textbooks." In Comparative Perspectives on School Textbooks, 101–10. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68719-9_5.

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Conference papers on the topic "School textbooks"

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Sekač, Vuk. "THE ANALYSIS OF QUALITY STANDARDS OF ELECTRONIC SERBIAN LANGUAGE TEXTBOOK FOR THE SECOND GRADE OF PRIMARY SCHOOL." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.311s.

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Electronic textbooks have a potential to combine the teaching values ​​of digital technology with didactic-methodological requirements that a textbook should meet and thus become a means of teaching capable of meeting the needs of today’s students and achieving modern educational goals. In order for an electronic textbook to have its ex­pected effect, it is necessary that its concept takes into account certain theoretical and practical knowledge synthesized in the so-called quality standards. Although the theoretical and empirical research of electronic textbooks is at its very beginning and there is not even closely a rich body of knowledge as in the case of printed textbooks, certain postulates do exist and they need to be taken into account when creating and evaluating electronic textbooks. This paper uses the content analysis technique to examine the extent to which the electronic textbook On Language, published by Klett, meets the specific requirements of electronic textbooks. The results show that the analysed electronic textbook is between low and medium level of interactivity, contains a small number of multimedia elements and does not use the possibility of hyper textual links, but relies exclusively on a linear structure in the content presentation.
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Horvat, Saša A., Tamara N. Rončević, Ivana Z. Bogdanović, and Dušica D. Rodić. "DIFFERENCES IN GRAPHIC ILLUSTRATIONS IN THE CONTENTS OF NATURAL SCIENCES IN REGULAR TEXTBOOKS AND TEXTBOOKS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE REPUBLIC OF SERBIA." In 5th International Baltic Symposium on Science and Technology Education. Scientia Socialis Press, 2023. http://dx.doi.org/10.33225/balticste/2023.88.

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The most important source of knowledge in primary school teaching is the textbook. This research aimed to determine the differences in graphic illustrations in the contents of natural sciences in a regular textbook and a textbook for children with special educational needs in the Republic of Serbia. As the number of subjects that deal with the contents of natural sciences for children with special educational needs is small, as well as the number of schools that implement this type of teaching, physics is taken as a subject, because the number of common topics is quite similar. The research aim was to analyze illustrations in selected physics textbooks for the 6th grade of primary education, by the criteria for dividing illustrations by types, for determining abstractness and relative representation of illustrations. In addition, a supplementary classification of illustrations was applied. The obtained results indicate that the number of illustrations concerning the number of words is higher in textbooks for children with special educational needs, as well as that the most represented are illustrations from everyday life and greater abstraction compared to regular textbooks. Since the physics textbook for children with disabilities is quite old, these results can be examined in practice among teachers and help future textbook authors to write the best quality textbook taking into account the needs of teachers and children with special educational needs. Keywords: image analysis, teaching physics, type of illustrations, special educational needs
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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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Ionita, Mirela, and Veronica Pastae. "OBSOLESCENCE AND THE E-LEARNING ELEMENT IN THE CONTEXT OF TEACHING AND ACQUIRING FOREIGN LANGUAGES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-081.

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The “lifespan” of a textbooks is dependent on a wide range of factors-of linguistic, social, psychological, technological and even political nature. These factors have implications in the selling process, in the socio-cultural impact, as well as in the erosion of a textbook. The e-learning element is the latest feature added to the process of teaching and acquiring foreign languages. However, it seems to be the subject of high-speed changes and reshaping. These complex phenomena are in connection with the rapid technological progress and evolution of the society itself. Hence some challenging questions arise: how should traditional way of learning blend with these new trends and how could the obsolescence factor affecting both textbooks and e-learning be best estimated and dealt with? 1.1. The lifespan of any textbook is limited to some extent. Both contents and graphics are perishable. Designed for teaching and learning purposes, any textbook is bound to become obsolete in the end. The viability of a textbook is in close connection with its usage - after this it becomes outdated. Quality is a dynamic feature constantly affected by the passage of time. 1.2. Language textbooks tailored for teaching and learning purposes are, in our opinion, a special kind of educational outcome. The market provides at least two types of products: school textbooks and independent methods, which are not restricted in any way by official curricula. Despite the fact that both these products are vulnerable and subject to change, school textbooks are the ones primarily altered by educational policies. 1.2.1. We will focus solely on those textbooks addressed to a public that is willing (not forced) to learn foreign languages. Regardless of the age group it targets (for instance, children, teenagers, adults) or their degree of proficiency (beginner, intermediate, advanced), such a textbook has to be accepted; it cannot be imposed. Consequently, its potential beneficiary can be extrapolated beyond borders, but not beyond time.
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Almaev, R. Z. "History School Textbooks Evolution In Russia." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.4.

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VICOL, Nelu. "Profesionalizarea cadrelor didactice și manualul școlar: între "a învăța" și "a se forma"." In Educația în contextul provocărilor societale: paradigme, inovații, transfer tehnologic. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.17-11-2023.p131-140.

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The text focuses on the dichotomy the professionalization of teaching staff-the recoverable module „the manual school”. The author has investigated such a problematic and intervenes with epistemic analyzes and interpretations regarding the correlation curriculum contents and their contextualization in school textbooks. However, the school textbook must be perceived by teaching staff as the essential means, scientifically based, of directing the teacher’s activity and the student. That is why the problems related to the quality of the school manual are in the attention of the authorities, scholars- pedagogues and psychologists, authors, teachers, students, parents, civil society. The manual is a book that includes the basic notions of a science, a school book, a book used in schools where they are presented and explained the fundamental notions of a school/scientific, artistic or technical subject.
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SHKOLNYI, Oleksandr. "New approach to studying mathematics in the 7th grade within the New Ukrainian School project." In Educația în contextul provocărilor societale: paradigme, inovații, transfer tehnologic. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.17-11-2023.p51-58.

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In the article we consider a new approach in studying math in 7th grade within the educational reform project “New Ukrainian School”. Particularly, we observe the methodological features of the mathematics textbook for the 7th grade of the author’s team consisting of Oleksandr Shkolnyi, Yevhen Nelin, Andrii Mylianyk, Yulia Prostakova. Emphasis is placed on the fundamental differences of this textbook, based on the model educational program of the same authors, from traditional Ukrainian mathematics textbooks for the 7th grade of secondary school.
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Косулина, Л. Г. "Social movements in Russia of the XIX century: studying at school and university. Succession and innovations." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.34.25.051.

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в статье содержится сравнительный анализ освещения проблем становления и эволюции общественных движений России в XIX в. в школьных учебниках, разработанных в соответствии с требованиями Концепции нового УМК по отечественной истории, историко-культурного стандарта и включенных в федеральный перечень учебников. Автор выявляет базовые для всех учебников проблемы и специфику их освещения каждым авторским коллективом. При этом представленный в школьных учебниках материал рассматривается с точки зрения базовых знаний для дальнейшего изучения данной темы в вузовском курсе «История», на основе которых предлагаются авторские рекомендации, как содержательного, так и методического характера по усовершенствованию вузовского курса истории. the article provides a comparative analysis of the coverage of the formation and evolution of social movements in Russia in the XIX century in the school textbooks, designed in accordance with the requirements of the concept of a new textbook on national history and historical and cultural standards, included in the federal list of textbooks. The author identifies the basic issues for all textbooks and the specifics of their coverage by each author's team. The material given in school textbooks is examined from the point of view of basic knowledge for further study of this subject in a high school course of "History". Based on these recommendations the author offers both substantial and methodical recommendations for the improvement of the university course of history.
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Куренышева, Е. П. "The concept of the Revolution of 1917 in modern school textbooks on the history of Russia." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.46.10.052.

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в данном выступлении анализируется концепция революции 1917 года, представленная в школьных учебниках, рекомендованных к обучению в российских школах в перечне 2020/2021 гг. Сюда относятся учебники под редакцией А.В. Торкунова, под авторством Н.В. Загладина, Ю.В. Петрова, А.Н. Сахарова, под общей редакцией В.А. Тишкова, под редакцией С.П. Карпова, также в соавторстве О.В. Волобуева, С.П. Карпачева, П.Н. Романова. В статье выявляются общие черты концепции революции 1917 года в России, а также раскрываются различия в представлении причин, хода, значения и последствий событий. Ни в одном школьном учебнике уже события 1917 года в России не отражаются как закономерный и неизбежный процесс перехода от капиталистической формации к коммунистической, как это было в советских учебниках. Общим в подаче революционных событий стало и то, что в отличие от советской эпохи, где в учебниках либерально-буржуазный Февраль противопоставлялся социалистическому Октябрю, в современных учебниках события февраля-октября 1917 года подаются как единый процесс, как Великая российская революция. Различий в трактовках, тем не менее, много. the presentation analyzes the concept of the revolution of 1917, presented in school textbooks recommended for teaching in Russian schools in the list of 2020/2021. This includes textbooks edited by A.V. Torkunov, also authored by N.V. Zagladin, Yu.V. Petrov, A.N. Sakharov, also edited by V.A. Tishkov, also edited by S.P. Karpov, also co-authored by O.V. Volobuev, S.P. Karpachev, and P.N. Romanov. The speech reveals the common features of the concept of the revolution of 1917 in Russia, as well as reveals the differences in the presentation of the causes, course, meaning and consequences of the events. The events of 1917 in Russia are not reflected in any school textbook as a natural and inevitable process of transition from the capitalist formation to the communist one, as it was in the Soviet textbooks. What is common in the presentation of revolutionary events is that, in contrast to the Soviet era, where in textbooks the liberal-bourgeois February was opposed to the socialist October, in modern textbooks the events of February – October 1917 is presented as a single process, as the Great Russian Revolution. Nevertheless, there are many differences in the interpretations.
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Lebedeva, M. Y., T. S. Veselovskaya, L. Y. Zhiltsova, O. F. Kupreshchenko, and A. N. Laposhina. "LEXICAL PROFILES OF RUSSIAN TEXTBOOKS FOR L1 AND L2 LEARNERS: COMPARATIVE CORPUS STUDY." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-1036-1048.

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This corpus-based study investigates the vocabulary of modern Russian textbooks for primary school children with different language proficiency in Russian (L1, L2 and bilingual children). As there are very limited requirements for this kind of educational materials and no official frameworks of language proficiency for very young learners of Russian, we suppose that the objective analysis of current coursebooks can show the present state of the field and reveal the areas of improvement. In this paper we focus on a detailed frequency analysis of vocabulary items and collocations within different sections of textbooks. For the research purposes a special textbook corpus TIRTEC has been created and annotated. By comparing the lexical content of textbooks, we endeavour to reveal the methodological approach to language teaching of children with different educational needs. Also the data from textbooks is compared to the words frequency range according to Russian National Corpus, so it permits to evaluate modern Russian textbooks in terms of their affinity to the “real” language.
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Reports on the topic "School textbooks"

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Lanier, R. G. From elementary school science to graduate school textbooks. Office of Scientific and Technical Information (OSTI), September 1990. http://dx.doi.org/10.2172/6476803.

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Lu, Vivian. The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7047.

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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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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Ledermann, Anna Christine. Collective nouns in the Green Line and Access series : Comparing textbook language with natural usage data. Otto-Friedrich-Universität, 2023. http://dx.doi.org/10.20378/irb-95288.

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German textbooks of English influence their users’ acquisition of agreement patterns with collective nouns in two ways. On the one hand, the use of collective nouns throughout the textbooks serves as a language model for students, and on the other hand, their grammar sections provide explicit rules on agreement patterns with collective nouns. The present study analyzes both these aspects in the LehrplanPLUS versions of the textbook series Green Line and Access for Bavarian secondary schools (Gymnasien) and compares them to native speaker data from Levin (2001). Although this comparison shows that the agreement patterns with collective nouns throughout the textbooks support their nativelike acquisition, the grammar sections show some deficits that might inhibit the nativelike acquisition of agreement patterns with collective nouns.
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wang, peng, and xiaobo wu. The Implementation Strategy of the "Four Single" Model in Digital Textbooks for Deep Learning: Taking the "Biology and Environment" Unit of the Second Volume of the Fourth Grade of Primary School Science in Hunan Science & Technology Press as an Example. New Course Rivew, March 2023. http://dx.doi.org/10.58911/bdic.2023.10.001.

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Anilkumar, Krupa. Benefits and Challenges of Using Dialogue-based Pedagogy for the Gender Education of Pre-service Teachers. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf0906.2023.

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Gender-just classrooms are imperative to realising a gender-just society. Patriarchal gender norms are often reproduced and perpetuated in schools through biased curriculum, gendered textbooks, hidden curriculum and even gendered views of those who educate. The key to a gender equitable classroom is a gender conscious teacher. To begin our engagement on the subject, we analysed the gender component in the curriculum of the elementary teacher education programme offered at District Institutes of Education and Training (DIET) under the Kerala State Council of Educational Research and Training (SCERT).
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Panchenko, Liubov F., Tetiana A. Vakaliuk, and Kateryna V. Vlasenko. Augmented reality books: concepts, typology, tools. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4414.

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The article discussed the usage of augmented reality books in educational process. The object of research is augmented reality books. The subject of the study is the concepts and classification of augmented reality books; digital story making tools that emphasize child-teacher co-operation; difficulties in augmented reality using. The methods of research are: the analysis of publications about the issue; the analysis of digital tools capabilities; systematization and generalization of research information. In the article the facet classification for augmented books is proposed; the main facets are: reality- virtuality continuum, type of augmented materials, device types, type of interaction, spatial space of book, book’s category. Content for a module of a specialty course about augmented reality books for the system of professional training and retraining for educators in postgraduate education is discussed. Some samples of tasks for educators are presented: audio augmented book about world’s books monuments; analysis augmented reality examples in the textbook of the New Ukrainian school (subject name, topic, didactic tasks, quality of implementation, directions of expansion etc.), search and analysis augmented books according to the professional interests of the educators; discussion how augmented reality can help to improve student motivation with accent to attention, relevance, confidence and satisfaction; group work about design and creation a fragment of own textbook with augmented reality.
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