Academic literature on the topic 'Textbooks'
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Journal articles on the topic "Textbooks"
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.
Full textLee, KyeongHwa. "2022 revised elementary Korean textbook development direction: Focusing on 1st and 2nd grade Korean textbooks." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 17 (September 15, 2023): 533–43. http://dx.doi.org/10.22251/jlcci.2023.23.17.533.
Full textKang, Jun-Soo, and Kyung-Whan Cha. "Lexical and Syntax Features of Listening Sections in English 1 Textbook: Corpus-based Analysis." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 11 (June 15, 2023): 119–32. http://dx.doi.org/10.22251/jlcci.2023.23.11.119.
Full textAbu Rezeq, Khalil Abdullah Khalil. "Evaluating the Palestinian's English as a Foreign Language (EFL) Textbooks of the Secondary Stage Using Textbooks Evaluation Standards." Journal of Educational Sciences 20, no. 20 (December 2022): 177–98. http://dx.doi.org/10.29117/jes.2022.0093.
Full textNovianti, 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.
Full textVander Waal Mills, Kristyn E., Mark Gucinski, and Kimberly Vander Waal. "Implementation of Open Textbooks in Community and Technical College Biology Courses: The Good, the Bad, and the Data." CBE—Life Sciences Education 18, no. 3 (September 2019): ar44. http://dx.doi.org/10.1187/cbe.19-01-0022.
Full textYahya, Deborah Oreoluwa, and Solomon Temitope Adebola. "Availability of Activities and Appropriateness of Graphical Illustrations in Recommended Economics Textbooks for Senior Secondary School Students." International Journal on Social and Education Sciences 1, no. 2 (September 20, 2019): 73–77. http://dx.doi.org/10.46328/ijonses.16.
Full textLi, Li, Jian Ren, and Kun Li. "Construction and Practice of Smart Textbooks for Vocational Education Courses." SHS Web of Conferences 157 (2023): 02006. http://dx.doi.org/10.1051/shsconf/202315702006.
Full textCuttler, Carrie. "Students' Use and Perceptions of the Relevance and Quality of Open Textbooks Compared to Traditional Textbooks in Online and Traditional Classroom Environments." Psychology Learning & Teaching 18, no. 1 (November 18, 2018): 65–83. http://dx.doi.org/10.1177/1475725718811300.
Full textHuang, Ronghuai, Ahmed Tlili, Xiangling Zhang, Tianyue Sun, Junyu Wang, Ramesh C. Sharma, Saida Affouneh, et al. "A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts." Sustainability 14, no. 11 (June 6, 2022): 6940. http://dx.doi.org/10.3390/su14116940.
Full textDissertations / Theses on the topic "Textbooks"
Allred, Michael Kay. "Representations of New Technologies and Related Terminology in Textbooks for Learners of French and Spanish." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84160/.
Full textDemir, Ema Kristina. "English Textbooks in Sweden : Textbook Choice, Evaluation and the English Syllabi." Thesis, Stockholm University, Department of English, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37260.
Full textBrehmer, 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.
Full textEsmer, Feyza. "Exploring Representation Of Nature Of Science Aspects In 9th Grade Chemistry Textbooks." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613178/index.pdf.
Full texts curriculum. A qualitative oriented approach was employed and ethnographic content analysis was used as the methodological framework for this research as Irez (2006) has performed. Data were analyzed by means of books&rsquo
sentences. The results of the study revealed that both of two chemistry textbooks were inadequate in representing NOS aspects which are
1. Observation and inference are distinct entities of science, 2. Science is influenced by the social and cultural environment of the scientist, 3. Science is partly the product of human creativity and imagination, 4. Scientific knowledge is tentative, empirical and theory laden, 5. There exists a distinct, non-hierarchical relationship between scientific theories and laws, 6. &ldquo
There is no universal, recipe-like, method for doing science.&rdquo
The frequency of presence of each aspect in books was very low.
Tani, Wali Bahader. "TEXTBOOK ANALYSIS IN AFGHANISTAN : Comparison of mathematics’ textbooks of grade 7-9." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33824.
Full textTemp Afghanistan
Price, Jennifer Lynn. "Textbook Bling: An Evaluation of Textbook Quality and Usability in Open Educational Resources Versus Traditionally Published Textbooks." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3327.
Full textBrockway, 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.
Full textJaffer, Shaheeda. "Mathematics, pedagogy and textbooks : a study of textbook use in Grade 7 mathematics classrooms." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/14964.
Full textThis dissertation is concerned with a systematic description of the recontextualization of the practices of a textbook, Maths for all Grade 7 Learner's Activity Book, when it is incorporated into grade 7 mathematics teachers' classroom practices. In particular, the research described here focuses on the impact of the textbook on four grade 7 mathematics teachers' classroom practices. My study forms a sub-project of a larger research project which explores the impact of the textbook, Maths for all Grade 7 Learner's Activity Book, in 14 grade 7 mathematics classrooms. The research design of my study comprised two aspects: an analysis of a chapter from the textbook, Maths for all Grade 7 Learner's Activity Book, and an analysis of its use in classrooms. Data collected included a textbook chapter on measurement and the accompanying chapter in the teacher's guide, questionnaires (learner, teacher and school), teacher interviews, video recordings of observed lessons and learner notebooks. Drawing largely on Paul Dowling's Social Activity Theory and Paula Ensor's extension of this work in her study on teacher education, a theoretical model was developed for the analysis of data. The theoretical model was supplemented with theoretical concepts from Basil Bernstein's sociological theory of pedagogic discourse. While the model was developed in relation to the content and use of a specific textbook, the model can potentially be used for other mathematics textbooks or textbooks from other disciplines. Analysis shows that the textbook, which embodies an inductive, exploratory pedagogy, cannot on its own achieve learner's apprenticeship into mathematics, or teacher's apprenticeship into its privileged mode of teaching mathematics. The analysis of the teachers' use of textbook shows that in most cases, the privileged pedagogy of the textbook differed considerably from the preferred pedagogy of the teachers. Most teachers preferred a deductive pedagogy and used the textbook in ways which fragmented the mathematical knowledge presented to learners, reduced the mathematical complexity of the textbook tasks and consequently transformed the pedagogic intentions of the textbook. The research therefore concludes that the transformative role of the textbook needs to be accompanied by teacher development programmes.
REZENDE, PATRICIA ALMEIDA DE. "MULTIMODALITY IN BIOLOGY TEXTBOOKS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5841@1.
Full textOs livros didáticos modernos constituem-se num objeto de estudo valioso para o lingüista por serem elaborados a partir de múltiplas modalidades semióticas e porque, em geral, são gêneros disciplina-específicos. Entretanto, no que tange à disciplina de Biologia, ainda há poucos estudos que exploram a interação entre as modalidades verbal e visual nos livros de Ensino Médio e, até o momento, nenhum trabalho de natureza contrastiva foi realizado no Brasil sobre esse aspecto. Na presente análise, investigam-se os tipos de representação visual e o modo de estabelecimento da relação entre figuras e o texto verbal associado em dois livros didáticos de Biologia do Ensino Médio, um brasileiro e outro norteamericano. Este estudo baseia-se principalmente nos pressupostos teóricos de Kress e van Leeuwen (1996, 2001) e inspira-se nos trabalhos de Myers (1997) e Nascimento (2002). Implícita nesses pressupostos está a abordagem sistêmicofuncional de Halliday e Hasan (1976) e de Halliday (1994). Os resultados desta pesquisa revelam que, dentre outros mecanismos, a coesão lexical exerce importante papel na interação entre o componente verbal das figuras, o texto principal e as legendas em ambos os livros analisados. Dentre as diferenças encontradas nos dois livros, destacam-se as representações visuais distintas referentes a um mesmo tópico, o modo de referenciação às figuras no texto, a função das legendas e a proporção de utilização de termos técnicos na coesão intermodal. Esses resultados mostram que existem variações no gênero livro didático de Biologia quanto ao modo de utilização dos mecanismos de interação entre figuras e texto verbal, que podem estar relacionadas com os propósitos dos autores. Isso pode ter importantes implicações para o ensino da Biologia e de Inglês para fins específicos, pois auxilia na conscientização de educadores e alunos sobre a necessidade de se levar em consideração os meios de interação entre as linguagens visual e verbal na interpretação e produção dos textos multimodais próprios de cada comunidade discursiva.
Modern textbooks are valuable as a research object in applied linguistics because they usually present their content through multiple semiotic modalities and because in general they are discipline-specific genres. However, concerning the discipline of Biology, there are still few studies that exploit the interaction between verbal and visual languages in highschool textbooks and, up to the moment, no contrastive works on this topic have been published in Brazil. For this reason, the goal of the present study is to investigate the types of visual representations and the strategies that establish the interaction between pictures and verbal text used in two highschool-level Biology textbooks, a Brazilian and a North-American one. This study is based mainly on Kress and van Leeuwen s (1996, 2001) theory of multimodality and is inspired in Myers (1997) and Nascimento s (2002) previous works. This theoretical basis presupposes Halliday and Hasan s (1976) and Halliday s (1997) systemic- functional approach to text. The results of this investigation reveal that, among other mechanisms, lexical cohesion has an important role in the interaction between the verbal element in images and the verbal language of the corresponding texts and captions in both books. Among the differences found between these two books, there are the different visual representations concerning the same topic, the way pictures are referred to in the text, the role of the captions and the proportion of technical terms used in intermodal cohesion. These results show that there are intrageneric variations in the use of such resources that are probably due to the authors purposes. The findings may have important implications for the teaching of Biology and of English for specific purposes. They may enhance the awareness of educators and students about the need of taking the interaction between visual and verbal languages into consideration for the appropriate interpretation of texts and for the production of multimodal texts specific to each discursive community.
Sandberg, Sofia. "Representation and cultural bias : A study focused on three Swedish ESL-textbooks." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44045.
Full textBooks on the topic "Textbooks"
2000, Projection, ed. Textbooks. London: Projection 2000, 1990.
Find full textCAT Textbook (Textbooks). AT Foulks Lynch Ltd, 2001.
Find full textCAT Textbook (Textbooks). AT Foulks Lynch Ltd, 2001.
Find full textCAT Textbook (Textbooks). AT Foulks Lynch Ltd, 2001.
Find full textCAT Textbook (Textbooks). AT Foulks Lynch Ltd, 2001.
Find full textCAT Textbook (Textbooks). AT Foulks Lynch Ltd, 2001.
Find full textCAT Textbook (Textbooks). AT Foulks Lynch Ltd, 2001.
Find full textCAT Textbook (Textbooks). AT Foulks Lynch Ltd, 2001.
Find full textCAT Textbook (Textbooks). AT Foulks Lynch Ltd, 2001.
Find full textCAT Textbook (Textbooks). AT Foulks Lynch Ltd, 2001.
Find full textBook chapters on the topic "Textbooks"
Simon, Josep. "Textbooks." In A Companion to the History of Science, 400–413. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781118620762.ch28.
Full textStrauss, Rebecca, Austin Volz, and William Lidwell. "Textbooks." In The Elements of Education for Curriculum Designers, 96–97. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429321283-48.
Full textErtel, Pamela A. Kramer, and Madeline Kovarik. "Textbooks." In The ABC's of Classroom Management, 131. 2nd ed. New York: Routledge, 2013. http://dx.doi.org/10.4324/9780203765333-213.
Full textLeggo, Carl. "Science Textbooks." In Sailing in a Concrete Boat, 30. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-955-8_11.
Full textRennie, Frank, and Keith Smyth. "E-textbooks." In Digital Learning: The Key Concepts, 66. 2nd ed. London: Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-76.
Full textPitt, Rebecca. "Open Textbooks in Higher Education Teaching." In Distributed Learning Ecosystems, 97–113. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-38703-7_6.
Full textYuda, Minori. "Textbook Approval System and Geography Textbooks in Japan." In Geography Education in Japan, 49–62. Tokyo: Springer Japan, 2014. http://dx.doi.org/10.1007/978-4-431-54953-6_5.
Full textBaldo, Italo Francesco. "Textbooks After Brucker." In Models of the History of Philosophy, 475–513. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9966-9_8.
Full textHagai, Saori, Yuto Kitamura, Khlok Vichet Ratha, and William C. Brehm. "Ideologies Inside Textbooks." In (Re)Constructing Memory: Education, Identity, and Conflict, 49–73. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-860-0_3.
Full textGuichard, Sylvie. "War in Textbooks." In The Palgrave Handbook of Textbook Studies, 317–28. New York: Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_23.
Full textConference papers on the topic "Textbooks"
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.
Full textIonita, 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.
Full textHorvat, 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.
Full textLebedeva, 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.
Full textNixon, Kate, and Katya Henry. "The use of a publishing platform to facilitate the adaptation and development of Open Textbooks: A Pilot Report." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0151.
Full textCarvalho, Graça S. P. "Textbooks’ design." In 6th Information Design International Conference. São Paulo: Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/designpro-cidi-33.
Full textTIAN, YUCHEN, WENJU WANG, CHENMING ZHOU, ZHONGMIN JIANG, and SHUYANG JIN. "RESEARCH ON THE RETRIEVAL SYSTEM OF THE REPUBLIC OF CHINA TEXTBOOKS." In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/35983.
Full textDat, Nguyen Van. "A Review on Approaches of Evaluating Tertiary Textbooks." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.20.
Full textBurr, Solvita. "Linguistic Landscape Signs in E-Textbooks: Teaching Language as a Compass for Exploring Multimodal Texts, Multilingualism, and Digital Resources." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.74.
Full textRadojičić, Jelena. "Istorijska karta kao ilustracija i/ili izvor znanja u udžbenicima za prirodu i društvo." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.295r.
Full textReports on the topic "Textbooks"
Seybold, Patricia. Nature Reinvents Textbooks. Boston, MA: Patricia Seybold Group, October 2009. http://dx.doi.org/10.1571/cs10-01-09cc.
Full textLedermann, 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.
Full textBARINOVA, E., and E. GUSKOV. Актуальные проблемы современной исторической науки: учебно-методическое пособие. SIB-Expertise, October 2022. http://dx.doi.org/10.12731/er0604.26102022.
Full textLanier, 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.
Full textChevalier, Judith, and Austan Goolsbee. Are Durable Goods Consumers Forward Looking? Evidence from College Textbooks. Cambridge, MA: National Bureau of Economic Research, June 2005. http://dx.doi.org/10.3386/w11421.
Full textGlewwe, Paul, Michael Kremer, and Sylvie Moulin. Many Children Left Behind? Textbooks and Test Scores in Kenya. Cambridge, MA: National Bureau of Economic Research, August 2007. http://dx.doi.org/10.3386/w13300.
Full textRossi, Christine. After the sixties : anthropology in sixth grade social studies textbooks. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5575.
Full textFrancis, Hartwell. An Examination of the Occurrences of Metaphor in Introductory Engineering Textbooks. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6621.
Full textZarza, Jena. Representations of Feminist Theory and Gender Issues in Introductory-Level Sociology Textbooks. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6251.
Full textWittke, Helen. An analysis of geographical concepts and characteristics of maps in selected textbooks. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.695.
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