Journal articles on the topic '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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Lee, 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.
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Objectives The purpose of this study is to describe the development direction of Korean text ooks according to the 2022 revised Korean language curriculum. Understanding the development direction of new textbooks will help drive changes in Korean language classes in elementary schools.
Methods Through literature research, Schwab (1973)'s four common elements of development were analyzed in terms of subject, learner, teacher, and environment, and the new textbook's revision focus, unit composition system and development method were presented.
Results The focus of revision of new textbooks is textbooks that reflect the fixedness and creation of Korean subjects at the subject level, textbooks that strengthen student initiative at the student level, textbooks that guarantee teacher autonomy in operating the curriculum at the teacher level, and language media Hankyung and Hankyung It is a textbook that covers a virtual environment. The structure of 『Korean』 is composed of preparation → sub-unit 1, sub-unit 2 → practice. And 『Korean Activities』 consisted of skill development → self-reading.
Conclusions Based on these results, the new textbook's revision points and unit composition system were presented. The unit of the new textbook has a unit structure, and the unit structure type is a mixture of goal-centered and text-centered types. in the meantime the unit composition type of Korean textbooks has been goal-centered for about 40 years, from the Korean textbook of the 5th curriculum period in 1987 to the Korean language textbook of the 2015 revised curriculum period. However, in this 2022 revision Korean textbook, the unit composition type has been changed to a mixed type of goal-centered type and text-centered type. changed to a mixed type. This change in unit composition is a big change in the historical aspect of elementary Korean textbooks.
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Kang, 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.
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Objectives This analysis deals with nine English I textbooks for the 2015 revised curriculum. We investigated the lexical and syntactic features of the text in the listening section activities.
Methods To verify lexical features, the quantity of vocabulary words, vocabulary types, and terms with high frequency by publisher were verified, as well as the figures of lexical variety. The average word length and sentence length for each textbook, as well as the high frequency of frequent exposure, were studied in order to analyze the syntactic features. Each textbook's English listening section was compiled as a corpus file for each chapter, and the findings were analyzed by the WordSmith 7.0 tool.
Results A total of 26,671 vocabulary words were collected, and 3,569 corpus types were identified. The lexical features revealed that among the nine textbooks in the listening section activity, the textbook with the largest vocabulary contained approximately 4,000 words, while the textbook with the least vocabulary contained about 2,000 words. In nine textbooks, the percentage of verbs and nouns was fairly high. The average length per word was 4.11, and the average length per sentence was 8.23, as a result of the syntactic features.
Conclusions It will be important to provide suggested basic vocabulary independently, as well as to alter so that there is no significant variation among textbooks. Furthermore, it implies that teachers may grasp the variations in the textbooks and resolve learning deviations with supplemental materials for learners to use.
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Abu Rezeq, Khalil Abdullah Khalil. "Evaluating the Palestinian's English as a Foreign Language (EFL) Textbooks of the Secondary Stage Using Textbooks Evaluation Standards." Journal of Educational Sciences 20, no. 20 (December 2022): 177–98. http://dx.doi.org/10.29117/jes.2022.0093.
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The study aimed at evaluating the Palestinian EFL textbooks of the secondary stage in terms of standards for evaluating textbooks. In order to achieve the study objectives, the descriptive analytical approach was adopted. The study sample included four Palestinian EFL textbooks of the secondary stage in the scholastic year 2020/2021. In order to evaluate the textbooks, the instrumentation of a list of (32) standards for evaluating textbooks was built. The standards were listed under five domains (textbook introduction, textbook content, textbook activities, the assessment procedures of students, and textbook layout). In light of the new instrument, the process of evaluation was conducted. The study found that the Palestinian secondary stage EFL textbooks highly met the standards for evaluating textbooks, having reached a percentage up to (75.6%, a mean of 3.78); this percentage was interpreted based on the study scale. The study offered many recommendations, the most important of which were that the planners of the Palestinian secondary stage EFL textbook should prepare the textbooks to meet the students' life, the introduction of the textbooks should identify the learning sources and guide students on how to use the textbook, and the activities of the textbook should meet the students' level.
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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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Vander 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.
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One challenge facing students today is high textbook costs, which pose a particularly difficult obstacle at community and technical colleges, where students typically have lower incomes and textbooks constitute a larger proportion of the overall cost of education. To address this, many advocate for using open-source textbooks, which are free in a digital format. However, concerns have been raised about the quality and efficacy of open textbooks. We investigated these concerns by collecting data from general biology classes at four community and technical colleges implementing traditionally published (non-open) and open textbooks. We compared student outcomes, textbook utilization methods, and perceptions of textbooks in these courses. In generalized linear statistical models, book type (open vs. non-open) did not significantly influence measured student outcomes. Additionally, survey results found that students and faculty perceived the open textbook as equal in quality to other textbooks. However, results also suggested that student textbook use did not always align with faculty expectations. For example, 30% of students reported reading their textbooks compared with 85% of faculty expecting students to read the textbook. Finally, faculty who implemented open textbooks expected the textbook to be used more often for reference and review compared with faculty who use traditional textbooks.
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Yahya, Deborah Oreoluwa, and Solomon Temitope Adebola. "Availability of Activities and Appropriateness of Graphical Illustrations in Recommended Economics Textbooks for Senior Secondary School Students." International Journal on Social and Education Sciences 1, no. 2 (September 20, 2019): 73–77. http://dx.doi.org/10.46328/ijonses.16.
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The study examined the availability of specified activities for teachers and students in the recommended Economics textbooks and also examined the level of appropriateness of graphical illustrations in the recommended Economics textbooks. The study adopted a descriptive survey research design. The population for the study comprised the 14 recommended Economics textbooks by the Ministry of Education in Ogun State senior secondary schools. Four Economics textbooks among those recommended were selected for the study using simple random sampling technique. One research instrument titled Economics “Textbook Assessment Checklist (ETAC)” was used to elicit information on the availability of activities and appropriateness of graphical illustrations in Economics textbooks. The data were analyzed using frequency count and percentages. The result showed that among the recommended textbooks, only Textbook B (New Approach Economics) had the specified activities for teachers and students. The result further showed the level of appropriateness of Textbook D (78%), Textbook B (67%), Textbook C (64%) to be high while Textbook A (42%) was moderate. The study concluded that the specified learning activities were not available in all the textbooks and that the appropriateness of the graphical illustrations in the textbooks were between high and moderate level.
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Li, 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.
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The deep integration and mutual promotion of information technology and education have brought new ideas and power to the development of education. Smart textbooks are the comprehensive upgrading of traditional textbook concepts and technologies, the new form of textbooks, and the forefront of textbook construction. Smart textbook is a new form of integrated textbook, which is the combination of traditional paper textbooks and digital resources. Its compilation and development is mainly based on students, and the goal is to cultivate students’ ability to analyze and solve problems. This paper first analyzes the necessity of the construction of smart textbooks, then introduces the connotation and characteristics of smart textbooks, and finally expounds the overall construction ideas of smart textbooks of Aviation Materials Storage Management from many aspects.
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Cuttler, 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.
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The bulk of previous research on students' perceptions of open educational resources have lacked a control group of students rating traditional textbooks. Moreover, few studies have examined differences in the perceptions of online students and those taking classes in the classroom. A 2 × 2 cross-sectional design was used in which 925 students, assigned either a traditional textbook or an open textbook in either an online or classroom environment, were recruited to complete an online survey. Students assigned open textbooks were almost twice as likely to report using their textbooks, they used them more frequently, and for more time per week overall. Students assigned open textbooks also perceived a greater degree of overlap between the textbook, lecture, and quiz material than did students assigned traditional textbooks. Finally, ratings of the open textbooks were significantly higher than ratings of the traditional textbooks overall and on 11 of 15 different dimensions. Few differences in the online and classroom students were detected, suggesting both groups experienced similar benefits of the open textbooks. These findings demonstrate that replacing traditional textbooks with open textbooks may help to offset some of the financial hardships students face while improving students' engagement and satisfaction with their assigned textbook.
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Huang, 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.
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Textbooks are essential components in the learning process. They assist in achieving educational learning outcomes and developing social and cultural values. However, limited studies provide comprehensive frameworks for comparing textbooks. Most have focused on a specific textbook perspective within a particular discipline. Therefore, this study used a triangulation method to develop a comprehensive framework for textbook comparison. Through a systematic literature review and a two-round Fuzzy Delphi method with 155 textbook experts, a textbook comparison framework with four indicators (structure, content, expectations, and language) was developed. Additionally, some of the developed framework indicators and sub-indicators could be relevant for comparing textbooks in a particular discipline. For example, the page count sub-indicator was proven to be useful for comparing humanities and social science textbooks but not natural science textbooks. The findings of this study could facilitate the process of comparing textbooks, hence promoting the understanding of knowledge design and acquisition in different contexts, such as when comparing textbooks from different countries.
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Williams, Frances Janeene, and Linda B. Bennett. "The Progressive Era: How American History Textbooks' Visuals Represent Women." Social Studies Research and Practice 11, no. 1 (March 1, 2016): 124–35. http://dx.doi.org/10.1108/ssrp-01-2016-b0008.
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Studies of the representation of women in United States history textbooks, both in number and manner in which they appear, have found women are inequitably represented as compared to their male counterparts and are viewed through a patriarchal lens. This study analyzed a contemporary high school United States history textbook’s representation of women in the Progressive Era compared to an earlier edition textbook. Using their visual representation of women, it was found that the textbooks continued the patriarchal view of women and their roles in society. Although the number of representations of women had slightly increased over time, these additions did not promote a more contemporary view of women's role in history, except in the area of women's rights. Recommendations for future areas of research are made. Some are: monitoring of textbooks for equability, analyzing of textbooks covering U.S. history prior to 1877 for equability in inclusion of women in history, investigating what teachers are doing to compensate for the inequity, determining whether or not state standards are inclusive of women's history, and analyzing how women's history in college level textbooks represent women in history.
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CIBOROWSKI, JEAN. "Using Textbooks with Students Who Cannot Read Them." Remedial and Special Education 16, no. 2 (March 1995): 90–101. http://dx.doi.org/10.1177/074193259501600204.
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Too many students have difficulty comprehending information presented in the textbooks intended for their use. One reason for this is that textbooks are often organized so that the task of reading and thinking about them is made unduly difficult. Further, teacher editions offer little in the way of helping teachers improve the textbook's usability for students who struggle with reading. This article summarizes the existing literature on effective textbook instruction. The author then proposes how special educators and content instructors can combine their talents to compensate for poorly written books and maximize good books when teaching all their students, but particularly those students who do not learn in the expected ways.
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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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Damayanti, Irma, and Fransiskus Xaverius Mukarto. "THE ANALYSIS OF TASKS PRESENTED IN KURIKULUM MERDEKA TEXTBOOK ENGLISH FOR NUSANTARA." Premise: Journal of English Education 13, no. 1 (February 23, 2024): 21. http://dx.doi.org/10.24127/pj.v13i1.9065.
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English language textbooks play an essential role in presenting learning material and assisting students in acquiring language skills. Most Indonesian teachers heavily depend on textbooks; however, they often lack knowledge about the task types employed in textbooks. The study aims to analyze the tasks in the English textbook and the types of tasks presented in the English textbook English for Nusantara. English for Nusantara is the primary sourcebook for seventh and eighth-grade junior high school students in Kurikulum Merdeka. The analysis was conducted by utilizing Nunan's (1990) typology of tasks to determine the different categories and frequency of tasks within the textbooks. Stratified random sampling was used for this research, and tasks were taken from two different units in each textbook. The findings indicated that the textbooks comprise various types of tasks, and each of the textbooks emphasized distinct task types. The seventh-grade textbook places a greater emphasis on cognitive tasks, whereas the eighth-grade textbook places a greater emphasis on interpersonal tasks. Nonetheless, the task distribution is unbalanced, and certain categories of tasks remain unaddressed in both textbooks; specifically, creative and affective tasks are absent.
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Uenishi, Koji. "A Comparison of Three Asian English Textbooks by Correspondence Analysis." Archives of Business Research 12, no. 5 (May 18, 2024): 35–41. http://dx.doi.org/10.14738/abr.125.16969.
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This paper explores the differences of the English textbooks for the fifth graders in China, Myanmar, and Sri Lanka in Asia. Specifically, the fifth graders’ textbooks were analyzed using a readability tool and Correspondence Analysis (hereafter, CA). An analysis of the data suggests that, in terms of readability and content, there were both similarities and differences between the three textbooks. More precisely, regarding readability, the English textbook of China is closer to the level of English textbook of Myanmar, and the level of textbook of Myanmar is higher than the other two textbooks. Also, concerning the content including vocabulary, CA shows that basically the three textbooks are different from each other.
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Khojasteh, Laleh, and Nasrin Shokrpour. "Corpus Linguistics and English Language Teaching Materials: A Review of Recent Research." Khazar Journal of Humanities and Social Sciences 17, no. 3 (October 2014): 5–17. http://dx.doi.org/10.5782/2223-2621.2014.17.3.5.
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Motivation for using corpus linguistics in English language teaching is partly related to the inconsistencies found between the use of lexical items and grammatical structures in the corpora and those in traditional language textbooks that are often largely based on the personal judgments of the materials writers. This lack of fit between the language in the textbook and authentic language use has been reported in many studies; yet, an overview of this aspect has not been carried out. The purpose of this study is twofold: 1) to discuss the importance of corpus linguistics for the development of English language teaching materials, and 2) to present a survey of studies carried out in the last ten years, with particular reference to the mismatches found between the language in various corpora such as Longman Grammar of Spoken and Written English (LSWE) and British National Corpus (BNC) and that used in Finnish EFL textbooks, Malaysian ESL textbooks and Hong Kong secondary textbooks to name a few. The implication of this study is to provide L2 teachers with useful information about pedagogical corpus and the ways in which they can make optimal use of a textbook’s strong points, recognizing the shortcomings of certain exercises, tasks, or entire texts and to show how they can improve the textbook and adapt their teaching materials accordingly.
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Duncan Selby, Roger, Korey P. Carter, and Stuart H. Gage. "Survey concerning electronic textbooks." International Journal of Sustainability in Higher Education 15, no. 2 (April 1, 2014): 142–56. http://dx.doi.org/10.1108/ijshe-03-2012-0022.
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Purpose – A survey of students in different undergraduate majors and years asked where they bought their textbooks, the types of electronic devices they used, and their post-class use of textbook material. The research goal was to determine the groups of students likely most receptive to e-textbooks and to assess the potential environmental benefits of e-textbook adoption. The paper aims to discuss these issues. Design/methodology/approach – The student population of freshmen and juniors registered at Michigan State University were surveyed via e-mail/online in summer 2010. 477 freshmen (7.8 percent of surveyed) and 652 juniors (10.2 percent of surveyed) responded. Responses were grouped together into seven categories by student major. Findings – Surveyed students used far more print textbooks than e-textbooks. Laptops were the dominant student device and their future promise for e-textbook use is limited. The higher-than-expected rate of e-waste generation by students indicates that the environmental benefits of e-textbook adoption may be limited without improvements in e-waste management. However, results suggest that students from all majors and years were willing to experiment with different textbook vendors, so if functionality and cost incentives are improved, e-textbook adoption will likely be a widespread campus phenomenon. Originality/value – Research on e-textbooks often focuses on educational value or student preference; this research instead provides results assessing whether current e-device use on campus will support e-textbooks and whether adopting e-textbooks will have an environmental benefit over print textbooks. The study also reveals that many students learn to adapt their purchasing behavior with experience, and that this trend is widespread throughout all majors.
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Jung, Hye-Yun, Jin-Ho Jung, and Kyeong-Hwa Lee. "Analyzing Tasks in the Geometry Area of 7th Grade of Korean and US Textbooks from the Perspective of Mathematical." Korean School Mathematics Society 23, no. 2 (June 30, 2020): 179–201. http://dx.doi.org/10.30807/ksms.2020.23.2.001.
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The purpose of this study is to analyze tasks reflected in Korean and US textbooks according to the mathematical modeling perspectives, and then to compare the diversity of learning opportunities given to students from both countries. For this, we analyzed mathematical modeling tasks of textbooks based on three aspects: mathematical modeling process, data, and expression. Results are as follows. First, with respect to modeling process, Korean textbook provides a high percentage of the task at all stages of modeling than US textbook. Second, with respect to data, both countries’ textbooks have the highest percentage of matching task. Korean textbooks have a large gap in data characteristics by textbook. Third, with respect to expression, both countries’ textbooks have the highest percentage of text and picture. Korean textbooks have a large gap in the type of expression than US textbooks, and some textbooks have no other expression except for text and picture. Fourth, tasks were analyzed by integrating the three features. The three features were not combined in various ways. It is necessary to diversify the integration of the three features.
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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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Kim, Minyoung. "A Study on Research of Korean Textbooks in the Internet Era: Basic Research for the Development of Korean Teaching Materials’ Class." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 4 (February 28, 2023): 293–309. http://dx.doi.org/10.22251/jlcci.2023.23.4.293.
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Objectives This study was written for the purpose of examining the research trend of Korean textbooks according to technological development for ‘content development’ of Korean textbook theory class for the Internet age.
Methods This study conducted keywords search on RISS and reviewed 270 studies. This study was divided into three categories. First, research on multimedia textbooks was discussed. Second, research on ‘digital textbooks’, which is opposed to the concept of paper textbooks, was analyzed. Finally, Metaverse Korean education research was reviewed.
Results First, since multimedia is already widely used as a textbook and a tool, research on it is very active and it is expected to expand further in the future. Second, although the digitization research of Korean textbooks is currently in a leap stage, it is expected that innovations will occur in the future. Third, in the Metaverse study applied to Korean language education, there was no study related to the development of textbooks.
Conclusions The contents to be covered in the ‘Korean Textbook Theory Class’ can be summarized as follows. First, the perception of Korean textbooks in the Internet era is being reborn as a multi-dimensional material from a paper book. Second, we need a discourse on what needs to be discussed for the development of multimedia or digital textbooks. Third, it is necessary to insert program education so that some materials can be developed by instructors themselves. Since the definition of textbooks has been expanded, the ‘tools education course of textbook development’ for prospective teachers should be included as part of the textbook theory.
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Waqar, Sajid, and Mamuna Ghani. "Gender Exclusion in Textbooks: A Comparative Study of Female Representation in Provincial ELT Textbooks of Pakistan." International Journal of English Linguistics 9, no. 5 (September 6, 2019): 377. http://dx.doi.org/10.5539/ijel.v9n5p377.
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The focus of this study was female gender representation in secondary level ELT textbooks published by four different textbook boards of Pakistan, namely Baluchistan Textbook Board, Sindh Textbook Board, Khyber Pakhtunkhwah Textbook Board and Punjab Textbook Board. It targeted a comprehensive comparison between the female gender images as represented in four sets of textbooks and gender conceptions of their respective female readers. To achieve the objectives, the study was divided into two parts: In part 1, the textbooks by four state-run textbook boards were analyzed and in part 2, their respective female readers’ gender conceptions were collected and analyzed. The study employed multi-dimensional analytical tools like manifest, latent analysis and Fairclough (2001) CDA model for interpretation and explanation of textbook discourse. The study revealed a low representation share of female gender in four sets of textbooks. It brought out that female readership had stereotype conceptions regarding the attributes, professions and activities as appropriate for the female gender. It was also found that Sindh and Punjab Textbook Boards had improved female gender representation than other provincial textbook boards. The quantitative findings of part 2 proposed that textbooks could play a vital part in modeling gender conceptions of readership as Sindh and Punjab Textbook Boards’ female readership showed better gender conceptions. The study recommended a gender-based test of the textbooks at national level prior to publication to ensure gender equality as directed in National Curriculum.
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Pasaribu, Arsen Nahum. "THE EFL STUDENTS’ PERCEPTIONS OF THE QUALITY OF THE ENGLISH LANGUAGE TEXTBOOK." English Review: Journal of English Education 10, no. 2 (June 29, 2022): 409–20. http://dx.doi.org/10.25134/erjee.v10i2.6242.
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The purpose of this study is to elicit students' perceptions about the quality of English textbook used by Indonesian EFL students. Although numerous teaching researchers have undertaken research on textbooks, it is still uncommon to conduct textbook research to ascertain students' perceptions on the quality of textbooks. This study employed a mixed-methods approach and gathered data from 300 senior high school students in grade eleven. They were chosen at random among 674 students. These students come from SMA 12 Medan and SMK 3 Parulian Medan. Each school was represented by 150 students in the eleventh grade. Google forms were utilized to collect data. Simple statistics are used to calculate the number and percentage in research data analysis, while interactive data analysis is used to examine qualitative data. The results of this study show that the textbook "Bahasa Inggris" meets the criteria for a textbook of appropriate quality in terms of external appearance, content quality, language or vocabulary used, scoring system, and positive impact. However, the quality of the textbook's look and content may be enhanced. The findings of this study provide a unique viewpoint on the difficulties studied in comparison to earlier textbook research.
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Kyi, Wai Wai, and Tetsuo Isozaki. "Comparing science curricula in Myanmar and Japan: Objectives and content covered in lower secondary textbooks." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 7 (July 1, 2023): em2294. http://dx.doi.org/10.29333/ejmste/13305.
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An analysis of textbooks can lead to a comparison of the curricula in two nations and how curriculum standards determine the textbook content in a developed and developing country. Deductive content analysis was employed to analyze and compare objectives mandated in science curricula in Myanmar and Japan, and the articulation of science textbooks’ content on science curricula’s objectives including approaches to learning and learning of content taught at grade-6 in Myanmar and grade-7 in Japan. The results show that both countries’ curriculum objectives are clearly mandated to cultivate students’ scientific knowledge, skills, and attitudes. The exchanges of knowledge between the two contexts are the analyzed Japanese science textbook’s employment of a step-by-step and detailed scientific inquiry-based approach for the students to learn light and sound concept, and Myanmar’s science textbook’s description of some technical scientific terms in both mother tongue (Burmese) and English.
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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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Sahyoni, Sahyoni. "Textbook evaluation on Everyday English for Hospitality Professionals and English for Work in EFL Classroom." SALEE: Study of Applied Linguistics and English Education 1, no. 01 (January 20, 2020): 83–92. http://dx.doi.org/10.35961/salee.v1i01.71.
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Textbook plays important role in teaching English. Yet, not all textbook is appropriately meet to the students’ needs and knowledge level. The material for EFL is totally different to Native speaker of English. One of the ways matching students’ needs and textbook is by doing textbook evaluation. This research is aimed at discussing textbooks that are used by the teacher in English Foreign Language (EFL). The textbooks that have been chosen are English for Everyday English for Hospitality Professionals by Lawrence, J. Zwier and Nigel Caplan (2007) and English for Work (2003) by Ian Badger. Both of them are ESP textbooks where they are taught in a foreign language class. The purpose of this research is to know how much Everyday English for Hospitality Professionals and English for Work textbook used in college meets the criteria of good EFL textbook. The research design is a descriptive-evaluative. The procedure of analyzing the data starts by analyzing the data based on EFL evaluation criteria, then finding out how much each items meet the criteria of good EFL textbook and concluding the result. The research result revealed that most parts of the textbooks are appropriately met to the students’ needs. Most of the material stated inside of the textbooks covered students’ knowledge level and relevant for the field of study.
Keywords: evaluation, foreign learner class, textbooks
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Mankiw, N. Gregory. "Reflections of a Textbook Author." Journal of Economic Literature 58, no. 1 (March 1, 2020): 215–28. http://dx.doi.org/10.1257/jel.20191589.
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In this essay, I reflect on textbook writing after three decades of participating in the activity. I address the following questions: What perspective should textbooks take? What is the best approach to teaching microeconomics? What is the best approach to teaching macroeconomics? How does the content of the introductory course evolve? How much material should textbooks include? Are textbooks too expensive? How is digital technology changing the market for textbooks? Who should become a textbook author? ( JEL A22)
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Wang, Linfeng. "Exploring the History and Challenge of Government-authorized English Textbooks in Japan and Mainland China." Espacio, Tiempo y Educación 9, no. 1 (June 22, 2022): 236–55. http://dx.doi.org/10.14516/ete.400.
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This paper examines the history of English textbooks and the challenges they are facing in the current EFL contexts of Japan and mainland China. In these countries, English textbooks, and textbooks for all other subjects, can only be used in classrooms following governmental evaluation and approval. The main set of criteria for textbook evaluation is provided by the national curriculum, which also serves as a guideline for compiling textbooks; it illustrates the purpose and objectives of each subject, contains descriptions of achievement levels for each grade, as well as suggestions for teaching, assessing and compiling textbooks. In effect, textbooks are the direct materialization of the national curriculum implemented in real classrooms, particularly in textbook dominated English classes. This paper starts by discussing the significance of textbook research before presenting a historical review of English textbooks in Japan and mainland China. The focus of the review is to delineate the current challenge of underestimating the use of the first language in EFL textbooks. The final section draws trajectory maps of the two countries and explores a new approach to overcoming the challenge of creating engaging activities that incorporate both student’s first language and target language in EFL classrooms.
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Irsyadillah, Irsyadillah, Raihani Raihani, Zulfadhli Zulfadhli, and Alhashmi Aboubaker Lasyoud. "Does Cultural Pluralism Matter? Views from Experts Involved in the Production of Accounting Textbooks." Journal of Accounting Research, Organization and Economics 6, no. 1 (April 1, 2023): 84–93. http://dx.doi.org/10.24815/jaroe.v6i1.32700.
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Objective –The paper seeks to evaluate the perceptions and attitudes of individuals involved in the production of accounting textbooks about providing cultural pluralism in the textbooks.Methodology –This paper used semi-structured interviews with key actors of accounting textbook production, including translators, independent reviewers, adaptors, authors and commissioning editors. With one exception, all interviewees are also academics at universities. Results –The paper finds that accounting textbooks are cultural and political artifacts that reflect the the cultural, political, and ideological viewpoints of the powerful groups in the world. In other words, the textbook contents are the results of power domination. They have used accounting textbooks as powerful educational media to homogenise cultural and ethical values of accounting and accounting education to be solely based on Anglo-American capitalism. This has greatly affected the professionals involved in the textbook production. Therefore, it is not an urgent matter for them to incorporate diversity of perspectives into accounting textbooks used in Indonesia.Novelty/Originality –Although accounting research has explored the issues of accounting textbooks, such as the readability, price, selection, and use, studies that consider the political and cultural role of accounting textbooks especially from the perspective of individual involved in the textbook production are still scant. In particular, there is no research in Indonesia that presents the views of people who produce accounting textbooks regarding the content of their textbooks.
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Liu, Chengkun. "Overview of Research on Vocational Education Textbooks in China." Frontiers in Business, Economics and Management 13, no. 3 (March 5, 2024): 5–9. http://dx.doi.org/10.54097/enep8g60.
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The Ministry of Education in China has emphasized the need to strengthen the construction of vocational education textbook systems and innovate mechanisms for textbook writing, review, publication, and use. Textbook construction is a crucial aspect of fulfilling the fundamental task of cultivating well-rounded individuals and serves as a vital channel for cultural inheritance. While adhering to the principle of developing high-quality textbooks, it is also important to consider the characteristics of vocational education and create outstanding textbooks that align with the developmental patterns of students in vocational colleges. Building on these principles, this paper conducts research and provides an overview of vocational college textbooks in China. It integrates the content and value of vocational education textbooks, summarizes general principles for textbook construction, and contributes to the implementation of textbook development in vocational colleges.
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Jelić, Mila. "Functions of structural components in textbooks mathematics motivation for learning and metacognitive guidance." Metodicka praksa 23, no. 2 (2020): 159–68. http://dx.doi.org/10.5937/metpra2002159j.
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Mathematics textbooks have a long history while the study of mathematics textbooks has been developing. The aim of this paper is an overview of the general theoretical and methodological frames of mathematics textbook research. From a theoretical perspective, the sociocultural theory of development and education has gained attention in mathematics textbook research and in that theory textbooks are seen as a cultural-supportive tool. The focus is put on the concretization of cultural-supportive tools in mathematics textbooks through structural components with the function of learning motivation and metacognitive scaffolding. From the methodological aspect, the majority of textbook research refers to analysis, for that purpose, a protocol for monitoring the functions of structural components is proposed. On the other hand, there are fewer studies about textbook use by students, for that purpose, keeping a diary, interviews and observations are recommended. It is concluded that psychological constructs such as learning motivation and metacognitive scaffolding should be included in mathematics textbooks as support for self-regulation learning and problem-solving methods of teaching. These constructs are providing opportunities for holistic mathematics textbook research, from the perspective of textbook analysis and textbook use, which is recommended for future research.
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Zhu, Shiqian, and Qianqian Kang. "A Cross-National Comparison of curricula in China and the US in Terms of Team Education: The Case of One-Dimensional Equation." Journal of Education, Society and Behavioural Science 36, no. 11 (December 4, 2023): 70–81. http://dx.doi.org/10.9734/jesbs/2023/v36i111279.
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Based on the STEAM concept, researchers study the two representative secondary school mathematics textbooks in China and America by using a quantitative analysis method and get the following conclusions: similarities: both textbooks embody the concept of STEAM education, focusing on the breadth of knowledge covered by the textbooks; both textbooks focus on the integration of disciplines, especially on the integration of mathematics and science and technology. Differences: The focus of the two countries’ textbooks is different. The Chinese PEP textbook emphasizes the knowledge of history and environmental engineering, while the American GMH textbook is more diversified and covers a wider range of knowledge and culture, reflecting the distinctive national characteristics of the two countries; the Chinese PEP textbook has a deeper depth of knowledge as a whole, while the depth of knowledge of the American GMH textbook about engineering is deeper than that of the PEP textbook; the Chinese PEP textbook pays more attention to the integration of technology in the mathematics textbook. China's PEP materials place more emphasis on the integration of technical subject knowledge in math materials, while American materials place more emphasis on the integration of engineering knowledge and art knowledge in math materials. By analyzing and evaluating the integration of STEAM concepts into junior high school mathematics textbooks in two countries, this study provides implications for mathematics education researchers and workers, especially textbook developers and writers, in this direction of research.
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Fata, Ika Apriani, Endang Komariah, and Andira Riski Alya. "Assessment of Readability Level of Reading Materials in Indonesia EFL Textbooks." Lingua Cultura 16, no. 1 (May 27, 2022): 97–104. http://dx.doi.org/10.21512/lc.v16i1.8277.
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The research aimed to assess the readability of reading material in two different English textbooks published by different publishers. Many pieces of research have been conducted to examine the reading materials in English textbooks, and it had been discovered that the reading materials were insufficiently adequate for the levels of students. The research applied a descriptive content analysis method to analyze, interpret, and describe the data. The Flesch Reading Ease formula was as an instrument. The research’s data were derived from the English textbook “Pathway to English” by Erlangga grade X and the English textbook “Bahasa Inggris” by The Ministry of Education and Culture grade X. Based on the findings of the research, five reading texts out of 15 match with students’ level (fairly difficult level) of grade X in the first textbook, while three texts out of 13 equal with students’ level (fairly difficult level) of grade X in the second textbook. Furthermore, the first textbook’s average readability score indicates that the texts are ‘standard’, whereas the second textbook indicates that the texts are ‘fairly difficult’. Based on the study findings, some recommendations for teachers are to use the readability formulas to provide appropriate reading material for students, as well as for other researchers to conduct a larger context about readability.
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Choi, Sook-ki. "A Study on the Evaluation and Selection of Korean Language arts Textbooks of In-service Korean Language Teacher." Korean Journal of Teacher Education 39, no. 4 (July 31, 2023): 279–301. http://dx.doi.org/10.14333/kjte.2023.39.4.11.
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Purpose: The purpose is to find problems derived from the elements and selection process and waysto improve them. Considering that the 2022 revised Korean language curriculum has further expandedthe type and number of high school elective courses in preparation for the high school credit systemin preparation for the 2015 revised curriculum.
Methods: For this purpose, this study conducted Focus Group Interviews (FGIs) with 9 Koreanlanguage teachers who had participated in the evaluation and selection of Korean language textbooksin unit schools based on the revised 2015 Korean language curriculum.
Results: 1) Korean language teachers mainly adopted the “overall textbook evaluation approach” dueto the high burden of evaluation in the process of selecting and evaluating Korean language textbooks. 2) Variables influencing the evaluation and selection process of Korean language textbooks included “appropriate sanctions”, “adequate amount of learning content”, “various teaching and learning activitiesand availability of supplementary materials”, as well as “authors and publishers”. 3) The primaryproblems identified in the selection and evaluation of Korean language textbooks under the verificationand approval system were the excessive amount of textbooks to be evaluated, resulting in “excessivecontent and insufficient evaluation time”, and the emergence of “complex and abstract textbookevaluation criteria”.
Conclusion: Proposed solutions to address these issues include “securing evaluation time andsimplifying procedures” and “providing and utilizing objective textbook information for each publisher”.
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Putri Rosyadi, Alfiani Athma. "Pengembangan Buku Ajar Aplikasi Matematika Menggunakan Pendekatan REACT." JPM : Jurnal Pendidikan Matematika 5, no. 1 (March 6, 2019): 55. http://dx.doi.org/10.33474/jpm.v5i1.2630.
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Existing learning equipped with textbooks is expected to convey the concepts contained in the material. Textbooks are prepared using the REACT approach (Relating, Experiencing, Applying, Cooperating and Transferring). The REACT approach was chosen because the facts that appeared in the field of textbooks that had been compiled had not yet linked daily activities, involved student activities and compiled project tasks. Development of textbooks with Mathematics Applications with REACT approach through stages: a) preliminary analysis, b) preparation of textbooks, c) validation and revision, and d) producing textbook products. In the preliminary analysis process there is a process of reviewing the curriculum and related material, then a textbook is prepared which includes: Learning Objectives, Materials, Learning Activities, Evaluation Tools and completeness of textbooks. Next is the stage of validation and revision, in which there is a validation process by experts and improvement of textbooks according to the results of validation. The final step is the textbook product that has been revised and is ready to be printed. Suggestions for the next researcher are the need to add questions and be equipped with answers related to the contents in the textbook. In addition, it can also be added to the addition of studies on supporting research in each chapter to add student references.
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Chowdhuri, Meghna Nag. "Textures of Transaction: Exploring the Heterogeneity in Primary Teachers’ Engagements with Mathematics Textbooks in Delhi." Contemporary Education Dialogue 18, no. 1 (January 2021): 117–47. http://dx.doi.org/10.1177/0973184920984517.
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For more than a decade, government primary-school teachers in many parts of India have been using mathematics textbooks based on National Curriculum Framework 2005 (NCF 2005). While curriculum and textbook development is often debated, teachers’ use of textbooks does not receive enough attention in policy and research. This article, drawing from a multiple-case study of 10 teachers, using classroom observations and teacher interviews, explores different ways in which teachers use the Math-Magic mathematics textbook in Delhi’s government primary schools. The findings demonstrate heterogeneity in the ways in which teachers use textbooks, which are the dominant teaching resource in these schools. Teachers use different degrees of agency in textbook use—from avoiding the textbooks to designing their lessons. These are influenced by their views about the textbooks, as well as their institutional realities. Finally, this heterogeneity offers a useful approach to understanding textbooks, and their relevance to teaching beyond being viewed as teaching scripts.
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Komadina, Isidora D. "Sociocultural Aspect of Foreign Language Textbooks." Филолог – часопис за језик књижевност и културу, no. 23 (August 7, 2021): 211–25. http://dx.doi.org/10.21618/fil2123211k.
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The main goal of studying textbooks is to create an optimal textbook model. A foreign language textbook can be viewed from a theoretical and practical aspect of study. The analysis of Russian language textbooks of a generaleducational type from a theoretical point of view, implies a critical analysis of the structural and content components of the textbook as well as the formulation of the basic principles of its construction. Within the theoretical aspect, the analysis of textbooks can be approached from the socio-cultural plan, which takes place on two levels: content, and structural-organisational.In this paper, we consider whether the content of textbooks has the appropriate elements necessary for acquiring socio-cultural competence, which constitutes socio-cultural content, and how these contents can be presented in textbooks. What criteria do we use to evaluate the socio-cultural content of the textbook and how do we check the adoption of socio-culturalmaterial by students.
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Noh, Won-jun, Dong-kwang Shin, and Yong-sang Lee. "A Comparative Study on the Usage of Communicative Functions Used in Domestic and Abroad Elementary School Textbooks of English." Convergence English Language & Literature Association 7, no. 2 (August 30, 2022): 103–25. http://dx.doi.org/10.55986/cell.2022.7.2.103.
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This study examined the usage of communicative functions stipulated in the 2015 revised national curriculum of English in domestic and abroad elementary English textbooks. To this end, communication functions used in the domestic 5th and 6th-grade elementary school English textbooks were compared. Next, one domestic 6th grade textbook and one 6th grade textbook in the United States, China, and Singapore each were selected and analyzed to compare the usage of communication functions used in the four textbooks. The results show that in the comparison of the 5th and 6th-grade textbooks, more diverse categories of communicative functions were used as the grades went up, and even within the same communicative function category, the 6th-grade textbook contained more diverse communicative functions. Additionally, in the comparison of the domestic and abroad textbooks, it turned out that in Korea’s textbook, the proportion of ‘persuading, and advising,’ ‘socializing,’ and ‘constructing discourse’ was relatively high, and that of ‘expressing knowledge, memory, and belief,’ ‘expressing one’s will,’ and ‘expressing emotions' was relatively low. In addition, Korea’s textbook showed the lowest TTR value in terms of the communication function subcategory, which suggested that it is necessary to use more diverse expressions included in the communication function when developing English textbooks. In conclusion, some implications were also presented.
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Kuo, Chien-Min, Kuan-Yu Chen, and Yi-Ching Lin. "Textbook ranking and an assessment method and system: a case study using surveying textbooks." Electronic Library 38, no. 5/6 (November 26, 2020): 861–80. http://dx.doi.org/10.1108/el-08-2019-0196.
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Purpose Teachers, students, librarians, scholars and domain experts often spend a lot of time and effort to select good and suitable textbooks. This study aims to propose and construct a computer-aided bibliometric system to rate textbooks. Through the software system designed here, the quality of every textbook can be easily and quickly known. This system will benefit both scholars and librarians. Design/methodology/approach Four methods were used to evaluate textbooks in this study, including: questionnaire recommendation analysis, dissertation citation analysis, library circulation analysis and bibliography analysis. The system architecture includes three subsystems: the textbook indexing and searching subsystem, the statistics added-value analysis subsystem and the citation report inquiry subsystem. An example demonstrates the usability and validity of the proposed method and system. The example uses surveying textbooks. The following percentages were used in the correlation calculation: textbook citation percentage (TCP), textbook library circulation percentage (TLP) and textbook recommend percentage (TRP). Findings There are three textbook assessment methods applied in this study, including: dissertation citation, library circulation and questionnaire recommendation. Dissertation citations for textbooks have a high correlation value with library circulation. The frequency correlation calculation was 0.7, while the TCP, TLP and TRP correlation calculation was 0.84. Therefore, the dissertation citation method can be accepted to evaluate textbooks effectively. Originality/value To the best of the authors’ knowledge, this is the first work related to evaluating surveying textbooks using a computer-aided bibliometrics system that can deal with large amounts of data and generate results quickly. This can be applied to other fields as well.
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Sefer, Jasmina, Emilija Lazarevic, and Jelena Stevanovic. "Textbook language: Incentive or obstacle." Zbornik Instituta za pedagoska istrazivanja 40, no. 2 (2008): 347–68. http://dx.doi.org/10.2298/zipi0802347s.
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The criticism of the current language in school textbooks indicates the gravity of this problem in our environment and the need to solve it. The first step in approaching this problem is studying the reception of primary school textbooks. In the first part of the paper we discuss all primary school textbooks from the fifth to the eighth grade with regard to the frequency of textbook usage and the perception of the difficulty of textbook language. In the second part of the paper there is an additional analysis of history, geography, biology, physics and chemistry textbooks from the fifth to the eighth grade with regard to the reasons for which pupils find them difficult. This preliminary research comprised in total 120 pupils from an urban school, thirty from each fifth to eighth grade. We analyzed the textbooks of the Institute for Textbook Publishing and Teaching Aids, which are used most frequently in our educational practice, and hence can represent the general situation of the problem. Bearing in mind the limited size of the sample of pupils, the results are used only as an illustration and should encourage new studies on a more extensive sample. Textbook language is often difficult since it is mostly insufficiently comprehensible, longwinded and with many data. In natural sciences, physics and chemistry, pupils give up studying from the textbook. The textbooks in narrative subjects lead the way with respect to their usage, among which everybody finds history textbooks most difficult. Geography and biology textbooks were evaluated differently, depending on the grade and success of the pupils declaring themselves. The results present a guideline to the current and new writers of our textbooks, critics and publishing houses.
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Wulandari, Sintya, and Hendi Hidayat. "THE 21st-CENTURY SKILLS REPRESENTED IN READING TASKS OF JUNIOR HIGH SCHOOL ENGLISH TEXTBOOKS." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 11, no. 2 (December 10, 2020): 185–201. http://dx.doi.org/10.33373/as.v11i2.2813.
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The purpose of this research is to reveal the representation of the 21st-century skills in the reading tasks of junior high school English textbooks for grade VIII and compare the results of data between the textbook published by Erlangga publishing and the textbook published by the The Ministry of Education and Culture. The integration of the 21st-century skills in English textbook is important for students to deal with globalization. Using the descriptive qualitative method and content analysis, this research analyzed the representation of the 21st-century skills in reading tasks of Junior High School English textbooks “Bright an English” published by Erlangga and the textbook “When English Rings a Bells” published by The Ministry of Education and Culture for grade VIII for Junior High School based on the categories of 12 competencies from the framework for 21st-century learning. As a result, the researcher found that there were slightly different results from two English textbooks. Textbook 1 refers to the “Bright an English” textbook presents 9 skills. Meanwhile, textbook 2 refers to “When English Rings a Bells” textbook presents 8 skills which had fewer than textbook 1. The textbooks use the 2013 English curriculum materials. It also has fulfilled the criteria of a good textbook. This research definitively answers the question regarding the representation of 21st-century skills in the reading task of Junior High School English textbooks.
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Wu, Yang. "Do OER Textbooks Have Value Beyond Cost Savings?" Journal of Open Educational Resources in Higher Education 1, no. 1 (October 26, 2022): 80–104. http://dx.doi.org/10.13001/joerhe.v1i1.7201.
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The study examines the use of Open Educational Resource (OER) textbooks by 704 students in 9 courses at an American public research university in their learning. It seeks to better understand the effectiveness of OER in comparison to traditional textbooks by surveying how often students read OER textbooks and examining how instructors in the courses are teaching using OER. The study found an alarming trend, the impact of OER has been limited because of students not reading assigned textbooks, and instructors not actively teaching with them. This may be reflective of a phenomenon not previously noticed by OER researchers, high textbook prices causing many instructors to abandon serious use of textbooks while students are still painfully purchasing them, causing students to develop a habit of not reading textbooks. Findings of the study suggests that student textbook use, their attitudes towards textbooks and how instructors are teaching with OER textbooks are important factors in assessing the effectiveness of OER.
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Jo, Eui Ho, and Choon Hee Han. "Exploring the possibility of 'classroom textbooks' in the future in elementary social studies - Based on the implications of Harold Rugg's social studies textbook -." Korean Lesson Study Group for Social Studies 11, no. 2 (December 31, 2023): 47–69. http://dx.doi.org/10.34261/jssls.2023.11.2.47.
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This study was conducted for the purpose of exploring the possibility of 'classroom textbooks' by teachers to overcome the limitations of existing nationwide social studies textbooks in elementary social studies education. To this end, we theoretically reviewed the characteristics of classroom textbooks and examined the characteristics of Harold Rugg's elementary social studies textbooks. Based on this, we identified the limitations of existing nationwide textbooks and devised the principle of developing 'classroom textbooks' by teachers suitable for elementary social studies education based on the implications obtained through analysis of Harold Rugg's social studies textbooks. The principles are as follows. First, the selection of alternative educational content considering the curriculum standards, second, integrated topic-oriented approach, third, the composition of reading materials by storytelling and step-by-step questions aimed at student inquiry, and fourth, textbook production and post-supplementation considering the characteristics of classroom students. Based on this principle, the researcher developed a 'classroom textbook' by teachers for some of the contents of the fourth grade of elementary school and used it for class, and confirmed the response of students and fellow teachers to the 'classroom textbook.' The possibility of 'classroom textbooks' by teachers in elementary social studies is as follows. First, 'classroom textbooks' by teachers provide the possibility of realizing social studies classes suitable for classroom students. Second, 'classroom textbooks' by teachers provide the possibility as a useful tool to realize alternative elementary social studies education led by teachers and students.
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Bírová, Jana. "Preferences for activities in French textbooks used in Slovak secondary schools analysed with Birova´s Communication Curve Tool." Journal of Language and Cultural Education 4, no. 1 (January 1, 2016): 71–85. http://dx.doi.org/10.1515/jolace-2016-0006.
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Abstract Which textbooks are used in French classes? Can the struggle to choose a good textbook affect the communication procedure in French? What is the proportion of language, intercultural and communicative activities in selected textbooks? What are the reasons for purchasing language-based and communication-based textbooks? The present study explores these questions and presents results with broad implications for teachers of French at secondary schools. It points out some significant markers such as textbook type activities preferences and arguments for choosing textbooks for French classes.
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Dewangga, Is, and Imam Ghozali. "English as a foreign language textbooks evaluation for tenth-grade students." Journal of English Language and Pedagogy 3, no. 1 (September 30, 2020): 1–12. http://dx.doi.org/10.36597/jelp.v3i1.4863.
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This study aims (1) to evaluate the English textbooks used for the tenth grade whether the three textbooks have fulfilled the criteria of good textbook and (2) to reveal the strengths and weaknesses of the textbooks. This study was conducted using evaluation research. The theory of evaluation used in this study was the criteria of good textbook proposed by Mukundan, Nimechisalem, and Hajimohammadi (2011) framework. The data were collected through document analysis and interview and analyzed using Miles, Huberman and Saldana’s flow model (2014) of qualitative data research. This study found that Bahasa Inggris X and Pathway to English 1met fourteen criteria of good textbooks proposed by Mukundan, et.al. While, Talk Active X, was met eleventh out of fourteen criteria of good textbooks. Then, the researcher found that the strengths and the weaknesses of the three textbooks. The strengths of Bahasa Inggris X textbooks are (1) provided a teacher’s book, (2) it based on latest 2013 curriculum. The strengths of Pathway to English textbook are (1) provided various methodologies in ELT, and (2) provided audio materials for listening skill. Finally, the strengths of Talk Active X textbook are (1) provided simple task to the complex task, (2) the pictures used in the textbook well matched to the students. Meanwhile, the researcher also found the weaknesses of the three textbooks. Bahasa Inggris X, the weaknesses are 1) did not cover a variety of teaching method, (2) did not provide audio material for listening skill. Furthermore, the weaknesses for Pathway to English are (1) did not provide a teacher’s book; (2) did not match to the syllabus. Finally, Talk Active X textbook, the weaknesses are (1) did not embrace methodologies in ELT; (2) did not support an audio material; (3) did not provide a teacher’s book.
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Nesi, Antonius, Yosefina Rosdiana Su, and Rahayu Pristiwati. "Redesign of Indonesian Language Textbooks Based on Student Needs Analysis." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (June 16, 2022): 2369–80. http://dx.doi.org/10.35445/alishlah.v14i2.1611.
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The available Indonesian language textbooks, both compulsory and commercial, might not fully meet the students' future needs and industrial demands. This study examines the concept of redesigning Indonesian language textbooks based on students' needs analysis, presenting a critical review of several relevant studies from journals, conference articles, and other permanent references. This study reveals three primary results. First, teachers are responsible for evaluating the textbooks' content and determining how they can contextually adapt and modify it without losing the essence of curriculum demands. Secondly, teachers are supposed to be aware of the students' needs to facilitate the demands of the current context. A need analysis will help the teachers to get an overview of the aspects that must be adapted in Indonesian language textbooks. Thirdly, through a critical and in-depth review of the textbooks, it was found that it is necessary to redesign a model of Indonesian language textbooks, particularly the grammar textbook model, the listening and speaking skills textbook model, and the reading and writing skills textbook model. The expected product should be organized as an integrative textbook package and designed in a digital model that can be easily accessed through the network.
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Kaerudin, Dinda Dewi, Herani Tri Lestari, and Yandi Heryandi. "Analisis Komparasi Buku Teks Matematika Indonesia dan Singapura pada Topik Sistem Persamaan Linear Dua Variabel." Circle: Jurnal Pendidikan Matematika 3, no. 1 (April 4, 2023): 82–95. http://dx.doi.org/10.28918/circle.v3i1.335.
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Textbooks can affect the student’s learning process. Every curriculum has textbooks as the main teaching material. Several SPK schools in Indonesia adopted the curriculum implemented in Singapore. This study aims to figure out the comparison of material content and material presentation in Indonesian and Singaporean mathematics textbooks on SPLDV topics. This research applied a qualitative approach with a comparative descriptive research type. The books analyzed were the 2013 curriculum mathematics textbook for class VIII Semester 1 and the Discovering Mathematics 2A (2nd Edition) Singaporean textbook. Based on the results of the analysis, the two textbooks have their respective similarities and differences in each aspect and component analyzed. In the way of presenting the material, Indonesian mathematics textbooks tend to be monotonous in that one page is densely filled with writing but the color choices vary. Whereas in the Singapore textbook, the method of presenting material utilizes a varied layout by adding small spots (bubbles) even though the color selection does not vary too much. The advantages of Indonesian textbooks are the use of contextual problems when introducing a concept, whereas in Singapore textbooks contextual problems are only presented in practice questions. On the other hand, Singapore textbooks have advantages in terms of integrating the use of technology and anticipating students' misconceptions.
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Sholekha, Mar'atus. "Analysis of 4C Skills (Critical Thinking, Creativity, Communication, and Collaboration) in Indonesian History Textbooks." Indonesian Journal of History Education 8, no. 2 (September 28, 2023): 69–88. http://dx.doi.org/10.15294/ijhe.v8i2.70858.
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This research aims to analyze the 4C skills in the Indonesian History textbook for Class This research uses a qualitative approach with discourse analysis methods. Data collection techniques use discourse analysis, document study, observation and interviews. The research results show that the 4C skills which include critical thinking, communication, collaboration and creativity have been included in the textbook. 4C skills are integrated in textbooks in pre-learning, student activities, materials, and evaluation. Textbooks are used as learning resources in learning activities, namely discussions (critical thinking skills), written assignments (communication and creativity), and group assignments (collaboration). The obstacles to the use of textbooks that contain 4C skills in learning at Islamic high schools are that the number of textbooks is insufficient, there is less emphasis on integration of 4C skills through textbook learning, and the appearance of textbooks is less attractive.
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Fu, Xiaoou. "The Construction of Cultural Diversity in EFL Textbooks for Chinese Primary Students: A Critical Discourse Analysis." International Journal of Languages, Literature and Linguistics 10, no. 3 (2024): 306–9. http://dx.doi.org/10.18178/ijlll.2024.10.3.531.
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This essay discusses the construction of cultural diversity in English as a Foreign Language (EFL) textbooks for Chinese primary students, particularly for senior students in primary school. For analyzing materials in this textbook, this essay adopts several examples in the textbook to prove that the learning materials reflect different cultural diversity and students’ attitudes on this. Firstly, the essay will briefly introduce Critical Discourse Analysis (CDA), which will be used to analyze the textbook’s cultural diversity. Furthermore, the methodological framework will be introduced by explaining the primary analyzing process, and then the discursive construction of cultural value reflected in the material is analyzed and explained in detail [1]. Also, this part includes the influence of cultural diversity in primary students’ social and ideology identities, which provides a sufficient explanation for designing textbooks considering cultural diversity. Lastly, the conclusion will summarise the main finding and the implications of using ideological teaching materials for Chinese primary students in the EFL education context.
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Dwi Jayanti, Widuri Indah, Maya Ulyani, and Surono Surono. "Textbook Evaluation for The Eleventh Grade of Vocational High School." Journal Research of Social, Science, Economics, and Management 1, no. 3 (October 28, 2021): 316–32. http://dx.doi.org/10.36418/jrssem.v1i3.20.
Full textAbstract:
This study aims to analyze and evaluate the EFL Textbooks for the eleventh grade of Vocational High School. The entitle of the textbook is Forward, an English Course for Vocational Students. EFL Textbooks have become an essential thing used in foreign language teaching. The textbook is a guide for teachers in carrying out the learning and teaching process in the classroom. The textbook consists of a syllabus, methodology, and supporting materials for teaching in the school. Currently, choosing a textbook is a challenging job for EFL teachers because textbooks must be under the material to be taught in class. To evaluate the content of this textbook, the theory of Harmer has been adopted to research assessing and analyzing the textbook. Researchers want to know the strengths and weaknesses of the textbook. After implementing Harmer's theory, researchers found results that showed that textbooks were satisfactory because they were affordable, contained attractive layouts, attractive designs, and clear instructions. It conforms to the current ELT methodology, covers the four language skills, and comprises a variety of culturally appropriate topics. In addition, it has add-ons, contains additional material, and provides authentic listening material. However, teachers have succeeded in using textbooks as teaching materials and are expected to help teachers meet the learning needs of students in EFL classes.
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Dwi Jayanti, Widuri Indah, Maya Ulyani, and Surono Surono. "Textbook Evaluation for The Eleventh Grade of Vocational High School." Journal Research of Social Science, Economics, and Management 1, no. 3 (October 28, 2021): 316–32. http://dx.doi.org/10.59141/jrssem.v1i3.20.
Full textAbstract:
This study aims to analyze and evaluate the EFL Textbooks for the eleventh grade of Vocational High School. The entitle of the textbook is Forward, an English Course for Vocational Students. EFL Textbooks have become an essential thing used in foreign language teaching. The textbook is a guide for teachers in carrying out the learning and teaching process in the classroom. The textbook consists of a syllabus, methodology, and supporting materials for teaching in the school. Currently, choosing a textbook is a challenging job for EFL teachers because textbooks must be under the material to be taught in class. To evaluate the content of this textbook, the theory of Harmer has been adopted to research assessing and analyzing the textbook. Researchers want to know the strengths and weaknesses of the textbook. After implementing Harmer's theory, researchers found results that showed that textbooks were satisfactory because they were affordable, contained attractive layouts, attractive designs, and clear instructions. It conforms to the current ELT methodology, covers the four language skills, and comprises a variety of culturally appropriate topics. In addition, it has add-ons, contains additional material, and provides authentic listening material. However, teachers have succeeded in using textbooks as teaching materials and are expected to help teachers meet the learning needs of students in EFL classes.