Bibliographies thématiques / Textbooks and Learning Guides

Littérature scientifique sur le sujet « Textbooks and Learning Guides »

Auteur : Grafiati

Publié le 25 juillet 2024

Mis à jour le 26 juillet 2024

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Articles de revues sur le sujet "Textbooks and Learning Guides"

Jamaludin, Jamaludin, Riska Tambidjonga, Juisda Elisabet, Isti Qumaira, Nurhadija Nurhadija, Nuralia Hamdan, Intan Triana et al. « Textbook Analysis of Pancasila and Civic Education and Curriculum in State Vocational High School 6 Palu ». AURELIA : Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 2, n^o 2 (4 juillet 2023) : 864–78. http://dx.doi.org/10.57235/aurelia.v2i2.726.

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This study focused on "Analysis of Civics and Curriculum Textbooks" as a Learning Resource for Citizenship Education in Class XI Students of SMK Negeri 6 Palu. The purpose of this research; (1) the contents of PPKn textbook material as a learning resource for class XI students at SMK Negeri 6 Palu (2) the suitability of the material with curriculum updates as a learning resource for class XI students at SMK. The research method uses descriptive qualitative. Data collection techniques used direct communication techniques, direct observation techniques, and documentary techniques. The data collection tools used were interview guides, observation guides, and documentation. The research results show that; contents of PPKn and Curriculum textbook material as learning resources for class XI students of SMK Negeri 6 Palu, namely suitability of material with Competency standards (SK) and Basic Competence (KD), suitability of material with curriculum, accuracy of material, encouraging student curiosity, scientific substance and life skills, as well as enrichment of the benefits of PPKn and Curriculum textbooks as learning resources for class XI Negeri 6 Palu students namely, as serious learning materials, as easy teaching materials, for teachers textbooks mean security, guidance and assistance in the learning process.

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Anessova, A. Zh, et E. Zhumataeva. « The effectiveness of the using of study guides in students learning ». BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 132, n^o 3 (2020) : 35–42. http://dx.doi.org/10.32523/2616-6895-2020-132-3-35-42.

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This article considers the using of the workbook in English classes. The textbook is a learning material that helps teachers and they improve their learning. The work of foreign scientists on the development of textbooks was analyzed. A survey was conducted among freshmen in order to correctly determine the answer to the question of whether textbooks can be effectively used? Teachers and staff continue to keep in touch with the school in the process of constantly expanding their pragmatic skills and on the importance of scientific contribution to the educational process, which will lead to a focus on work. Students were given the opportunity to choose assignments for independent work, which allowed them to personalize and differentiate the educational process. The survey showed that students attitude to independent work has changed for the better.

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Alkhaldi, Ali Ata, et Ulas Kayapinar. « English Textbook Challenge in Jordan : An In-Depth Analysis ». International Journal of English Language and Literature Studies 11, n^o 4 (23 septembre 2022) : 155–66. http://dx.doi.org/10.55493/5019.v11i4.4616.

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Published textbooks are widely used as a main source for learning English language in countries like Jordan. The Jordanian learners often complain about the difficulty of learning English using the textbooks which are changed every few years. Therefore, this study aimed to investigate the effectiveness of the textbooks, identify the potential problems, go beneath the authors’ claims and their attractive designs, and provide insights about the textbook and the analysis process. The researchers analyzed the content of the Jordanian textbooks using the in-depth analysis method. A criterion-based checklist was used to analyze a sample of the published textbook “Action Pack 12”, and the chosen sample was Unit 6. The study revealed significant findings about the role of the learners which was to “respond” rather than to “initiate”, and most of their expected production was based on the word and/or sentence level. Moreover, the role of the teacher in providing useful, relevant input was not emphasized in the textbooks. Furthermore, this study guides English textbook writers and publishers on how to involve useful content in their published language materials, such as extended discourse, interactive linguistic activities, and interesting activities for creative thinking and critical thinking skills to enhance the quality of English language learning.

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Klymkowsky, M. W. « Teaching without a Textbook : Strategies to Focus Learning on Fundamental Concepts and Scientific Process ». CBE—Life Sciences Education 6, n^o 3 (septembre 2007) : 190–93. http://dx.doi.org/10.1187/cbe.07-06-0038.

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Note from the Editor Textbooks are ubiquitous. They are available for almost every conceivable subdiscipline of biology, and few of us would consider teaching a course without using a textbook. Over the years, they have become more colorful, more encyclopedic, and accompanied by more ancillary materials such as CD-ROMs, study guides, and websites. With all these tools to assist our students, it seems reasonable that they are able to learn more and better than ever. Thus, the question most instructors ask themselves is most likely which textbook to use, not whether to use a textbook. But does the use of textbooks really help students learn better? In this Point of View, I invited a commentary on this question from a faculty member who has decided to abandon the use of a textbook in an introductory level cell and molecular biology course. —Gary Reiness

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Melani, Rini, et Tatang Herman. « Evaluation of Learning Media (Textbooks) in Area of Square and Rectangle to Prepare Student in Problem Solving : Praxeological Analysis ». PRISMA 12, n^o 1 (20 juin 2023) : 40. http://dx.doi.org/10.35194/jp.v12i1.2887.

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Textbooks are one of the learning media that need to be evaluated objectively because textbooks are a form of curriculum implementation that teachers usually use in the classroom. Many developed countries pay more attention to this study such as Japan, America, Holland, so textbook studies have been widely recognized as a field of scientific research. According to the Theory of Didactical Situations, the content of the material being taught must allow students to think. to make an objective analysis of the book, Researchers used Praxeology in this study. Praxeology, initiated by Chevallard, helps researchers see the reasons behind human action in textbooks and math. Based on the praxiological analysis, the result is that the design of the textbook does not provide techniques that facilitate students to acquire theory independently. In addition, the situations and actions students should go through need to be properly accommodated. This guides researchers to create alternative designs to provide meaningful learning experiences on broad flat material referring to the Theory of Didactic Situations.

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Miftachul Taubah. « إعداد مواد تعليم اللغة ». Studi Arab 10, n^o 2 (30 décembre 2019) : 189–222. http://dx.doi.org/10.35891/sa.v10i2.1807.

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In this article, we will discuss some of the preparations that must exist in meeting the criteria for making good textbooks to support Arabic language learning. We know from this article that preparation of language teaching materials consists of several elements: 1) Teaching material was created to complement the three elements of learning: teacher, student and subject of learning, 2) Distinguish between teaching language as a mother tongue and a second language, 3) The location of the textbook in the education process, 4) The language that must be taught is the official language of Arabic, 5) Linguistic level in education, 6) The selected text must match the theme, 7) Intermediary language, 8) Students and learning objectives, 9) Culture in languages, 10) Some basics of preparing a book, 11) Building books: unit systems, learning systems, unit and learning systems, and narrative systems, 12) Some companion books, 13) supporting elements in understanding textbooks: teacher guides and dictionaries.

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Lieu, Rebekah, Ashley Wong, Anahita Asefirad et Justin F. Shaffer. « Improving Exam Performance in Introductory Biology through the Use of Preclass Reading Guides ». CBE—Life Sciences Education 16, n^o 3 (septembre 2017) : ar46. http://dx.doi.org/10.1187/cbe.16-11-0320.

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High-structure courses or flipped courses require students to obtain course content before class so that class time can be used for active-learning exercises. While textbooks are used ubiquitously in college biology courses for content dissemination, studies have shown that students frequently do not read their textbooks. To address this issue, we created preclass reading guides that provided students with a way to actively engage with the required reading for each day of class. To determine whether reading guide completion before class is associated with increased performance, we surveyed students about their use of reading guides in two sections of a large-enrollment (400+ students) introductory biology course and used multiple linear regression models to identify significant correlations. The results indicated that greater than 80% of students completed the reading guides before class and that full completion of the reading guides before class was significantly positively correlated with exam performance. Reading guides in most cases were used similarly between different student groups (based on gender, ethnicity, and aptitude). These results suggest that optional preclass reading guides may help students stay on track to acquire course content in introductory biology and thus result in improved exam performance.

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Lovitt, Thomas C., et Steven V. Horton. « Strategies for Adapting Science Textbooks for Youth with Learning Disabilities ». Remedial and Special Education 15, n^o 2 (mars 1994) : 105–16. http://dx.doi.org/10.1177/074193259401500206.

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In This paper we offer a rationale for modifying textbooks for youth with learning disabilities who are included in general education classes. We then review research carried out recently at the university of washington having to do with four adaptation approaches: study guides, graphic organizers, vocabulary drill, and computer-assisted instruction. We then offer suggestions for selecting one approach or the other—that is, when conditions suggest that one technique would be more suitable than the others. Relatedly, we make specific recommendations for involving general education teachers in the process of adapting textbooks. Finally, we make a few suggestions for assisting pupils to gain access to information from textbooks when they are in classes managed by teachers who are either unwilling or unable to adapt textbooks.

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Flanders, James R. « How Much of the Content in Mathematics Textbooks Is New ? » Arithmetic Teacher 35, n^o 1 (septembre 1987) : 18–23. http://dx.doi.org/10.5951/at.35.1.0018.

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The importance of textbooks to the U.S. mathematics curriculum cannot be overstated. The recent rejection by the California State Board of Education of all fourteen text series submitted for adoption illustrates the public perception of the importance of textbooks. Begle (1973) pointed to data from the National Longitudinal Study of Mathematical Achievement to emphasize the important influence textbooks have on student learning, citing evidence that students learn what is in the text and do not learn topics not covered in the book. The National Advisory Committee on Mathematical Education (1975) acknowledged the importance of textbooks as guides for teachers. Fey (1980) emphasized the important influence of texts and pointed out that text content is usually not ba ed on research. Investigators at the Insti tute for Research on Teaching offer evidence that, at the very least, texts are important exercise sources (see Porter et al. 1986). The overall picture is that to a great extent the textbook defines the content of the mathematics that is taught in U.S. schools.

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Abu Rezeq, Khalil Abdullah Khalil. « Evaluating the Palestinian's English as a Foreign Language (EFL) Textbooks of the Secondary Stage Using Textbooks Evaluation Standards ». Journal of Educational Sciences 20, n^o 20 (décembre 2022) : 177–98. http://dx.doi.org/10.29117/jes.2022.0093.

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The study aimed at evaluating the Palestinian EFL textbooks of the secondary stage in terms of standards for evaluating textbooks. In order to achieve the study objectives, the descriptive analytical approach was adopted. The study sample included four Palestinian EFL textbooks of the secondary stage in the scholastic year 2020/2021. In order to evaluate the textbooks, the instrumentation of a list of (32) standards for evaluating textbooks was built. The standards were listed under five domains (textbook introduction, textbook content, textbook activities, the assessment procedures of students, and textbook layout). In light of the new instrument, the process of evaluation was conducted. The study found that the Palestinian secondary stage EFL textbooks highly met the standards for evaluating textbooks, having reached a percentage up to (75.6%, a mean of 3.78); this percentage was interpreted based on the study scale. The study offered many recommendations, the most important of which were that the planners of the Palestinian secondary stage EFL textbook should prepare the textbooks to meet the students' life, the introduction of the textbooks should identify the learning sources and guide students on how to use the textbook, and the activities of the textbook should meet the students' level.

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Thèses sur le sujet "Textbooks and Learning Guides"

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.

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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, 2007
Since 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 robots
Robots 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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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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Livres sur le sujet "Textbooks and Learning Guides"

1942-, Carlson Neil R., Buskist William et Whitford Fred W, dir. Psychworks : An innovative psychology learning package from Allyn & Bacon. Boston : Allyn & Bacon, 1998.

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Currie, Sylvia. FLO Facilitation Guide : Facilitating Learning Online. Portland, OR?] : [Open Oregon Pressbooks], 2019.

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Müller, Alice. The complete idiot's guide to learning German. 2^e éd. Indianapolis, IN : Alpha Books, 2000.

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James, Elijah M. Microeconomics : A problem-solving approach, fifth edition : Programmed learning guide. Scarborough, Ont : Prentice Hall Canada inc., 2000.

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Staats, Christina. Kanien'keha:ka : An introductory study guide to learning Mohawk. [Hamilton, Ont.] : Hamilton Regional Indian Centre, 2001.

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Rahn, Dave. 3Story patricipant's guide : Preparing for a lifestyle of evangelism : student learning guidebook. Grand Rapids, MI : Zondervan, 2006.

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Heurtelou, Maude. Guide to learning Haitian Creole. 2^e éd. Coconut Creek, FL : Educa Vision, 2004.

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Woolard, George. Key words for fluency : Intermediate : collocation practice : learning and practising the most useful words of English. London : Thomson, 2005.

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Stein, Gail. The complete idiot's guide to learning Spanish. 3^e éd. Indianapolis, IN : Alpha Books, 2003.

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The complete idiot's guide to learning Spanish. 4^e éd. Indianapolis, IN : Alpha Books, 2006.

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Chapitres de livres sur le sujet "Textbooks and Learning Guides"

Nefyodov, Eugene I., et Sergey M. Smolskiy. « Dielectric Waveguides and Light-Guides ». Dans Textbooks in Telecommunication Engineering, 209–29. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90847-2_9.

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Buehl, Doug. « Anticipation Guides ». Dans Classroom Strategies for Interactive Learning, 59–63. 4^e éd. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781032680842-9.

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Rennie, Frank, et Keith Smyth. « E-textbooks ». Dans Digital Learning : The Key Concepts, 66. 2^e éd. London : Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-76.

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Buehl, Doug. « Interactive Reading Guides ». Dans Classroom Strategies for Interactive Learning, 126–30. 4^e éd. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781032680842-26.

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Buehl, Doug. « Three-Level Reading Guides ». Dans Classroom Strategies for Interactive Learning, 214–16. 4^e éd. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781032680842-47.

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Szita, Szilvia. « Corpus-informed textbooks ». Dans Increasing Naturalness in the Language Learning Classroom, 135–55. London : Routledge, 2024. http://dx.doi.org/10.4324/9781003087946-11.

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Dewan, Hridaykant. « Reforms in Curriculum and Textbooks ». Dans Learning without Burden, 83–103. London : Routledge India, 2022. http://dx.doi.org/10.4324/9781003046059-5.

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Pereverzyev, Sergei. « Regularized Learning in RKHS ». Dans Compact Textbooks in Mathematics, 65–120. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98316-1_4.

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Kaltsounis, Theodore. « Teaching, Learning, and Teacher’s Guides ». Dans The Democratization of Albania, 65–80. New York : Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230110380_5.

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Hammond, Nick. « Hypermedia and learning : Who guides whom ? » Dans Computer Assisted Learning, 167–81. Berlin, Heidelberg : Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_59.

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Actes de conférences sur le sujet "Textbooks and Learning Guides"

Yeung, Sze Kiu, et Wee Leong Lee. « Effects of Students’ Course Materials Page Views on Academic Performance in Online Courses ». Dans Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4644.

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Students’ reading of the course materials had never been measured because no data was available. It was assumed that students who performed better in their learning would have read their course materials more compared to those who performed poorly. The Singapore University of Social Sciences (SUSS) provided course materials in electronic forms in textbooks and study guides. The purpose of this study, based on data from the Academic Year 2020, was to find out was there a correlation between students’ reading of the course materials and their performance in 10 online courses. A quantitative approach was used in the study. It was found that a very weak positive relationship, r (0.151), existed for students who read the e-textbooks while there was almost no relationship, r (0.084), for students who read the study guides when correlated with their performance. Furthermore, a statistical significance existed in the medians of e-textbook and study guide usages between those students who passed the online courses compared to those who failed. This significance could also be found in students’ grade-bands. This study will be of interest to institutions with data available on students’ readership behaviour. It is relevant to the sub-theme of “inspiring innovations” as it involves data analytics for online learning.

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Burr, Solvita. « Linguistic Landscape Signs in E-Textbooks : Teaching Language as a Compass for Exploring Multimodal Texts, Multilingualism, and Digital Resources ». Dans 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.74.

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Rapid technological development and the growth of educators’ and students’ digital skills have allowed e-textbooks to take root in different school subjects’ pedagogical practices. This article’s aim is to compare two e-textbooks – A Guide for Exploring City Texts (Berra (Burr), 2020) and Linguistic Landscapes in English Language Teaching: A Pedagogical Guidebook (Solmaz & Przymus, 2021) – in terms of their technological and pedagogical frameworks and to discuss the benefits and disadvantages of using a language e-textbook which heavily utilizes linguistic landscape signs. The comparison shows that the e-textbooks’ main technological advantages are hyperlinking, bookmarking, highlighting, annotating, and searching. Their content uncovers pedagogical concepts they both share: (1) authenticity, (2) resourcefulness, (3) connectivism, (4) a focus on text genres. Language in both textbooks is understood in the context of semiotic resources, so knowledge and skills in one language are inextricably linked to awareness of other languages, semiotic consciousness, and multiliteracies. The learning process in both e-textbooks is designed in a way that students interactively create and contribute knowledge and apply them in various real-life situations. There are a few drawbacks of the e-textbooks. First, their current technological do not allow for changing the order, length, or content of chapters, subchapters, or sections. Second, a lack of space for writing answers in e-textbooks, which can be frustrating for students. Third, none of the e-textbooks provides content for the entire study year/course, language level, or national subject standard.

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Yamaguchi, Nami, David Alfter, Kaori Sugiyama et Thomas François. « Towards a Verb Profile : distribution of verbal tenses in FFL textbooks and in learner productions ». Dans 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190013.

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Morphological inflection is known to be difficult to master for L2 learners. In this paper, we examine the state of the use of inflection in the verbal tense system among learners of French, and contrast it with the use in FFL textbooks. The objectives of our study are threefold: 1) To establish the distribution of verbal tenses on French textbooks in an automatic way, in order to obtain the first fully empirical and extensive resource on French verbal tenses; 2) To objectively describe the use of verbal tenses by learners of different CEFR levels; 3) To identify the tenses that learners struggle with. Through the description of the use of the tenses in the learners, we found that they had difficulty with the past perfect indicative, even at advanced levels. The proposed Verb Profile summarizes which tenses should be understood at which level, and as such can guide teachers and learners, as well as help pinpoint tenses that learners are underperforming on.

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Paula, Dughila, Adrian Adascalitei et Aurelia Grigoriu. « BLENDED LEARNING TEXTILE CHEMISTRY USING MOODLE VIRTUAL LEARNING ENVIRONMENT ». Dans eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-271.

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Blended Learning courses combine face-to-face (traditional) and online learning. This method of learning is for students who do not want to miss out on the traditional classroom experience, but want the flexibility essential with online learning. All blended courses will meet the first day of class and at least three other face-to-face meetings. Textile chemistry can generally be divided into three major areas: dyeing and finishing chemistry, fiber and polymer chemistry, and a newer area that intersects with materials science and involves the blending of textile materials. Online e-learning has also undergone a revolution wherein virtually all universities have provided courses that can be taken asynchronously, anywhere and at anytime. Tools and technologies have rapidly evolved to transform the conventional sequential unidirectional methods into collaborative omni directional learning environments. Piaget's theory of cognitive development stated that "the learner must be active; he is not a vessel to be filled with facts. Learning involves the participation of the learner". eBooks and new collaborative learning software allows us to create materials and an environment that allow students to explore and independently navigate tendrils of interconnecting concepts that will empower and enhance their construction of a more cohesive understanding of interconnected facets of a discipline. Students are rarely prompted to construct explanations of scientific phenomena for themselves. In many undergraduate courses, students spend a great deal of time either passively listening to lecturers' explanations or reading explanations from textbooks. Moreover, textbook explanations are often presented succinctly and in rapid succession, as if the material is straightforward and requires nothing more than memorization. Classroom activities that facilitate students generating their own explanations (i.e., developing and deploying explanatory knowledge) can therefore be powerful conceptual teaching and learning tools. Active learning strategies such as cooperative learning groups, guided inquiry, and peer-led team learning demonstrate progress toward student production of explanations in the undergraduate chemistry classroom. This paper presents the design principles and implementation of interactive training modules from chemical textile engineering curricula performed on " http://www.moodle.tex.tuiasi.ro/" elearning platform. Modules can be used also in traditional didactic activity: course lectures, laboratory, seminar and / or design classes. Interactive simulations allow learning of: knowledge, skills and abilities, necessary to engineering students in their future professional activity. Elearning modules aimed mainly effective interaction between student and content. Interactive graphical interface helps the student to understand quickly and accurately the issues of the course content and enables simulation of real industrial processes.

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Gamage, Sujata, et Anis Saleh. « A Lesson Plan Toolkit for Post Pandemic Education ». Dans Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1769.

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Novel approaches to learning such as student-centered learning, self-directed learning, hybrid learning, and flipped classrooms were not just theories but imperatives for engaging students in education in distance mode during the pandemic, but teachers were not fully prepared to take advantage of the opportunity. For those who tried, evaluating student learning as expected by parents and school authorities proved to be difficult because traditional summative tests do not capture the extent of learning through these new approaches. // Abridging the curricula too was a necessity during the pandemic but most education systems could not respond to this need in time. // The present paper describes the development and application of a toolkit for middle school students in Sri Lanka which allows teachers to develop lesson plans covering the full array of learning outcomes defined in the national curriculum but focusing on the essential learning outcomes, and include (1) pre-activities that guide students to read the textbooks on their own and learn in flipped-classroom mode, (2) activities that can be carried out at home or at school in hybrid mode, and (3) assessments that are authentic because they assess students’ knowledge, skills, and attitudes in reference to the activities they carried out.

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Bušljeta Kardum, Rona. « Cultivation of Emotions through Textbooks : Example of Croatian Gymnasium History Textbooks ». Dans 3rd International Conference on Teaching, Learning and Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.ictle.2021.02.111.

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Anderson, Fraser, et Walter F. Bischof. « Learning and performance with gesture guides ». Dans CHI '13 : CHI Conference on Human Factors in Computing Systems. New York, NY, USA : ACM, 2013. http://dx.doi.org/10.1145/2470654.2466143.

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Ribas-Xirgo, Lluis. « A Framework for Learning Activities' Guides ». Dans 2012 IEEE 12th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2012. http://dx.doi.org/10.1109/icalt.2012.159.

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CHIRIAC, Tatiana, et Nicolae BALMUS. « Collaborative Digital Textbooks : Theoretical Framework and Development Tools ». Dans International Conference on Virtual Learning - VIRTUAL LEARNING - VIRTUAL REALITY (17th edition). The National Institute for Research & Development in Informatics - ICI Bucharest (ICI Publishing House), 2022. http://dx.doi.org/10.58503/icvl-v17y202216.

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Alrashidi, Maryam Rabah. « TOWARDS AN APPROPRIATE CULTURAL CONTENT OF EFL TEXTBOOKS : THE CASE OF SAUDI SECONDARY SCHOOL EFL TEXTBOOKS ». Dans 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2239.

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Rapports d'organisations sur le sujet "Textbooks and Learning Guides"

Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia et Kellie Betts. Effectiveness of Teachers’ Guides in the Global South : Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, mai 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.

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BARINOVA, E., et E. GUSKOV. Актуальные проблемы современной исторической науки : учебно-методическое пособие. SIB-Expertise, octobre 2022. http://dx.doi.org/10.12731/er0604.26102022.

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The textbook is designed for students Master's degree program "Pedagogical Education", focus / profile "Historical Education". It allows you to systematize the mastering of the material in the classroom and organize independent work in preparation for the exam and Writing an essay. The manual contains an outline of course chapters, posted Extended practical lesson plans with recommended literature, exemplary questions for the exam, as well as textbooks and study guides, recommended for studying the course and preparing for certification.

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Ellis, Frank. Guidelines for writing a livelihoods case study for topic guides and lesson learning. Evidence on Demand, juillet 2013. http://dx.doi.org/10.12774/eod_hd052.may2013.ellis.

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Taylor-Henry, Amy. Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.5488.

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Wan Brown, Jackie, Katherine Rogers et Alys Young. What is the evidence underpinning clinical assessment of mental health of deaf adults with learning disabilities : A scoping review protocol. INPLASY - INPLASY International Platform of Registered Systematic Review and Meta-analysis Protocols, juin 2022. http://dx.doi.org/10.37766/inplasy2022.6.0007.

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Review question / Objective: This scoping review aims to explore the literature to identify the types, scope and quality of evidence underpinning clinical assessment of deaf adults with learning disabilities, with or without autism, with mental health issues and/or challenging behaviour. Deaf adults are included in the review regardless of their communication modality, e.g. signed or spoken language, or other methods. The results of this review will inform considerations for future research and inform clinical practice. As an experiential type review, the PICO framework (Richardson et al. 1995) guides the question formulation. The review question is: what are the types, quality and extent of evidence that underpin clinical assessment of the mental health of deaf adults with learning disabilities?

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Erik Lyngdorf, Niels, Selina Thelin Ruggaard, Kathrin Otrel-Cass et Eamon Costello. The Hacking Innovative Pedagogies (HIP) framework : - Rewilding the digital learning ecology. Aalborg University, 2023. http://dx.doi.org/10.54337/aau602808725.

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The HIP framework aims to guide higher education (HE) teachers and researchers to reconsider and reflect on how to rethink HE pedagogy in new and different ways. It builds on insights from the report Hacking Innovative Pedagogy: Innovation and Digitisation to Rewild Higher Education. A Commented Atlas (Beskorsa, et al., 2023) and incorporates the spirit of rewilding and hacking pedagogies to inspire new professional communities focused on innovating digital education. The framework considers and guides the development of teachers’ digital pedagogy competences through an inclusive bottom-up approach that gives space for individual teacher’s agency while also ensuring a collective teaching culture. The framework emphasizes how pedagogical approaches can address the different needs that HE teachers and student communities have that reflect disciplines cultures and/or the diversity of learners. Only a framework mindful of heterogeneity will be able to address questions of justice and fair access to education. Likewise, in the spirit of rewilding, the framework should not be considered a static “one size fits all” solution. We aim for an organic and dynamic framework that may be used to pause and reflect to then turn back to one’s own teaching community to consider (learn from, listen to and respond to the teaching and learning of different communities). Therefore we plan that this framework will be a living document throughout the HIP-project’s lifetime.

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

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

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Prasad, Deepak. Institutional Surveys on Open Educational Resources at Fiji National University. Commonwealth of Learning (COL), décembre 2022. http://dx.doi.org/10.56059/11599/4934.

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This report presents the findings of two surveys conducted at Fiji National University as preparation for the development of a policy for open educational resources (OER). Findings of the faculty survey indicates positive attitude towards sharing resources. The respondents were highly motivated to use and share resources but were suspicious about OER quality. The respondents also lacked confidence in their knowledge of intellectual property rights. This was ranked as the major barrier to OER adoption. Among other barriers were lack of incentives for developing OER and lack of ICT skills. Overall, respondents showed a positive attitude towards OER, recognising its benefits for teaching and learning. Results of the student survey shows they mostly had access to laptops and smartphones to access their course material and the Internet. Students reported primarily accessing the Internet at home. A significant number of students had no access to learning resources throughout the duration of their course. However, it was noted that some students were able to find alternatives to purchasing the textbooks. While some students’ decisions were not affected by the cost of the resources, others reportedly found it influenced their choice of courses. Although students showed positive opinions of OER and were eager to begin using these resources, an evident lack of awareness leads to the recommendation that OER awareness programmes be considered for students.

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Tarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych et Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3857.

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The urgency of application of technologies and means of distance learning in educational process of higher educational institutions is designated. The growing frequency of using cloud services and electronic textbooks in mobile and distance learning is noted. The importance of building educational environment is highlighted, where the key element is e-learning resources in digital form, including structure, subject content and metadata about the course. For higher educational institutions, the need for methodical support for the preparation of educational content on the basis of distance education platforms is determined. The experience of using the free distance education platform Moodle within the framework of the higher educational institution Donbass State Engineering Academy is considered. Methodical aspects of training content preparation on the basis of distance education platforms on the example of MoodleDDMA system are given. The General structure of the distance course and an example of evaluation of test tasks of the distance course (module) on topics are considered. An example of the presentation of the course on the basis of distance education platform MoodleDDMA is given. Conclusions about the experience of using the Moodle distance education system at the Donbass State Engineering Academy from the point of view of teachers and students are drawn. The perspective directions of researches and development of the Moodle distance education platform in completion and expansion of educational materials by multimedia elements and links, and also creation of the application for mobile devices for possibility of more effective use of the platform are allocated.

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wang, peng, et xiaobo wu. The Implementation Strategy of the "Four Single" Model in Digital Textbooks for Deep Learning : Taking the "Biology and Environment" Unit of the Second Volume of the Fourth Grade of Primary School Science in Hunan Science & ; Technology Press as an Example. New Course Rivew, mars 2023. http://dx.doi.org/10.58911/bdic.2023.10.001.

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