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1
Ahl, Linda. "Approaching Curriculum Resources : Examining the potential of textbooks and teacher guides to support mathematics learning and teaching". Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25816.
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The driving forces of conducting the two studies presented in this thesis are: the strong position of curriculum resources in the mathematics classroom in general; teachers’ faith in curriculum resources to convey the intentions and goals of mathematics education; and the expected benefits to mathematics education through expanding the knowledge base of research in the area of curriculum resources in general, and teacher guides in particular. This thesis builds upon two studies conducted in Sweden. The first is a study on how teachers use teacher guides. The results of this study could be seen as one piece in the building of a theoretical understanding of how teachers use their tools in planning and enacting teaching. The data for Study I were collected through semi-structured interviews with five early-years mathematics teachers. In advance, the teachers were asked to copy the pages from the teacher guide they had used the week before the interview. The analysis of the interviews shows that less experienced teachers desire a wider scope of content in their teacher guide. More experienced teachers desire support from teaching activities, in the design of teaching in classroom practice. Another interesting result was that all teachers in our study, regardless of prior experience, knowledge, beliefs, etc., want the teacher guide to offer connections between theory and practice. The second study investigates what content is represented in Swedish textbooks. The results of this study map the terrain over how the most commonly used textbooks in Sweden construct the topic of proportion and proportional reasoning. My choice of textbooks is based on a questionnaire among all compulsory school mathematics teachers in the sixth largest municipality in Sweden, revealing that two curriculum resources together covered 97% of the classrooms in Grades 7-9. The study provides insights into the strengths and weaknesses in the presented structure regarding proportional reasoning in the most commonly used textbooks in Swedish lower secondary school. Teachers could use these insights when making decisions about how to use their textbooks, and to possibly reconsider how to organize the enactment of the national curriculum in order to develop deep understanding. The analyses could provide authors of teacher guides and textbooks with valuable information to consider regarding structure and design.
2
Papen, Uta. "Tour guides, textbooks and TV's : uses and meanings of literacy in Namibia". Thesis, King's College London (University of London), 2002. https://kclpure.kcl.ac.uk/portal/en/theses/tour-guides-textbooks-and-tvs--uses-and-meanings-of-literacy-in-namibia(fade0753-f924-4bbe-848b-5902b7fae59c).html.
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Larsson, Salome. "Vocabulary Profiles of English Language Learning Textbooks : A lexical analysis of textbooks used in EFL classrooms". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64840.
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This independent degree project investigates the vocabulary profiles in English language learning textbooks used in Sweden, and whether the vocabulary profiles follow the expected levels according to the CEFR and The Swedish National Agency for Education. This was done by a corpus-driven method, as well as a lexical analysis using search tools such as the English Vocabulary Profile, Text Inspector, and Compleat Lexical Tutor. The corpus contained texts from six different textbooks used in year 6, year 9, and in the English 7 course, as well as a number of news articles from The Guardian. The news articles served the purpose of comparing the vocabulary levels in the textbooks for English 7 with the vocabulary levels in advanced written English, which is a requirement for students to be able to understand in order to reach the grade E in English 7. The lexical analysis focused on lexical diversity, word families, word frequency, and the CEFR levels. The results showed that the vocabulary levels in the textbooks were appropriate, but that they might not provide enough challenge for students aiming for the higher grades. Results also showed that the vocabulary levels advanced in relation with the school years. The analysis revealed that between 90 and 97 percent of the vocabulary in the texts were categorized as within the CEFR levels that were expected of each of the school years. Pedagogical implictions drawn from this investigation are that teachers should teach about word families and that they can benefit from using the EVP when providing educational material in addition to textbooks.
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O, Ka I. "Supplementing Hong Kong textbooks to facilitate students' English learning". Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1781058.
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Hongwane, Vussy Alby. "Free State higher education discourses : analysing the positioning of learning guides". Thesis, Bloemfontein : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/99.
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Thesis (Ph.D Ed.) -- Central University of Technology, Free State, 2007Since the advent of multicultural democratic governance in 1994, transformation has become crucial in South African higher education. This study is focused on the current discourses in Free State higher education institutions, especially after the mergers of the formerly black institutions and their white counterparts. The learning guide has been used to capture those debates, hence the location of its positioning between the dominant and the dominated discourses. The realisation that African culture and knowledge was being sidelined to the margins of the centre of knowledge production at higher education institutions necessitated this study. The study was qualitative, and has used Buskens-Meulenberg’s Free Attitude Interview (FAI) as an instrument to collect data. The in-depth interview with open-ended questions was used to put into practice Buskens-Meulenberg’s FAI and collect data from the respondents. In-depth interviews with-open ended questions were employed to obtain data from the nine academic respondents who constituted the sampled population. The instrumentation and the mode of data collection were important for this study because of their compatibility with critical theory and qualitative research, giving a “voice” and “space” for the voiceless – the subaltern culture, the formerly and still marginalised and peripheralised, the excluded – to be heard. Textually Oriented Discourse Analysis (TODA) was used in the analysis and interpretation of the texts through which the findings mentioned below were arrived at. The study was able to uncover the importance of the Africanisation of higher education in South Africa which seemed to be excluded in the agenda of the powers that be on the transformation of higher education. Critical theory was essential for this study because of its emancipatory underpinnings. The quantitative paradigm could not be used because of its tendency to maintain the status quo, which in the context of this study could entrench and perpetuate the exclusion and marginalisation of the subaltern culture from the centre of knowledge production. The study has taken care of the basics of TODA, namely ensuring that “textual or conversational structures” derive their framework from the cognitive, social, historical, cultural, or political contexts and in this way has prevented the interpretation of texts based only on surface structures and meanings of isolated and abstract sentences, especially from experts of the dominant discourse. This helped the study to obtain the following findings from the respondents: (i) Although the dominant discourse was diplomatic about benefiting financially from the compilation of learning guides, all indicators essentially pointed towards the existence of monetary gains from the process, even though the guides were purported to be less expensive compared to textbooks. (ii) Learning guides were only effective to the extent of helping students pass their courses, but on the other critical outcomes as outlined in the resource-based learning method document, they were lacking (see Chapter Four). (iii) The dominant discourse generally felt that it would be impossible for all the different cultures of South Africa to be incorporated into the curriculum of higher education. However, for the dominated culture, inclusion of indigenous knowledge systems in curriculum was non-negotiable and fundamental to any meaningful transformation of higher education in South Africa. (iv) The learning guide was regarded by the dominant discourse as neutral in the current debates in Free State higher education. The dominated discourse thought otherwise. In Chapter Four the dominated discourse clearly substantiated their position of learning guides as a tool for domesticating the dominated culture for the maintenance of the status quo. Considering the above findings, the study concluded that higher education transformation still had a long way to go before it bore any meaningful fruits for the downtrodden and poor people of South Africa, who happen to be Black. Under the present arrangement African culture will be dominated, demolished and diminished, and Eurocentricism will continue to reign supreme. A constant inflow of black academics with higher education qualifications (Ph.D.) may eventually tip the scales of justice may provided they continue with emancipatory discourses among the subaltern culture. In view of the above findings and conclusions, the study recommends that policy makers should intervene and formulate African cultural friendly policies as a matter of urgency and stop being advocates of Eurocentricism. In the same way that there are assessment mechanisms for quality control and assurance, there should be mechanisms for assessing higher education institutions on transformation issues. This can assist in a swift integration of the two cultures at the merged institutions for the emergence of a new African Institutional Identity. Moreover, this can only happen if African intellectuals establish Indigenous Knowledge Systems as a centre and a space for the subaltern and alternative “voice” to be heard.
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Raiola, Gennaro. "Co-manipulation with a library of virtual guides". Thesis, Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLY001/document.
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Les robots ont un rôle fondamental dans la fabrication industrielle. Non seulement ils augmentent l'efficacité et la qualité des lignes de production, mais aussi diminuent considérablement la charge de travail des humains.Cependant, en raison des limites des robots industriels en termes de flexibilité, de perception et de sécurité,Leur utilisation est limitée à un environnement structuré bien connu. En outre, il n'est pas toujours rentable d'utiliser des robots autonomes industriels dans de petites usines à faibles volumes de production.Cela signifie que des travailleurs humains sont encore nécessaires dans de nombreuses chaînes d'assemblage pour exécuter des tâches spécifiques.Par conséquent, ces dernières années, une grande impulsion a été donnée à la co-manipulation homme-robot.En permettant aux humains et aux robots de travailler ensemble, il est possible de combiner les avantages des deux; La compréhension des tâches abstraites et la perception robuste typique d'un être humain avec la précision et la force d'un robot industriel.Une approche réussie pour faciliter la co-manipulation homme-robot, est l'approche de guides virtuels qui contraint le mouvement du robot sur seulement certaines trajectoires pertinentes. Le guide virtuel ainsi réalisé agit comme un outil passif qui améliore les performances de l'utilisateur en termes de temps de tâche, de charge de travail mentale et d'erreurs.L'aspect innovant de notre travail est de présenter une bibliothèque de guides virtuels qui permet à l'utilisateur de facilement sélectionner, générer et modifier les guides grâce à une interaction intuitive haptique avec le robot.Nous avons démontré, dans deux tâches industrielles, que ces innovations fournissent une interface novatrice et intuitive pour l'accomplissement des tâches par les humains et les robotsRobots have a fundamental role in industrial manufacturing. They not only increase the efficiency and the quality of production lines, but also drastically decrease the work load carried out by humans.However, due to the limitations of industrial robots in terms of flexibility, perception and safety, their use is limited to well-known structured environment. Moreover, it is not always cost-effective to use industrial autonomous robots in small factories with low production volumes.This means that human workers are still needed in many assembly lines to carry out specific tasks.Therefore, in recent years, a big impulse has been given to human-robot co-manipulation.By allowing humans and robots to work together, it is possible to combine the advantages of both; abstract task understanding and robust perception typical of human beings with the accuracy and the strength of industrial robots.One successful method to facilitate human-robot co-manipulation, is the Virtual Guides approach which constrains the motion of the robot along only certain task-relevant trajectories. The so realized virtual guide acts as a passive tool that improves the performances of the user in terms of task time, mental workload and errors.The innovative aspect of our work is to present a library of virtual guides that allows the user to easily select, generate and modify the guides through an intuitive haptic interaction with the robot.We demonstrated in two industrial tasks that these innovations provide a novel and intuitive interface for joint human-robot completion of tasks
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Raiola, Gennaro. "Co-manipulation with a library of virtual guides". Electronic Thesis or Diss., Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLY001.
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Les robots ont un rôle fondamental dans la fabrication industrielle. Non seulement ils augmentent l'efficacité et la qualité des lignes de production, mais aussi diminuent considérablement la charge de travail des humains.Cependant, en raison des limites des robots industriels en termes de flexibilité, de perception et de sécurité,Leur utilisation est limitée à un environnement structuré bien connu. En outre, il n'est pas toujours rentable d'utiliser des robots autonomes industriels dans de petites usines à faibles volumes de production.Cela signifie que des travailleurs humains sont encore nécessaires dans de nombreuses chaînes d'assemblage pour exécuter des tâches spécifiques.Par conséquent, ces dernières années, une grande impulsion a été donnée à la co-manipulation homme-robot.En permettant aux humains et aux robots de travailler ensemble, il est possible de combiner les avantages des deux; La compréhension des tâches abstraites et la perception robuste typique d'un être humain avec la précision et la force d'un robot industriel.Une approche réussie pour faciliter la co-manipulation homme-robot, est l'approche de guides virtuels qui contraint le mouvement du robot sur seulement certaines trajectoires pertinentes. Le guide virtuel ainsi réalisé agit comme un outil passif qui améliore les performances de l'utilisateur en termes de temps de tâche, de charge de travail mentale et d'erreurs.L'aspect innovant de notre travail est de présenter une bibliothèque de guides virtuels qui permet à l'utilisateur de facilement sélectionner, générer et modifier les guides grâce à une interaction intuitive haptique avec le robot.Nous avons démontré, dans deux tâches industrielles, que ces innovations fournissent une interface novatrice et intuitive pour l'accomplissement des tâches par les humains et les robotsRobots have a fundamental role in industrial manufacturing. They not only increase the efficiency and the quality of production lines, but also drastically decrease the work load carried out by humans.However, due to the limitations of industrial robots in terms of flexibility, perception and safety, their use is limited to well-known structured environment. Moreover, it is not always cost-effective to use industrial autonomous robots in small factories with low production volumes.This means that human workers are still needed in many assembly lines to carry out specific tasks.Therefore, in recent years, a big impulse has been given to human-robot co-manipulation.By allowing humans and robots to work together, it is possible to combine the advantages of both; abstract task understanding and robust perception typical of human beings with the accuracy and the strength of industrial robots.One successful method to facilitate human-robot co-manipulation, is the Virtual Guides approach which constrains the motion of the robot along only certain task-relevant trajectories. The so realized virtual guide acts as a passive tool that improves the performances of the user in terms of task time, mental workload and errors.The innovative aspect of our work is to present a library of virtual guides that allows the user to easily select, generate and modify the guides through an intuitive haptic interaction with the robot.We demonstrated in two industrial tasks that these innovations provide a novel and intuitive interface for joint human-robot completion of tasks
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Bergerud, Donna Burgess. "Textbook adaptations for secondary students with learning disabilities /". Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/7793.
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Crane, Holly. "Perceived Learning Experiences of Associate Degree Nursing Students Using Electronic Textbooks". Thesis, William Carey University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10161927.
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Electronic textbooks are a relevant technology for higher education to achieve active engagement in the learning process at a lower cost to students. However, as a learning resource, electronic textbooks may not be a suitable learning resource for all students. Academic success in a nursing program requires large amounts of reading and the use of learning resources that maximize acquisition of knowledge and comprehension of nursing concepts. Failure to grasp foundational concepts could result in increased attrition rates and sub-standard licensure exam results for nursing programs and poor patient outcomes for entry-level graduate nurses. Currently there is no nursing education research exploring the learning experiences of nursing students using electronic textbooks. The purpose of this study was to explore the perceived learning experiences of associate degree nursing students using electronic textbooks. A qualitative research design using a descriptive survey and focus groups was used to explore the perceived learning experiences of first semester associate degree nursing students using an electronic textbook. Survey findings revealed that students did not perceive electronic textbooks as a useful learning resource. The students’ perceptions of ease of use were inconclusive. Focus groups reported advantages and disadvantages, adjustments, concerns, and suggestions about using electronic textbooks for learning. Overall, the majority of students preferred a printed textbook for academic learning.
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Wiström, Carl. "How well do textbooks cover collocations? An evaluation of Blueprint B 3.0". Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-85595.
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Collocations receive considerable interest in the second language acquisition literature, with a growing interest in the way they are covered in English as a foreign language (EFL) textbooks. Despite this, corresponding studies in the Swedish context are sparse. The aim of this study was therefore to evaluate one of the most popular textbooks used in Swedish EFL classrooms, Blueprint B 3.0, by identifying how it covers collocations in terms of frequency and mode of presentation and how the collocational profile aligns with best practices as recommended in the existing literature. A total of 529 unique collocations were identified, of which 35 were targeted in exercises. The selection of collocations given explicit attention follows recommendations from the literature in terms of type, but not in terms of frequency, as less than half of the targeted multi-word units could not be identified as collocations with the Longman Collocations Dictionary and Thesaurus (2013) and none with the list of first 100 collocations (Nation & Shin, 2007). As for mode of presentation, the identified exercises did not follow recommendations, and by design increased the risk of learner error. I discuss a number of pedagogical implications for teachers and textbook authors and offer some suggestions for future research in this area.
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Clarke, Wil. "Using Online Textbooks and Homework Systems: In Particular MyMathLab and WebAssign". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82442.
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Karlsson, Anna. "Learning how to make requests in English : Pragmatic input in Swedish EFL textbooks". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71304.
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English as a Foreign Language (EFL) teaching should not only aim at providing learners with the linguistic resources to communicate in English, but also develop learners’ pragmatic competence in order for them to be able to use language efficiently and appropriately for different purposes. The present study examines what pragmatic input learners receive from two Swedish EFL textbook series regarding the speech act of request. The analysis was conducted by identifying all instances of requests and all metapragmatic information about the specific speech act. In addition, the present study also focused on finding exercises that provide learners with the opportunity to practice making requests. The findings show that the two examined EFL textbook series differ in terms of which directness levels are most frequently used, and both series lack explicit information about requests that may increase students' understanding of this speech act. Moreover, request exercises are few and practicing requests is rarely the main learning objective. Consequently, teachers will need to use supplemental material and exercises in order for learners to develop their pragmatic competence in the case of requests.Engelskundervisning bör inte bara syfta till att ge elever de språkliga resurser som krävs för att kommunicera på engelska, utan även utveckla elevernas pragmatiska kompetens så att de lär sig att använda språket effektivt och lämpligt för olika ändamål. Det som undersöks i den här studien är i vilken utsträckning språkhandlingen uppmaning förekommer och lärs ut i två olika läromedel i engelska för högstadiet. Analysen utfördes genom att identifiera alla exempel av uppmaningar och all metapragmatisk information om den specifika språkhandlingen. Utöver detta fokuserade den här studien även på att hitta övningsuppgifter som ger eleverna möjlighet att öva på språkhandlingen uppmaning. Resultaten visar att de två läromedlen skiljer sig åt vad gäller fördelningen av direkta och indirekta uppmaningar. Dessutom saknar båda läromedlen explicit information som kan öka elevers förståelse för denna språkhandling. Övningsuppgifterna är få och fokuserar inte på att utveckla elevers förmåga att formulera uppmaningar i första hand. Följaktligen behöver lärare använda kompletterande material och övningsuppgifter för att elever ska kunna utveckla sin pragmatiska kompetens vid uppmaningar.
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Hsu, Shih-Yin. "Learning strategies and materials selection in the English for tourism classroom : a study of learning strategies employed by learners in the British context, with consideration of implications for published materials selection". Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006622/.
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There are two enquiries undertaken in this work which is an investigation of learning strategies employed by students of English for Tourism in the British context, and an evaluation of textbooks already used for teaching this programme in Taiwan and relevant ones published in the United Kingdom. It is hoped that this work will have direct implications for pedagogy and learning processes of the English for Tourism programme in the Taiwanese context. This thesis is made up of four parts. The first part is Chapter 1 which investigates general broad backgrounds in the Taiwanese context. It also deals with the debate on the improvement of English language teaching in this context. It further discusses how this context relates to this work. The second part includes Chapters 2, 3, and 4, offering the theoretical framework on which an empirical research and a desk-based study of textbooks are based. Chapter 2 primarily examines the features of English for Tourism by taking account of the general key issues of ESP relevant to needs analysis, content and language, and methodology, and the specific crucial issues in relation to the target situation in the tourism industry, tourism education and training, and cultural content. It further postulates that communicative language teaching and learning strategies are closely relevant to the efficiency of ESP teaching. These are defined and explored in depth in Chapters 3 and 4 respectively. The third part consists of an empirical research and a desk-based study (Chapters 5, 6, 7, 8 and 9). Chapter 5 discusses research methodology indicating that a qualitative approach has been preferred to a quantitative approach. The empirical research will be based on participant observations (Chapter 6) and semi-structured interviews (Chapter 7). It will be followed by a desk-based study of textbooks (Chapter 9). Chapters 6 and 7 are mainly descriptive. Chapter 8 interprets the major findings of this empirical research, discusses the issues they raise and goes on to suggest improvements to the pedagogy and learning processes in the Taiwanese context. It indicates that social strategies and social interaction bothinside and outside the classroom are the most significant factors for learning processes. It suggests furthermore that a combination model of notional-functional and task-based approaches is essential for the effective English for Tourism syllabuses and methodologies in the Taiwanese context. Chapter 9 is a desk-based study of textbooks to evaluate and select appropriate and useful textbook for teaching English for Tourism in the Taiwanese context. The final part is Chapter 10. This chapter reviews the principal themes in the preceding chapters, and offers principles of approach which guide the teaching and learning of English for Tourism in the Taiwanese context.
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Shiratuddin, Norshuhada. "Innovative features of e-books and e-book builders : potential learning and authoring tools for the Malaysian smart school environment". Thesis, University of Strathclyde, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269894.
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Bengtsson, Andreas. "Input and Learning Materials : An evaluation of dialogues in textbooks for Learners of Japanese". Thesis, Stockholms universitet, Avdelningen för japanska, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-82797.
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Chau, Yuk-lin y 周玉蓮. "Teachers' use of senior secondary geography textbooks in Hong Kong : implications for meaningful learning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206514.
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Given the current availability of newly-designed textbooks for senior secondary geography teachers and the limited focus on their role in promoting students’ ‘meaningful learning’ advocated in the curriculum reform, a study of teachers’ use of geography textbooks in Hong Kong is particularly timely. Seeking to know the teachers’ practice of using geography textbooks, this study aims at describing and explaining how teachers use the two sets of textbooks, and exploring how their use might be improved in the context of particular classrooms to bring about meaningful learning among students. Two single cases of teacher participants were chosen for study. A holistic case study approach was adopted with a wide range of qualitative research techniques, namely observation, interviews, documentation and journal-writing. Drawing on Remillard’s model of teachers’ role in curriculum development (1999), data collected for each case was analyzed to understand teacher’s activity of using textbooks in curriculum mapping, design and construction arenas.
The findings showed that teachers may have different levels of engagement with the textbooks in different dimensions of teaching. Textbooks were generally used as a major source of knowledge in the content determination. Yet, teachers neither used them alone nor followed them slavishly. Driven by the advocacy of constructivist approach to learning, they not only chose relevant tasks from textbooks for students to undertake, but also used the textbooks as one of the sources of geographical ideas or stimulus materials to design the tasks with a focus on different levels of cognition for in-class activities. During the lessons, the PowerPoint files which came along with the prescribed textbooks were widely used for an exposition or reinforcement of students’ work. They were also flexibly used and adapted according to teachers’ spontaneous decisions to varying extents.
Teachers’ diversity in their ways of using geography textbooks stemmed from the interaction between their different individual characteristics in terms of experience, knowledge and beliefs, and the textbooks in varying contexts. To a broader context, their diverse ways of using textbooks could be attributed to their different degrees of being influenced by public examination, lesson time, institutional polices and organization norms, professional development opportunities and computer infrastructure, as well as their attitudes towards students’ characteristics. It was worth noting that the constraints in the circumstances of teaching, such as time constraints for lesson preparation, sometimes made teachers difficult to perform their ideal teaching and learning roles.
According to the three principles proposed by Hooper and Rieber (1999:258-260), certain ways of using the textbooks could generate the opportunities for supporting students’ meaningful learning were unveiled in this study. First, teachers who chose the essential content, selected important tasks and designed meaningful tasks based on the text and illustrations could provide opportunities for students to have active processing of lesson content. Next, the use of multitext approach in the group enquiry tasks, oral presentation and debriefing sessions could allow students to expose to information from multiple perspectives. Third, the presentation of content in the form of cases or examples, and the use of tasks or case studies in the textbooks for authentic work, issue-based or case-based enquiry learning could build upon students’ knowledge and life experience in meaningful contexts.
Teachers’ interaction with textbooks did not guarantee the generation of meaningful learning outcome. To improve the ways of textbook use for students’ meaningful learning, several feasible strategies were identified. To cope with students’ limited capacity of working memory, teachers may slow down the pace of presentation, avoid students doing unnecessary tasks, and use suitable modes and structures of the presentation of information for students with different cognitive styles. Selective use of materials and props provided by the publishers could avoid the repetition of content and increase students’ interest in processing of lesson content. To increase students’ mental engagement in the tasks, their learning attitudes should be improved through interesting tasks in the textbooks, rewarding practice, team competition and small group work. It was also important to connect the content in the tasks to their existing knowledge through providing conditional knowledge, making the text more comprehensible to students and using visual images with more explicit information. Some higher-order questions should be added in the ready-made tasks to cater for diverse students’ abilities. Group work could be used to help the lower achievers in these tasks. Regarding the use of supplementary materials, teachers should use PowerPoints and their own resources together to sustain students’ engagement in the cognitive tasks. Since it was not easy to transfer knowledge through animations, words should be better presented as narration than on-screen text. To increase group engagement in the tasks, group work should be properly managed. Finally, teachers should make students familiar with real-life contexts before they started engaging them in tasks.
In conclusion, teachers can use the textbooks to provide opportunities for students’ meaningful learning, but this sometimes became unattainable because of difficulties in the circumstances of teaching. Findings suggested that more efforts should be made to improve initial teacher education programme, increase teachers’ professional development opportunities, provide more useful offerings in the textbooks, relieve the problems of time constraints for lesson preparation and inadequate lesson time, and teach students’ enquiry skills and collaborative skills.published_or_final_version
Education
Doctoral
Doctor of Education
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Wagamon, Barbara J. Jinks Jerry Lee. "Life experience of sixth grade students in analog domains of sixth grade science textbooks". Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927778.
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Thesis (Ed. D.)--Illinois State University, 1999.Title from title page screen, viewed July 21, 2006. Dissertation Committee: Jerry L. Jinks (chair), Thomas T. Baer, Anthony W. Lorsbach, Susan L. Nierstheimer. Includes bibliographical references (leaves 135-144) and abstract. Also available in print.
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Palmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change". Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2634.
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Science is sometimes seen as contained in a little box on its own, separate from the rest of the world. The questions underpinning this thesis set in train thoughts about investigating the chosen topic, the teaching and learning of physical and chemical change, using a very wide range of methodologies. The perspective is of someone involved in the teaching of the physical sciences for more than 40 years. The topic still remains contentious in teaching chemistry.The thesis sets out the evidence for and against the teaching of physical and chemical change and tracks the historical origins of the concept, its changing definitions and the research relating to the concept of physical and chemical change. A number of historically based textbook case studies are presented, some of which the author considers to be pioneering. The study ends with consideration of the public understanding of science, wondering whether the concept of physical and chemical change can be helpful in this respect.The conclusions reached are not in themselves remarkable, expressing a belief, that overall the concept of physical and chemical change is of benefit to the chemical community and perhaps to the wider public.
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Koch, Lynn. "A study of the criteria teachers use when selecting learning material". Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003665.
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This study investigates the criteria teachers use when selecting and evaluating learning support material, in particular, English second language textbooks. The study seeks to determine what informs the criteria that teachers use for selection. The study is conducted against the backdrop of Curriculum 2005 (C2005) and outlines the C2005 revision process and the subsequent introduction of the Revised National Curriculum Statement (RNCS). Through a series of focus group interviews, the researcher explores the criteria teachers use for evaluation. Many of the teachers in this study did not have clearly articulated criteria; rather, they drew on implicit criteria and mentioned favoured qualities or attributes that they looked for in a textbook. In addition, the teachers in the focus groups used criteria that had been ‘told’ rather than ‘owned’ and had not developed their own sets of criteria. This research concludes that teachers are caught between two conflicting sets of criteria: those of their pre-service training and those of the new curriculum, which is currently being mediated to them through brief orientations. Drawing on recent literature, the researcher argues that in order to shift deep-seated literacy practices, teacher training needs to be prolonged, in-depth and ongoing.
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Al-Barakat, Ali Ahmad Ghaleb. "Primary science textbooks as a teaching and learning resource in the United Kingdom and Jordan". Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368305.
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Vanha, L. (Leena). "Teachers’ perspectives on the role of textbooks in English language learning and teaching in Finland". Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706012364.
Texto completoResumen
Textbooks have a long tradition and play a significant role in Finnish language teaching, as has been established by previous research. The printed book, and the textbook in particular, still has a strong status in our culture and, thus, it has the power to define what the English language and the studying of it is. However, despite the dominant role of textbooks, there has hardly been any systematic research on them in Finland, and the majority of the research has focused on examining the content of textbooks. Instead of focusing on textbook content, this study aims to examine the perspectives of Finnish teachers on the role of textbooks in English language learning and teaching. The chosen approach was a sociocultural and ecological view of language learning and teaching. The study was conducted as a semi-structured group interview for six teachers, who represented primary school, secondary school, and upper secondary school education. The interview was analysed using a qualitative content analysis method. After transcribing the interview, it was examined through text analysis and categorised into different themes of relevant interest. The findings of the study support previous research where it has been established that textbooks have a long tradition and self-evident role in English language teaching in Finland. The teachers had great confidence in textbooks and thought they were of high quality. On the other hand, the teachers also acknowledged that textbooks have their limitations. They mentioned, for instance, that relying too much on the textbook can restrict the teacher’s creativity, and lessen the number of activities outside the textbook. All of the teachers also felt pressure to go through a certain amount of textbook content before, for example, an exam. When it came to other materials than the textbook, the teachers mentioned using them at least occasionally, and the most common source for them was the Internet. The biggest reasons for not using them more were lack of time and tight schedule. Only two of the six teachers had had experience from digital textbooks. The teachers saw that digital textbooks have their pros, but they also had concerns about them. For instance, they mentioned the functionality and quality of e-textbooks, increasing screen time and equal access to required technology as causes for concern. In terms of English language learning and teaching, the teachers expressed views that were both in concord as well as more in conflict with the sociocultural and ecological approach. Supporting the approach was the teachers’ view that learning does not solely occur inside the textbook, while considering the textbook-centrism of language teaching a positive thing was more in contrast with the sociocultural and ecological approach. In addition, emphasising the importance of human interaction in language learning and teaching was in accordance with the approach. Further research on the topic could include classroom-based observation, which would enable studying the role of the textbook in its natural context, which would support especially the ecological view of language learning and teaching. Furthermore, the perspectives of learners on the role of textbooks in language learning and teaching would be an intriguing topicOppikirjoilla on pitkä traditio ja merkittävä rooli englannin kielen oppimisessa ja opetuksessa Suomessa, kuten jo aikaisemmassa tutkimuksessa on todettu. Painetulla kirjalla, ja etenkin oppikirjalla, on edelleen vahva asema kulttuurissamme, ja täten sillä on valta määritellä mitä englannin kieli ja sen opiskelu ovat. Huolimatta oppikirjojen hallitsevasta roolista niitä on systemaattisesti tutkittu Suomessa vähän ja suurin osa tutkimuksista käsittelee oppikirjojen sisältöä. Oppikirjojen sisällöntutkimuksen sijaan tämän tutkimuksen aiheena on englannin opettajien näkemykset oppikirjojen roolista englannin kielen oppimisessa ja opetuksessa. Valittu näkökulma tutkimuksessa oli sosiokulttuurinen ja ekologinen käsitys kielen oppimisesta ja opettamisesta. Tutkimus toteutettiin kuuden opettajan semistrukturoituna ryhmähaastatteluna. Osallistujat koostuivat niin ala- että yläkoulun sekä lukion opettajista. Haastattelu analysoitiin käyttäen metodina kvalitatiivista sisällönanalyysimenetelmää. Haastattelu litteroitiin, jonka jälkeen sitä tarkasteltiin käyttäen tekstianalyysia. Lopuksi haastattelu jaoteltiin relevantteihin teemoihin. Tutkimuksen tulokset muun muassa vahvistivat jo aikaisemmassa tutkimuksessa monesti todettua näkemystä, että oppikirjoilla on pitkä traditio ja itsestään selvä rooli Suomen englannin kielen opetuksessa. Opettajat myös luottivat oppikirjoihin ja pitivät niitä korkealaatuisina. Toisaalta opettajat myös tiedostivat, että oppikirjoissa voi olla huonot puolensa. He mainitsivat muun muassa, että oppikirjoihin liika tukeutuminen saattaa rajoittaa opettajan omaa luovuutta ja vähentää oppikirjan ulkopuolisten aktiviteettien määrää. Kaikki opettajat myös tunsivat painetta käydä tietty määrä oppikirjan sisältöä läpi esimerkiksi kokeeseen mennessä. Muita oppimateriaaleja kuin oppikirjaa opettajat kertoivat käyttävänsä ainakin silloin tällöin, ja yleisin lähde niille oli Internet. Suurimmat syyt, ettei niitä käytetä enempää olivat ajanpuute ja tiukka aikataulu. Digitaalisista oppikirjoista vain kahdella opettajalla oli kokemusta. Opettajat kokivat, että digikirjoissa on puolensa, mutta huolenaiheina he näkivät muun muassa digikirjojen toimivuuden ja laadun, lisääntyneen ruutuajan sekä oppilaiden tasa-arvoisen pääsyn vaadittuun teknologiaan. Englannin kielen oppimisen ja opettamisen suhteen opettajat ilmaisivat näkemyksiä, jotka sekä tukivat sosiokulttuurista ja ekologista kielennäkemystä, että olivat ristiriidassa sen kanssa. Näkemystä tukeva ajatus oli esimerkiksi toteamus siitä, ettei englannin kieltä voi oppia ainoastaan oppikirjasta, kun taas opetuksen oppikirjakeskeisyyden pitäminen positiivisena asiana oli enemmän ristiriidassa näkemyksen kanssa. Näiden lisäksi ihmisten välisen vuorovaikutuksen tärkeyden korostaminen kielen opetuksessa ja oppimisessa puolsi sosiokulttuurista ja ekologista kielennäkemystä. Tulevaisuudessa aihetta voisi tutkia esimerkiksi havainnoimalla luokkahuonetilannetta, jossa oppikirjojen roolia voisi tutkia niiden luontaisessa kontekstissa, joka tukisi etenkin ekologista kielennäkemystä. Myös oppilaiden ja opiskelijoiden näkemykset oppikirjojen roolista englannin kielen oppimisessa ja opetuksessa olisi yksi kiinnostava tutkimuksen aihe
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Ip, Lai Fun Alison. "Task-based learning in Hong Kong : a study of the textbooks used in Hong Kong". HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/356.
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Kotze, Yolanda. "Developing a framework for the writing of ESP study guides / Yolanda Kotze". Thesis, North-West University, 2007. http://hdl.handle.net/10394/1699.
Texto completoResumen
Teaching through specifically designed and produced learning materials is a widely
used and accepted way of teaching in higher education both nationally and
internationally. Although this kind of teaching is used mainly in the field of distance
education, it has become increasingly popular at traditional universities in face-to-face
methods of education. Developing language-learning materials that meets the needs of
English for Specific Purposes learners is a process that requires meticulous planning as
English for Specific Purposes courses are aimed at meeting the career needs of the
learners.
An empirical study was conducted to determine the perceptions and concerns of
learners using the ENGL 122 study guide at the North-West University (Potchefstroom
Campus). The results of the study indicated that the learners were positive that the
study guide enhanced their learning process, but various concerns were also raised by
the learners.
This study also aimed to create a framework for the writing of English for Specific
Purposes (ESP) study guides. In order to achieve this, a literature study was done to
provide information about the relevant theories and principles that apply to ESP study
guide development. The literature study also included aspects that need to be taken
into consideration when designing or planning the development of an ESP study guide.Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007.
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Renner, Jasmine R. "E-Learning and Mobile Learning Training Manual for Colleges and Universities: Transforming Learning". Digital Commons @ East Tennessee State University, 2015. http://amzn.com/1511917350.
Texto completoResumen
This manual provides detailed guidance on creating, designing and developing e-learning and m-learning courses, materials and resources for instructors, faculty, staff, trainers and instructional designers who are new to e-learning design at colleges and universities, especially in Africa and in developing nations. It provides basic concepts and information on the processes and resources involved in e-learning development, and a step by step systematic guide on how to design and develop e-learning and m-learning courses and resources in universities and colleges. The information in this manual is based on consolidated instructional design models and learning theories and incorporates the designer’s experience in delivering e-learning and m-learning courses in development contexts.https://dc.etsu.edu/etsu_books/1066/thumbnail.jpg
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Johansson, Lizette. "How Textbooks Teach Rhetoric: : An Analysis of Oral Tasks in TextbooksDeveloped for the English Subject in Swedish Upper-Secondary Schools". Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58741.
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Rhetoric has been a part of education since ancient Greece and even though it faded away and disappeared for a long time, it was quite recent reintroduced in the Swedish curriculum. This reintroduction is clearly reflected in the European council’s Common European Framework of Reference for Languages, and in the English subject syllabus in the Swedish 2011 curriculum for upper-secondary school. Teachers may find this reintroduction challenging, and may need support in their teaching, support which textbooks for language education should provide. The question becomes how supportive these textbooks are, and how they chose to present rhetorical appeals, communicative strategies, argumentation and democratic awareness. This essay takes a critical look at how rhetoric is presented in tasks through instructions and terminology in the textbook series Blueprint 2.0, designed for the progression English 5, 6 and 7. This essay also focuses on the assumptions about persuasive-and argumentative speech in this popular teaching material and how those assumptions might steer teaching and learning in the English subject. The result shows that the chosen textbooks are vague about the rhetorical purposes in the oral tasks, which teachers must compensate to create a progression aligned with the subject syllabus. Rhetoric is not only useful for students in the classroom, but also in their civic life. It can also broaden students’ democratic awareness and critical thinking, which is needed in today’s society. In our society, citizens should not only be able to argue for their opinions and persuade others, but they should also be respectful of others and diplomatic.
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Bergqvist, Anna. "Teaching and learning of chemical bonding models : Aspects of textbooks, students’ understanding and teachers’ professional knowledge". Doctoral thesis, Karlstads universitet, Institutionen för ingenjörs- och kemivetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-48502.
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Despite the growing importance of science and technology in society, school students consider these subjects irrelevant and hard to learn. Teachers must therefore know how to teach science in ways that enhance students’ understanding and interest. This thesis explores various aspects of the teaching and learning of chemical bonding, an important topic in school chemistry that is primarily taught using models. Research has shown that students find chemical bonding difficult to understand, and that the use of models in science education contributes to this difficulty. I therefore investigated teachers’ knowledge of how to teach chemical bonding and ways of developing it to improve students’ understanding. To this end, I analysed chemistry textbooks and teachers’ lesson plans, and conducted semi-structured interviews with teachers about their teaching of chemical bonding. This revealed that the representations of chemical bonding used in textbooks and by teachers can cause students difficulties. The teachers were generally unaware of how these representations might affect students’ understanding, implying that their pedagogical content knowledge (PCK) could be improved. To explore ways of incorporating research findings into teaching practice and developing teachers’ PCK, I conducted a learning study in which three secondary science teachers together explored and reflected on their own teaching practice. CoRe, a method for creating detailed descriptions of what, how, and why specific content is taught, was used to enhance the reflections and make the teachers’ PCK explicit. As a result, the teachers developed their representations of chemical bonding, became more aware of students’ understanding, and were better able to motivate their actions and choices of content and strategies. This thesis shows how professional development can bridge the gap between research and teaching practice, and how teachers’ PCK can be developed to improve students’ understanding.Many complex real-world phenomena can only be understood using models that make the abstract visible and provide explanations, predictions, descriptions, or simplifications. However, research has shown that students have difficulties understanding models used in science education in general, and particularly chemical bonding models. This thesis examines various aspects of the teaching and learning of chemical bonding, and its presentation in textbooks and by teachers. It is shown that the representations used by teachers and in textbooks can cause students to have difficulties in understanding, which teachers were generally unaware of. Teachers rarely justify their choices specifically to overcome students’ difficulties, suggesting that their knowledge of how to teach chemical bonding could be improved. A learning study in which teachers collaboratively explored and reflected on their own teaching practice significantly improved their presentation of chemical bonding, their awareness of students’ understanding, and their ability to justify their choices. Overall, this work shows that there is a gap between research and teaching practice, and that effective ways of incorporating research results into teaching practice are needed to improve teaching and learning in chemistry.
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Clark, Jonathan y Jonathan Clark. "An ethnographic investigation into the development and trialing of more accessible text materials for second language teaching and learning in physical science". Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/23665.
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This dissertation discusses the development of alternative science curriculum materials for a secondary schooling context where English, the medium of instruction, is a second language for both teachers and students. The research is located in an interpretative ethnographic framework and the data gathered during the classroom-based trialing of the materials highlights the vital role of language in the teaching and learning of school science. An interactive reading model coupled with a discourse approach to text analysis explores some of the language difficulties which black students experience with their science textbooks. That many students fail to develop adequate reading strategies is identified as lying at the heart of many learning problems. It is suggested that the key to comprehension is instruction from a base of more accessible text materials. Furthermore, although science practical work does not automatically advance students' knowledge and understanding, relevant and contextualised learning activities do equip students to become more self-directed and reflective learners of science.
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Nicolas, Noémie. "Exploring playful annotations in interactive textbooks: Engaging the teacher and the learner in an active learning process". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21640.
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This thesis aims at exploring the potential of playful annotations in interactive textbooks, to engage the teacher and the learner in an active learning process. This research focus was taken after a Field study consisting of a range of semi-structured interviews, surveys, and discussions with teachers and students from a pilot school provided with an interactive textbook platform called Gleerups. This latter is a Swedish publisher which spreads a large offer of educational textbooks across Sweden. The thesis topic was chosen in order to find and suggest ways to approach the learning and reading phase in an active way while also focusing on the teacher-learner relationship.The design contributions include proposals for improvements taking the shape of scenarios and sketches using field research and qualitative studies. It is based on an analysis of related examples and cross disciplinary literature, grounding the research in education and learning theories. Finally, a prototype encompassing the main features raised from the research is presented.The thesis ends with outcomes and reflections from findings, as well as discussions with stakeholders and teachers that initiated the research.
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Ryle, Mary Katherine. "Exploring the Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis". TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2045.
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The implementation of learning styles models in the classroom remains a heavily debated topic in education. Notable problems with utilization of learning styles in the classroom include a lack of empirical research support and potential maladaptive effects on student learning and motivation. The primary research questions focused on the presence and quantity of learning styles discussion in the text, which definitions, models, and recommendations were presented, and which of the cited references were based on empirical data. The answers to these questions were compared between educational psychology and introduction to education textbooks. A content analysis of introduction to education (n = 10) and educational psychology (n = 10) textbooks was conducted. Eighty percent of the textbooks included a discussion of learning styles. Half of the textbooks defined learning style as a preference or approach and the other half as an individual process or style. One-fourth of the textbooks recommended matching instructional methods to learning styles. One comparison of text types, the number of empirical references cited in the text, was statistically significant. Given that most textbooks do not recommend matching instructional methods to learning styles, future research should examine the source of teachers’ beliefs that student learning is improved with the matching of learning styles to teaching approach.
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Taylor-Henry, Amy. "Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/3604.
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A growing number of American businesses are offering ESL courses at the work site; likewise, more and more textbooks designed specifically for teaching ESL in the Workplace (EWP), are being written and published. The need for an evaluation of these new texts with regard to current teaching methodology, the particularities of EWP, and the social implications of EWP is a vital one. A good EWP text, besides serving as a guide and resource for learners, can also facilitate intercultural understanding, increase awareness of workers' rights and unions, and promote participation in training programs for job flexibility and promotion. Most importantly, a good EWP textbook can develop the skills necessary for learners, not simply to fit into the American world of work, but to become active participants in their workplaces.
This study was intended to determine what EWP texts are currently available, and to evaluate them in light of three primary concerns: the social implications of their contents, their portrayal of workplace culture and relationships, and their effectiveness in exploring issues of conflict and unfairness at work.
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Palmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change". Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14080.
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Science is sometimes seen as contained in a little box on its own, separate from the rest of the world. The questions underpinning this thesis set in train thoughts about investigating the chosen topic, the teaching and learning of physical and chemical change, using a very wide range of methodologies. The perspective is of someone involved in the teaching of the physical sciences for more than 40 years. The topic still remains contentious in teaching chemistry.The thesis sets out the evidence for and against the teaching of physical and chemical change and tracks the historical origins of the concept, its changing definitions and the research relating to the concept of physical and chemical change. A number of historically based textbook case studies are presented, some of which the author considers to be pioneering. The study ends with consideration of the public understanding of science, wondering whether the concept of physical and chemical change can be helpful in this respect.The conclusions reached are not in themselves remarkable, expressing a belief, that overall the concept of physical and chemical change is of benefit to the chemical community and perhaps to the wider public.
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Asker, Adel. "Future self-guides and language learning engagement of English-major secondary school students in Libya : understanding the interplay between possible selves and the L2 learning situation". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3486/.
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In 1990, secondary schools in Libya were transformed into specialized schools; a move, which require all Libyan students to choose a specialty subject which would become the focus of their secondary school learning and determine the academic direction of their future education. This ethnographically-oriented mixed-methods study is concerned with the motivation to learn English as a Foreign Language (EFL) among students in English-specialty secondary schools in Libya. Conceptually, this study builds on Dörnyei’s (2005) L2 Motivational Self-System with the aim to investigate empirically a largely unexplored area within this theoretical framework: the relationship between the learners’ possible L2 selves and their L2 learning situation. The study was conducted in one secondary school in the north west of Libya over a period of one academic year. The data come from a combination of qualitative and quantitative methods. The quantitative data provide a bigger picture of English specialty secondary school students’ motivational orientations, future self guides and their interaction with classroom-specific variables. The focus of the qualitative component is on three key student participants from the same school with the aim to obtain a fine-grained picture from interviews, classroom observations and student diaries of the interaction between their future self guides, their learning experience and their engagement in learning tasks in EFL classes. The findings show that the relationship between the L2 learning situation and the L2 selves is an intricate and complex one. First, the L2-self construct itself has emerged from this study as a complex nested system of multiple L2 visions that the students entertain in their working self-concept as they choose their specialty. The findings further indicate that the L2 learning situation plays a key role in foregrounding or, in contrast, rendering irrelevant specific L2 selves that the students bring to the L2 learning situation. And finally, the study shows that the students constantly negotiate the relationship between their future guides and their L2 learning situation by either adjusting and adapting their L2 visions in order to give meaning to their L2 learning experience or by actively engaging or disengaging with aspects of their learning situation in order to remain connected with their well defined future L2 selves.
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Berg, Mattsson Alexander. "Reading Matters : An Exploration of ELT textbooks in Sweden and their approach to reading". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-42912.
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The present thesis investigates to what extent contemporary ELT textbooks include reading materials as well as what types of texts are being used and what reading strategies they seemingly promote. Additionally, the study analyzes whether there is a noticeable discrepancy in teaching materials designed for the vocational and university preparatory and considers whether the design of the current textbook is representative of the current view of reading as a teaching tool as reflected in official policy documents. Through the means of a content analysis of a total of six in use ELT textbooks, the study discovers that few ELT textbooks include a satisfactory amount of reading materials and that there is a significant discrepancy between teaching materials intended for the separate orientations of upper secondary school in Sweden. It is also discovered that the set of textbooks largely reflect the current view of language teaching. The study concludes that the current practice of language teaching is ill-suited to counter the development of declining reading literacy and suggests an alternative methodology in extensive reading.
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Stoner, Gregory Neil. "Learning, students' skills and learning technologies (old and new) in the development of accounting education". Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4224/.
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This submission represents a journey of learning about learning within accounting education, and, in particular, the role of learning technologies and students’ skills in the process of learning. The work presented was published over the past decade and a half and addresses issues concerned with accounting education both past and present, and includes research on the author of the first printed text on double entry bookkeeping, Fra’ Luca Pacioli. The overriding research interest at the core of this submission and which has guided the various and varied phases and themes within in it is a concern to learn from how learning technologies are and have been an integral part of the educational environment, and to gain insight into how learning technologies might best be utilised in the field of accounting education. The work is presented in two themes with an additional two publications related to methodological approach. The first theme is related to students’ skills and technology and the second theme includes historical research into early accounting education. The published work in these themes is predominantly represented by research published in leading refereed journals in the fields of accounting education and accounting history. The additional two publications are included as they relate to and illustrate the methodological approaches that underlie the overall approach to the research that is presented and developed in the two themes: an approach that privileges, as far as practical, subjects’ contextual understandings of their worlds. Given the diversity of the work included in this submission there is no single research question and there are a diverse range of contributions. The work included contributes to our understanding of the introduction and utilisation of learning technologies in the teaching of accounting, both printed books in the 15th century and Information Technology (IT) in the late 20th/early 21st centuries, and the skills required to facilitate learning within the discipline of accounting. The practical value and importance of the research is supported by, inter alia, reference to the author’s applied work (not part of the submission) that illustrates how the published work contributes to good practice in skills development and the introduction and integration of learning technologies in the accounting curriculum. The papers on IT skills adds to our understanding of the IT skills that students bring with them to university, and raises awareness of the need to challenge the taken for granted assumptions about the abilities of new generations of students. The work on generic skills, whilst showing the importance of skills development also highlights the complexities in this area particularly in relation to issues concerned with confidence in making choices, in the subject matter, via modelling choices, and in time management: not knowing what to do, what to study. The paper on matrix accounting in a Russian university illustrates the potential of an approach to accounting education that is facilitated by the use of IT based learning. The work on Pacioli contributes significantly to our knowledge and understanding of Pacioli as a pioneer in the field of accounting education, and the role of his writing within Summa in the education, development and spread of double entry bookkeeping and accounting, in particular by relating the works to literature in fields such as renaissance art, educational systems and social development. In contrast, the sole authored work on Pacioli concentrates on an element of the minutiae of the bookkeeping process, the accounting for goods inventory, traces the longevity of this method of recording transactions, and shows how this had potential to provide important decision information to merchants, who were the prime market for Pacioli’s writing at the time. The two themes addressed in this submission include works that have individually made unique and significant contributions to the fields of accounting education and accounting history, and the two publications included to illustrate the methodological approach have made a contribution methodologically and to the finance literature. Taken together the works presented also provide a significant and original contribution to the knowledge and understanding of the role of learning technologies in accounting education and, by investigating new learning technologies in the different periods of time, provide a platform for further research to help us to appreciate the importance of technologies in accounting, and in accounting education.
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Bjureland, Sofie. "Genus- och könsroller i läromedel : - En läromedelsanalys av Magic och Happy, engelska årskurs 4-6". Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58745.
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This study examines gender roles, with a basis in the fundamental values of the Swedish curriculum. I analyse dialogues in two commonly used textbooks, Magic! Classbook 5 by Hedencrona, Smed-Gerdin and Watcyn-Jones (2009) and Happy textbook year 6 by Sutcliffe, Thunman and Mälström Timling (2011) for English, 4-6. The dialogues are analysed with a quantitative and a qualitative method. In the qualitative analysis, I investigate gender awareness, using levels from negligence to a high level of gender awareness. The result of this study shows that the dialogues in the two textbooks do not entirely correspond with the fundamental values in the curriculum as some stereotypes appears.
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Solis, Gracia G. "Reading Spaces: Nation and Popular Learning in Nineteenth-Century Lima". FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3521.
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My dissertation examined the transformation of reading practices and ideas about the functions of alphabetic literacy in nineteenth-century Lima. Scholars of Latin America have attributed improvements in literacy rates to the rise of the Teaching State in the twentieth century; however, as I showed, literacy and reading culture spread decades earlier in the Peruvian capital, at a time when the state lacked the stability and resources to develop a public system of education. “Reading Spaces” argued that during the second half of the nineteenth century, private educational enterprise from a diverse group of booksellers, writers, and educators established key institutions of the modern Teaching State, including a national textbook industry as well as pedagogical newspapers, associations, and conferences. They did so in a process that promoted new pedagogical methods and helped spread alphabetic literacy and reading practices.
Developments in the disciplines of book history, the cultural history of education, and the history of reading informed my methodological approach to a variety of previously unexamined sources including books, textbooks, pedagogical periodicals, as well as bookstore organ newspapers and catalogues. Both the intellectual content and paratext of published sources provided a wealth of information regarding the circulation of the texts, their reception among state authorities and influential members of Lima’s society, and the relationship of book and textbook authors to their publishers and readers. My dissertation revealed that textbook standardization and the proliferation of pedagogical newspapers were processes firmly rooted in the development of Peru’s private educational enterprise, publishing industry and educational legislation of the nineteenth century. These processes expanded Lima’s public sphere, where booksellers, editors, writers, and teachers debated modern pedagogies and promoted broad engagement in educational matters. They conducted pedagogical conferences, intellectual competitions, national expositions and reorganized civic festivities. The presence of a pedagogical public sphere, which directed the course of institutions of the modern nation state in Peru, encourages a reassessment of our traditional narratives of the relationship between education and nation in Latin America and beyond.
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Desai, Manushi. "Education Meets Gender : Tracing the Beginning of Learning Gender, the Search for Identity and Representation in Indian Textbooks". Thesis, Linköpings universitet, Tema Genus, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-169083.
Texto completoResumen
Gender equality is something that most countries around the globe are trying to achieve. Education is one of the major factors that can bring about significant change as it can shape young minds to nurture a more equal future. This thesis aims to look at a very specific but important part of the education system: textbooks, by investigating them through the lens of intersectionality and gender roles. The purpose is to identify what the status of Indian textbooks is in terms of gender and intersectional awareness and identify gaps if there are any so that necessary interventions could be designed. The intersections that I will be specifically looking at are gender, religion, caste, disability, and age. I will also be investigating whether these textbooks represent gendered and intersectional identities and if so, in what capacity.
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Huang, Yia-Ling y 黃雅玲. "An Analysis of the Teaching Activities in the Teachers' Guides of Elementary School English Textbooks". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/01934356910661946990.
Texto completoResumen
碩士國立彰化師範大學
英語學系
99
According to the Curriculum Guidelines, communicative language teaching (CLT) has become the principle of English teaching in Taiwan. Nevertheless, based on the previous studies, there exist a lot of barriers for teachers to practice CLT due to a misunderstanding of CLT. This misconception can lead to the inappropriate design in teaching activities. Therefore, this study aims to investigate whether the teaching activities (TAs) included in the elementary school English teachers’ guides (TGs) correspond to the main goal of CLT, facilitating learners’ basic communicative competence. Another aim is to investigate the subtypes of the communicative tasks in order to suggest the specific kinds of activities in the TGs. In this study, four sets of the elementary school English TGs were evaluated in terms of communicative tasks. These tasks were categorized by evaluating whether they satisfy the criterial features of the communicative tasks defined by Littlewood (2004). A coding system based on Littlewood’s five communicative task types is utilized to identify the communicative tasks and classify the task types in the four selected sets of the TGs. Next, the task types are coded into their respective subtypes. Finally, a quantitative analysis is employed to interpret the coding results. The major findings of the study are as follows: First, the TAs in the four selected TGs do not correspond to the principle stated in the Curriculum Guidelines – facilitating learners’ communicative proficiency. Secondly, the TAs tend to put much emphasis on the non-communicative learning and pre-communicative language practice which refer to the traditional focus-on-form activities. The proportions of these tasks are much more than the communicative tasks. Thirdly, from the distribution of the subtypes, most TAs in the TGs concentrate on the certain types. For example, among the non-communicative subtypes, the subtype of mechanical drills is frequently utilized for form-focused teaching. With respect to the pre-communicative subtypes, the two most dominant ones contain performing physical tasks and meaningful listening/reading which all relate to the listening activities. Among the communicative subtypes, the personalized questions receive the greatest attention. Fourthly, the task types of structured communication and authentic communication and their subtypes are greatly ignored in the TGs. Several pedagogical implications could be derived from the results of the study. The TAs in the four TGs do not correspond to the communicative principle of CLT; therefore, a clear understanding of the features of CLT is essential for the English educators and course designers. Among the four sets of the TGs, the proportions of the non-communicative and pre-communicative task types (focus-on-form tasks) are much higher than the communicative tasks (focus-on-meaning tasks). In order to develop learners’ communicative and linguistic competence, both form- and meaning-focused tasks should be mutually balanced. Among the various subtypes of the five communicative task types, some subtypes gain more attention than others. The course designers should provide more varieties of TAs to enhance learners’ interest.
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Tsimane, Tebogo. "How teachers enact learning materials in the classroom to ensure effective teaching and learning process?" Thesis, 2015. http://hdl.handle.net/10539/17831.
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The South African government spends huge sums of funds on schools with an aim to
redress past inequalities. Schools receive resource budget allocations to exclusively
procure learning materials to ensure that the government’s aim is realised. This study
examines availability and enactment of learning materials to enhance effective
curriculum delivery. Four township public ordinary primary schools participated in this study.
Focus was mainly on Grade 3 home language lessons. I used the case study methods to
interview one teacher from each school and scrutinized their documents to establish
what learning materials they have in their possession. Additionally I observed and
analysed three lessons per educator.
Analysis across the cases reveals different collections and variations in usage of learning
materials. The former covers the standard, mix and match, and limited collections.
Whereas the latter refers to the textbook bound, productive blend and the haphazard
approaches. Significantly, the study also explored principles in line with the “ideal
teacher”- under which desired results can be achieved.
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Chao, Po-Yao y 趙伯堯. "Online Learning Support Systems for Studying on Paper Textbooks". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/86268022992717778171.
Texto completoResumen
博士國立中央大學
資訊工程研究所
97
For decades, the content and information organization of a paper textbook is structured based on the authors’ knowledge structures. Since a student’s prior knowledge is dynamic and different from one another, most learners inevitably will encounter comprehension problems. Without linking to supplementary supports at this moment, the learner will be limited in their own constrained constructive process and consequently construct incomplete knowledge. The goal of this thesis is to develop mechanisms to augment online learning supports for learners in studying a paper textbook. The mechanisms allow a system to proactively deliver relevant information to learners based on learners’ learning status when students study on paper textbooks as well as assists learners to tailor organization of a paper textbook by linking paper textbook with relevant digital materials for the construction of personal knowledge structures. A mobile phone and digital pen approaches were proposed to augment online learning supports. The former approach aimed to offer context-aware supports to promote learning and information awareness when students studied a paper textbook in a mobile phone support system. A phone-and-paper interface was designed to bridge the gaps between students, paper textbooks, and mobile phones. To assess the effect of phone-and-paper interface and the impact of augmented online learning supports, a comparative and a case study were conducted. The results of interviews showed that the context-aware recommendations could assist students to construct their knowledge by synthesizing different aspects of viewpoints from other classmates. The augmented online supports could support students’ planning and management of learning strategies or activities for different circumstances. The digital pen approach, on the other hand, aimed to provide explicitly online organizing mechanisms to facilitate construction of personal knowledge structure when students studied a paper textbook in digital pen support system. A pen-and-paper interface and a pie-based menu are also designed to smooth the integration among printed textbooks, digital resources, and learning strategies. To assess the usability of the pie-based menu and understand the use of the augmented online organizing mechanism, two formative evaluations for pie-based menu and digital pen support system were conducted. In the first formative evaluation, we found that users could intuitively use digital pen to precisely perform directional double tapping on paper surface in order to select menu items displayed on a separated computer screen. The results of formative evaluation of the support system showed that using a digital pen to facilitate construction of knowledge structure based on adjunct questions is a feasible approach and seems useful to students in collecting and grouping printed and digital learning resources. This online organizing supports could promote recall of key points relevant to the adjunct questions.
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Hsu, Yu-Chin y 徐玉錦. "Learning Effectiveness of Integrating E-Textbooks into Social Studies". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/87460512445110340380.
Texto completoResumen
碩士亞洲大學
光電與通訊學系碩士在職專班
103
This study aims to investigate the discrepancy of learning effectiveness with e-textbooks being applied for the fifth graders in social studies. Participants from an elementary school in Taichung City are randomly divided into the experimental group and the control group. The research was executed with a quasi-experimental design method utilized for the pretest and posttest of social studies for five weeks, and the conclusions were reached using SPSS software through statistical analyses of t-test and ANOVA based on the hypotheses of the research. The learning effectiveness of using e-textbooks integrated in society courses is significant, while it has no any dissimilarity for students regardless of genders either by e-textbooks or by traditional lecture instruction.
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Huang, Shu-chiung y 黃淑瓊. "Human Rights in Social Learning Area Textbooks of Elementary School". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/96743429298566113147.
Texto completoResumen
碩士南華大學
非營利事業管理研究所
99
This study aims to find out how the human right issue has been treated in the textbooks used in the elementary schools in Taiwan. The questions included in this thesis are: 1.What concepts of human right education are introduced in the social learning area textbooks? 2.How has this issue been treated in textbooks published by different publishers? 3.What is the effects of human right education if examined from three different domains—cognition, affection, behavioral skills ? To answer these questions, qualitative content analysis method has been adopted for the analysis of three selected textbooks, published by three different publishers-- Hanlin, Kang Hsuan and Nanyi. First, the researcher reviews the domestic and foreign literature as a basis. Second, the researcher Retrieves the contents of textbooks on human rights and organize the qualitative data through the following steps: open coding, creating categories and abstraction to build up the conceptual framework of human rights education. The results and the findings are listed in the following. First, there is no significant difference found when their main core concepts are examined, though there is significant difference if analyzed in a different way. Second, more emphasis has been put on the contents of cognition field. Lack of well defined learning activities, it is difficult for children to relate the text to their own experience. Third, the affective goal has not always been successfully achieved. Therefore, it is difficult for children to develop the right attitude toward human rights. Forth, due to lack of practice, the students are likely to fail to achieve the goal that the teacher set for them. How to successfully incorporate human right education in their teaching has become the challenge for all the teachers
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Chien, Yin-Yu y 錢膺羽. "M-Learning : Html5 Using Cross-platform to Create Interactive Textbooks". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/09656051967300315252.
Texto completoResumen
碩士國立屏東教育大學
資訊科學系碩士班
101
Nowaday, digital learning has made a progressive improvement by the e-learning, M-learning and U-learning. The research focuses in the development of cross-platform products for m-learning. Apple does not support flash files, in this research story line is used to help flash files turn into html5 and supports interactive textbooks for using in apple products. Meanwhile Technology Acceptance Model (TAM) is used for evaluation. The result reveals we found that using Html5 can easier to do cross-platform in mobile carrier.
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Proctor, Jane M. "Syntactic and intentional cues as guides to word learning in nonostensive contexts". Thesis, 2001. http://hdl.handle.net/2429/11825.
Texto completoResumen
This research examined preschoolers' (N = 96) and adults' (N = 96) use of syntactic and
intentional information to learn new words. Participants took part in a two-item forcedchoice
task, in which they had to choose either a solid entity or a nonsolid entity as the
referent of a novel word (e.g., "dax"). We varied two factors between subjects. One was the
syntactic information that accompanied the word - whether the word was modeled as a count
noun (e.g., "Which is a dax?") or a mass noun (e.g., "Which is some dax?"). Consistent with
previous findings, participants tended to choose solid entities as the referents of count nouns
and nonsolid entities as the referents of mass nouns. Unlike past research, we also
manipulated the intentional information provided for the two entities - which item was said
to be made on purpose and which was said to be made by accident. This intentional
information also affected participants' choices. When the solids were described as
purposefully made and the nonsolids as made by accident, participants again tended to
choose solids as the referents of count nouns and nonsolids as the referents of mass nouns.
However, when the solids were described as accidentally made and the nonsolids as made on
purpose, these choices changed - participants were more likely to choose nonsolids as the
referents of count nouns. The results offer new insight into early lexical development by
revealing that preschoolers exploit intentional cues, in addition to syntactic cues, in
determining the referents of new words.
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Lee, Kun-Yuan y 李昆源. "The Study of Electronic Textbooks on Math Learning Interest and Learning Achievement for Eighth Graders". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/c9t8zm.
Texto completoResumen
碩士樹德科技大學
資訊工程系碩士班
104
With the development of computers, the textbooks are changing. Without the constraint of paper textbooks, electronic textbooks are created to assist teachers in class. This study aims to explore the effect of electronic textbook teaching on the topic of Pythagorean Theorem and Factorization on eighth graders’ learning interest and achievement. The study adopted the quasi-experimental design. Samples are 64 students of eighth graders of two classes at a junior high school in Causing. The students are divided into two groups-experimental group (32 students) and control group (32 students). Implementation of the study includes post-test for students, math learning interest scale and interviews afterwards the teaching experiment. The study was a 6-week experimental instruction research with 5-class teaching activities per week. The experimental group accepted the electronic textbook aided teaching in the Smart Classroom, while the control group accepts traditional instruction method in the classroom. Before the experiment, the pre-test data were the grades of the first math sectional examination of the 64 students. After the teaching experiment, the grades of the second sectional examination were the post-test data. In order to evaluate if there was any significant difference between the pre-test and post-test, the grades of the two groups were compared. The math learning interest scale and post interview were also given to the experimental group. The findings of the study are as below: 1.After the experiment, there is no significant deference between two groups in the lecture of Pythagorean Theorem and Factorization. 2. The electronic textbook aided teaching helps promote the learing interest in math.
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Kuo, Shu-Li y 郭淑莉. "A Study of Language Learning Activities in Elementary School English Textbooks". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/75104226058238052427.
Texto completoResumen
碩士國立中正大學
外國文學所
97
The study aims to investigate the language learning activities in the approved English textbooks for elementary schools. Five sets of most frequently used textbooks were examined. A total of 1050 language learning activities were analyzed and categorized based on the framework of Littlewood''s (2004) classification of activities: non-communicative activity, pre-communicative activity, and communicative language practice activity. Results of the study show that the proportion of non-communicative activities (55.8%) greatly outnumbers that of communicative language practice activities (15.7%). Most of the textbook series display communicativeness steadily from low to high from Book 1 through Book 8. No significant gap is found among the activities in the five sets of target textbooks with respect to the degree of communicativeness. It is suggested that elementary textbooks should include more communicative activities which engage students in using language communicatively. Only through communicative practice, involving students in real language use can students be involved in real language use and achieve the curriculum objective of promoting English communicative competence.
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Yu-Jen, Cheng y 鄭淯仁. "A Study of the Learning Guides of Chang Chih- Tung’s Yu Hsuan Yu". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/12303624367868609040.
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碩士臺北市立教育大學
教育學系碩士班
99
The aim of this research is to discuss Chang Chih- Tung’s book Yu Hsuan Yu which provides learning guides for the intellectuals of Ching Dynasty. By applying the historical method, Yu Hsuan Yu is the main research object of this study. First, the study begins with Chang Chih-Tung’s background and his occupation experience to generalize his characteristics. Second, it discusses Yu Hsuan Yu and its main value toward education by chronologically evaluating Chang’s remarkable educative revolutions and himself as an advocate of it. Third, the historical background of the book is the period that Chang advocated his policy during his two terms as the educational department chief in Suu- Chuan. Fourth, analyzing the content of the book Yu Hsuan Yu and discussing how it guides the intellectuals of Ching Dynasty academically. Finally, it discusses the influence and inspiration of Yu Hsuan Yu. It is found the intellectuals must apply the good qualities from both Han and Song dynasty to study, comprehend and practice what they had learned. The study methods that Yu Hsuan Yu listed are also the essence of Chang’s cerebral idea. Also, Yu Hsuan Yu had become the core value of advocating the educational policy and the foundation of the revolution of Suu-Chuan literature style. After Yu Hsuan Yu, the methods of studying, compiling and editing have taken its inspiration behind. Nowadays, Chang’s Yu Hsuan Yu could also provide inspiration toward the secondary education in Taiwan which tends to be exam orientated, and its academic education which usually loses its purpose of doing research and definitely the academic and cultural exchange between oriental and western study.
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Wei, Ching-Hsuan y 魏晴瑄. "Research on Learning Process of Middle-age and Elderly Population as Volunteer Guides". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/xc3h3w.
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碩士國立中正大學
成人及繼續教育系高齡者教育研究所
107
In order to explore the learning process of middle-age and elderly population as volunteers for tour guide in cultural and art centers, the present study aimed to understand the circumstances prior to, during and after learning process occurred. Utilizing qualitative research method, 6 middle-age and elderly volunteers, who participated as cultural and art center tour guides, were interviewed with semi-structure questionnaire on a one-on-one basis. The conclusions for the present study were as follow: 1.The contributing factors for middle-age and elderly population to participate in tour guiding for cultural and art centers were: desire to obtain knowledge from different professional domains, to further cultivate one‘s cultural literacy, and to promote self-worthiness. 2.The contributing factors of continuous learning for middle-age and elderly population were: encouragements from colleagues, accumulation of experience through learning. 3.The abilities which middle-age and elderly volunteers acquired during the learning process as tour guide in cultural and art centers were: artistic sensitivity, communication skill and overall interpersonal skills. 4.The main resources which middle-age and elderly volunteers utilized during the learning process as tour guides in cultural and art centers were: videotapes on cultural and art tour, and attending workshops for cultural enlightenment. 5.The challenging difficulties which middle-age and elderly volunteers encountered during the learning process as tour guides in cultural and art centers were: lack of training and experience from professional background in art, and degradation on memory consolidation. 6.The most profound differences which middle-age and elderly volunteers experienced during the learning process as tour guide in cultural and art centers were: positive change in attitude towards life, and boost in self-confidence.
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Chen, Tseng-Chuan y 陳增娟. "Emotional Design in e-Textbooks: Emotion, Attitude, Cognitive Load and Learning Performance". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/49vusp.
Texto completoResumen
博士國立臺北科技大學
技術及職業教育研究所
106
The study was to explore how emotional design of e-textbooks has influences on learners’ emotion, attitude, cognitive load, and learning performance. The participants consisted of 147 students who were taking the “Basic Concept of Computer” course in a university of technology. The experimental group I with 49 people was assigned e-textbooks with emotional design, the experimental group II with 47 people was assigned e-textbooks without emotional design, and the contrast group was 51 people who use traditional textbooks. The study showed that learners who use emotional design e-textbooks with the content of Internet of Things and Computer Virus have better results in post-test emotion, learning attitude, and learning achievements than traditional textbooks. Cognitive load in these two units of learners are significantly lower than that without emotional design. As for usage attitude, only Internet of Things unit learners have better performance; the other two types of material learners didn’t show a significant difference. Learning achievement is positively correlated with emotion, usage attitude, and learning attitude, and is negatively correlated with cognitive load. The results above are consistent with cognitive load theory, and cognitive theory of multimedia learning. Future works could take learners’ prior knowledge as another independent variable, and explore how it affects emotion, cognitive load, attitude and learning performance.
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Koornhof, Hannchen. "From conception to consumption : an examination of the intellectual process of producing textbooks for Foundation Phase in South Africa". Thesis, 2012. http://hdl.handle.net/10539/11021.
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This study examines the factors that shape decision-making in relation to the development of Learner Teacher Support Materials (LTSMs) in South Africa by focusing on the processes that govern the development of Foundation Phase LTSMs, and on how publishers understand the educational nature of LTSMs that will lead to effective literacy acquisition. Findings are based on elite interviews with members of senior management in the publishing industry, and triangulated with interviews with authors and academic specialists of Foundation Phase. It was found that the close alignment between government directives and processes and the publishing industry form the core of all LTSM development and production, creating some symbiosis as well as restraints. Factors that shape the production of LTSMs include full compliance with the specific outcomes of the curriculum; producing LTSMs that are affordable in terms of set criteria by selection committees; selection committees that, determine acceptance of LTSMs for placement on approved lists; time frames that preclude in-depth research and trialling, a market that is deeply stratified and where this stratification is reinforced by curriculum imperatives relating to language; and the monitoring of classroom productivity through the filling in of Learner Book worksheets. Best practice strategies for literacy acquisition requires materials considerably beyond what the industry is producing for South Africa’s most disadvantaged markets, namely the English First Additional Language market. Teacher training done by both publishers and the Department of Basic Education suggest a different conceptualisation of Teachers’ Guides are required in order for professional development to take place through LTSMs.