scholarly journals Vocabulary loading in the Studio textbook series: a 40% decline in the vocabulary input for French GCSE

2021 ◽  
pp. 1-17
Author(s):  
James Milton ◽  
Oliver Hopwood
Keyword(s):  
Textbook Series

Jordanian EFL Teachers' Perceptions of the Appropriateness of Action Pack Textbooks

2006 ◽  
Vol 151 ◽  
pp. 33-56
Author(s):  
Ali Ahmad Al-Barakat ◽  
Ruba Fahmi Bataineh ◽  
Samih Mahmoud Al-Karasneh ◽  
Rula Fahmi Bataineh
Keyword(s):  
Public Schools ◽  
Developmentally Appropriate ◽  
Structured Interview ◽  
Instructional Materials ◽  
Teachers Perceptions ◽  
Textbook Series ◽  
Assessment Tasks ◽  
Wide Range ◽  
Efl Teachers ◽  
Age Appropriate

This study investigates the appropriateness of the Action Pack Textbook Series (APTS) currently taught in the first four primary stage classes in Jordanian public schools. An evaluation checklist, compiled from the literature, and a semi-structured interview were used to evaluate the content, layout, assessment tasks, teacher's book and the availability of supplementary materials. The findings support the following conclusions: Poor ratings were minimal; APTS is adaptable to the needs of both teachers and pupils and provides a broad range of resources that can be selectively integrated into the curriculum; APTS contains modes of instruction that are developmentally appropriate for a wide range of learners; APTS instructional materials are interesting, engaging and effective for the target learners; the format of the teacher's book is easy to follow, the directions for implementing activities are clear, and the teacher's book itself is flexible and allows teachers to choose from a variety of activities to use with their pupils; for the most part, non-text materials are used appropriately to promote learning; and, overall, the materials for the pupils are well written, age-appropriate and compelling in content.

(Post-)colonial Myths in German History Textbooks, 1989–2015

2021 ◽  
Vol 39 (1) ◽  
pp. 79-99
Author(s):  
Florian Helfer
Keyword(s):  
World War I ◽  
Public Debate ◽  
History Textbooks ◽  
German History ◽  
Strong Impact ◽  
Post Colonial ◽  
The Public ◽  
Textbook Series ◽  
Curricular Framework ◽  
The One

This article examines the evolution of textbook representations of colonialism in two North Rhine-Westphalian textbook series for the Sekundarstufe II since 1989. On the one hand, the article shows that the developing post-colonial discourse in the German public debate had a particularly strong impact on schoolbooks in the mid-2000s. Textbooks reacted quickly to changes in the public debate and have increasingly attempted to deconstruct colonial narratives. However, implicit mental conceptions of African “backwardness” continue to exert some influence even on today’s textbook generation. On the other hand, the article identifies the distortions that appear when colonialism as a global phenomenon is discussed within a curricular framework that focuses on national and European history. Because of the close curricular link between High Imperialism and World War I, textbooks strongly focus on the global rivalry of the European powers, whereas other aspects of colonialism come up short.

scholarly journals Analysis of Middle Grades’ Science Textbooks Based on the Active Learning

2019 ◽  
Vol 7 (1) ◽  
pp. 80
Author(s):  
Al-Momani Fayhaa N.
Keyword(s):  
Active Learning ◽  
Scientific Inquiry ◽  
Intermediate Stage ◽  
Natural Sciences ◽  
Physical Activities ◽  
Learning Activities ◽  
Student Activities ◽  
Textbook Series ◽  
The Subject ◽  
Intellectual Activities

The study aimed to analyse the series of natural sciences textbooks for the intermediate stage in the light of active learning in KSA. Two sources of data used: active learning activities card; content analysis card to measure the degree of involvement. The results showed the concentration of the middle textbook series on physical activities, while the students were weakly involved in intellectual activities, social activities were neglected, in addition; the integration activities were low. On the other hand, the values of the involvement coefficient of the natural sciences textbook series for the middle stage in light of the subject matter indicated that it is suitable and excellent, as well as; acceptable in the light of graphics, shapes and, but not satisfactory in activities Where students are involved in the practice of thinking and scientific inquiry in a few percentages. The study recommended that teachers should take into account the diversity of the forms of student activities in active learning during instruction.

scholarly journals To What Extent Do Popular ESL Textbooks Incorporate Oral Fluency and Pragmatic Development

2014 ◽  
Vol 30 (7) ◽  
pp. 1 ◽  
Author(s):  
Lori G. Diepenbroek ◽  
Tracey M. Derwing
Keyword(s):  
Second Language ◽  
Classroom Instruction ◽  
Language Instruction ◽  
Listening Skills ◽  
Major Focus ◽  
Oral Fluency ◽  
Pragmatic Development ◽  
Esl Programs ◽  
Textbook Series ◽  
Language Courses

We examined several popular integrated skills textbooks used in Language Instruc- tion for Newcomers to Canada (LINC) and English as a second language (ESL) programs for pragmatics and oral fluency activities. Although many instructors use other resources to supplement classroom instruction, the textbook is still the backbone of many language courses. We wanted to know to what extent textbooks focus on pragmatics and oral fluency, as well as the range of activities featured in each. In light of the recent federal evaluation of LINC programs in Canada, which indicated extremely limited improvement in speaking and listening skills as a result of language instruction, it is important to know which textbooks offer the best opportunities for pragmatics and fluency development. We determined that very few textbook series are consistent in their inclusion of pragmatic content in terms of scope, quality, and quantity. As might be expected, oral fluency is not a major focus in integrated skills texts; however, those activities that are intended to enhance fluency development could easily be improved by an instructor.

Method or justification?

1972 ◽  
Vol 19 (8) ◽  
pp. 617-622
Author(s):  
W. G. Quast
Keyword(s):  
Elementary School ◽  
Whole Numbers ◽  
School Textbook ◽  
Textbook Series

Many of the recent elementary school textbook series and other programs utilize a variety of procedures in presenting the algorithms for work with whole numbers. The purpose of this multiprocedure approach is to seek to develop within the students some degree of understanding of computation rather than to rely on rote, mechanical, step-by-step directions. Unfortunately, the use of a variety of procedures raises some problems with regard to intent and implementation on the part of the teacher. In particular, teachers frequently become confused as to whether or not a given procedure is a method (an algorithm) or a justification for an a lgorithm.

Mathematics in the Junior High School: Textbook series and learning theory

1955 ◽  
Vol 48 (3) ◽  
pp. 162-164
Author(s):  
G. W. Brown
Keyword(s):  
High School ◽  
Learning Theory ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
Ninth Grade ◽  
High School Mathematics ◽  
Learning Sequence ◽  
Mathematical Concepts ◽  
Textbook Series

Do textbook series in arithmetic develop the mathematical concepts and skills in accordance with current learning theory? This is an important question for the junior high school mathematics teacher. The answer determines the extent to which the teacher may rely on the textbook for guidance in the learning sequence. Since, for many students, mathematics instruction ceases at ninth grade, mathematical strands considered by teachers and textbook writers to be important must be brought to a culminating point by that time.

From the Classroom: Division Discussions: Bridging Student and Teacher Thinking

2004 ◽  
Vol 11 (4) ◽  
pp. 233-235
Keyword(s):  
Instructional Strategies ◽  
Prior Knowledge ◽  
Teacher Thinking ◽  
The Novel ◽  
Support Material ◽  
Student Knowledge ◽  
Mathematical Content ◽  
Mathematical Connections ◽  
Textbook Series ◽  
The Way

Many teachers grapple with ways to connect mathematical content with the prior knowledge of students. This is a persistent challenge in teaching because each new group of students brings its own unique understanding of mathematics. This year, as I wrestled with finding instructional strategies that would help my students make these mathematical connections, the problem was compounded by my school district's adoption of a new textbook series. The textbook, which presents concepts and procedures in novel ways, included new content that my district expected me to help students understand. Connections between content and students' prior knowledge that I had been able to support using the old materials would need to be integrated with new support material or possibly dropped. Furthermore, I would need to forge new connections between student knowledge and the novel content that the textbook contained. This article sketches an example of the complexities of this work in the context of teaching division. It shares how I worked with students to address the problem of connection and explains the way in which this work gave me a chance to reflect on important dimensions of my instructional work.

Developing Ratio Concepts: An Asian Perspective

2004 ◽  
Vol 9 (7) ◽  
pp. 362-367
Author(s):  
Jane-Jane Lo ◽  
Tad Watanabe ◽  
Jinfa Cai
Keyword(s):  
Textbook Series

The following vignette illustrates how a taiwanese textbook series envisions introducing the concept of ratio.

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