Drawing on the assumptions that old ideologies persist over a long period of time, impact on intercultural communication, and can be identified in texts, this study is a critical analysis of the content of an English as a Foreign Language (EFL) textbook, which was published between 1983 and 1988 in communist Romania. Specifically, the research questions of the present study are: 1) How do the EFL textbook‘s readings represent the relationship between Romanian and non-Romanian people?, and 2) What are the sociopolitical implications of these representations? Based on critical discourse analysis (CDA), as well as content analysis and literary theory, the method of analysis of this study builds on central concepts such as ideology and intertextuality, and delivers a multilayered framework of analysis that comprises the historical and ideological context of the texts, as well as the context of other texts. The findings show that the communist ideology was legitimated and transmitted in language textbooks, and, compared to the Romanians, non-Romanians were unequally represented.

Drawing on the assumptions that old ideologies persist over a long period of time, impact on intercultural communication, and can be identified in texts, this study is a critical analysis of the content of an English as a Foreign Language (EFL) textbook, which was published between 1983 and 1988 in communist Romania. Specifically, the research questions of the present study are: 1) How do the EFL textbook‘s readings represent the relationship between Romanian and non-Romanian people?, and 2) What are the sociopolitical implications of these representations? Based on critical discourse analysis (CDA), as well as content analysis and literary theory, the method of analysis of this study builds on central concepts such as ideology and intertextuality, and delivers a multilayered framework of analysis that comprises the historical and ideological context of the texts, as well as the context of other texts. The findings show that the communist ideology was legitimated and transmitted in language textbooks, and, compared to the Romanians, non-Romanians were unequally represented.

The purpose of this study is to investigate the relationships between the second learning stages competence indicators of mathematics and mathematic textbook, building a criterion of mathematic textbook choosing and evaluation, and collecting teachers' opinions of second learning stages mathematic in textbook using. This study is first based on the definition of mathematic competence indicators by Education Department to analyze mathematic textbooks. The sample textbooks which will be analyzed include ¡uKang Shaun¡v, ¡uHan Lin¡v and ¡uNan I¡v. Using these samples to understand the competence indicators and structures of three publishing mathematic textbooks. Furthermore, researcher probes the connecting learning materials between new and old curriculum (87 and 92 published version), and then offers references to textbook publishers and teachers. Next, building a standard evaluation table for teachers to choose mathematic textbook. The scale is according to the specialist¡¦s questionnaire in order to make more validity. This standard table can offer references to teachers when they choose mathematic textbooks. At last, applying the mathematic textbook evaluation scale to three sample mathematic textbooks. Each publisher random samples 50 teachers from grade-fourth and grade-fifth. Total 300 teachers participate in the questionnaire survey. Gathering all teachers' opinions and take them into statistics analysis and then give references to the mathematic textbook publisher. Conclusion: 1. Three samples accomplish 100 percent indicator goals. 2. Three samples in numeral and quantity of [Quantity and Measure] appear more and often. 3. The appearance times of competence indicators in three samples in sequence are: numeral and quantity; graphic and space; algebra; statistics and probability. 4. Building a criterion of mathematic textbook choosing and evaluation. Providing teachers references when they choose textbooks. 5. There are different satisfactions of three samples on the fourth and fifth grades. 6. Teachers all give the highest evaluation and agreements to the [physical characteristics]; and lowest to [content characteristics]. 7. Development was supposed to articulation learning materials to between the differences of new and old curriculum. Base on the results of this study, researcher addresses suggestions for school administrators, teachers, publisher and future research study.

In my thesis I deal with the interactive textbook for teaching of functions at elementary schools I have created. In the first part of my work I mention the concept of a textbook, modern textbook, interactive textbook. The main part of my thesis focuses on the description of the manual for the interactive teaching. In the manual the environment of the textbook, its application and individual examples are set out. Further, the educational experiment which was carried out at a selected school is described. The final part is dedicated to the evaluation of the questionnaires and stating of the results of the tuition.

Published Article / The declaration of eleven languages as the official languages of South Africa brought about an increased need for translation and language planning in South Africa. However, many students of translation experience difficulty to produce quality translations, even after completing a course in translation. The purpose of this article is to report the findings of the original research on an investigation of the possible cause of this problem, as well as to find a possible solution to the problem. The results of the study show that the reason for this problem might be the training of translation students by using foreign textbooks and the lack of a South African textbook of translation. The findings further suggest that a translation textbook true to the South African context might be the solution to this problem. This study focuses on developing guidelines for the compilation of such a textbook.

Arbetet har gått ut på att undersöka hur ofta kvinnor och män gestaltas på bilder i läroböckerna samt hur ofta kvinnor och män nämns i läroboksregistret. Läroböckerna som granskningen har gjorts på är två olika upplagor av Levande historias läroböcker.  Läroböckerna är anpassade till högstadiet och är skrivna efter två olika läroplaner LPO94 som står med i boken kursplaner och betygskriterier 2000 samt läroplaner för grundskolan, fritidshemmet och förskoleklassen 2011. Den metod jag har använt mig utav i undersökningsdelen är kvantitativ metod. Undersökningsdelen bestod utav bildanalys, registeranalys och en fortsättning på registeranalysen. I fortsättningen av registeranalysen granskades benämningar från registeranalysen som var intressanta samt ett tidsdiagram med kvinnorna som fanns i registret. Tidsdiagrammet visar när kvinnorna nämns respektive inte nämns i läroböckerna. Bildanalysens resultat visar att i den tidigare upplagan av Levande historias bilder är 70 procent av de identifierbara människorna män. Resterande 30 procent är kvinnor. I den senare upplagan av Levande historias bilder är 72 procent av de identifierbara människorna män gentemot 28 procent som är kvinnor. Detta visar att kvinnorna har minskat på bilderna i läromedlen istället för att ökat vilket man inte hade förväntat sig skulle skett under de 10 år som det skiljer mellan upplagorna. Bildmässigt är kvinnorna underrepresenterade då männen förekommer oftare på bilder läroböckerna. Efter registeranalysen visar det att i den tidigare upplagan av Levande historia 2003 innehåller boken enbart 5,5 procent kvinnliga karaktärer och 94,5 procent manliga karaktärer. I den senare upplagan av Levande historia 2013 innehåller boken enbart 5 procent kvinnliga karaktärer och 95 procent manliga karaktärer. Detta är räknat på hur många kvinnor och män som fanns med i böckernas register. Resultatet av detta visar att kvinnliga karaktärer har minskat i den nyare upplagan av Levande historia gentemot manliga karaktärer som har ökat i den nyare upplagan av Levande historia. Fortsättningen av registeranalysen visar att det finns kvinnor med i läroböckerna som inte nämns i registret samt att kvinnor fattas under många olika tidsperioder utifrån registren i båda upplagorna Levande historia. Efter granskningen utav läroböckerna levande historia har jag kommit fram till att läroböckerna inte lever upp till det som skolverket tydligt skriver i skolans värdegrund att skolor ska arbeta för en likvärdig bild utav kvinnor och män. Det slutliga resultat som jag kommit fram till efter undersökningarna är att kvinnor är passiva och underrepresenterade i läromedlen. / The work has been to investigate how often men and women are portrayed in textbooks and how often men and women are mentioned in the textbook register. The textbooks that will be examined are Levande Historia. The examine will be done in two different editions of the Levande historia textbooks. The textbooks are adapted for the swedish high school and are written by two different curricula LPO94 which is included in the book syllabi and grading criteria 2000, and curricula for elementary school, kindergarten and pre-school class of 2011. The method I have used for in the examination part is quantitative method. In the first step of my investigation I will count how often women and men occur in the pictures in textbooks. In the second step I will examine the textbook registers and count how often women and men are named in the textbook register. The third step is a continuation of the second one, where I will use the women who were named in the register and make a chart that will visualize in which time period they are mentioned in. In the fourth step I will examine designations I found interesting in the registry analysis. The results will be presented in both text and graphics to clearify even more. The picture analysis results show that in the previous edition of Levande Historia 70 percent of the identifiable people found in the pictures are men. The remaining 30 percent are women. In the recent edition of Levande Historia 72 percent of the identifiable people in the pictures are men versus 28 percent who are women. This shows that women have been declined in the illustrations in these books instead of increasing which was not expected to happen durring the 10 years between the two editions. Pictorial women are underrepresented as men appear more often on pictures in the textbooks. The register analysis shows that in the previous edition of Levande Historia 2003, the book contains only 5.5 percent of female characters and 94.5 percent male characters. In the recent edition of the Levande Historia 2013, the book contains only 5 percent of female characters and 95 percent male characters. This is based on how many women and men that were named in the books records. The result of this shows that female characters have declined and male characters have increased in the recent edition of Levande historia. The continuation of the register analysis shows that there are women in the textbooks that aren’t mentioned in the register and that several time periods is lacking of female individuals in both editions of Levande historia. After the examination of the textbooks Levande historia I have come to the conclusion that the textbooks do not live up to what the authorities clearly write in the school's values ​​that schools shall promote an equivalent image of women and men. The final results that I have come to after the investigations is that women are underrepresented and passive in the teaching materials.

This study is based on how ”the dark story” about The Swedish Welfare system during 1900-1950’s is presented in a selection of history textbooks which are adapted for upper secondary school. What I am referring to with ”the dark story” is the sterilizations, the oppression notice against minority groups, the ideal of being well-behaved and the injustice within social classes and gender. I have limited the study to examine history textbooks which are adapted for the current course ”History 1b” and the previous course ”History A”. According to earlier reasearch ”the dark story” about Sweden’s history started to be problematized during 1990’s with the result that the history has started to be impaired in textbooks during 2000’s. Earlier, Sweden’s history in textbooks has been presented as neutral, which has illustrated that no dark or hidden history about Sweden has been written.          The aim in this study is to examine what history is being emphasized in the textbooks and analyze how it is presented as an educational content. To be able to do that I have used a qualitative content analysis focused on examining the textbooks by Niklas Ammert’s analysis model about how textbooks present history. In this study I found out that ”the dark story” is presented in all examined textbooks, but in different ways with different examples. I also found out that the history is thematised depending what history the textbook has emphasized and how it is presented by the authors. Some of the authors have problematized several examples by different perspectives and some of them present one short example. This result shows that ”the dark story” within The Swedish Welfare system is presented different as an educational content.

This research has two objectives. The first objective is to analyze how former combatants of World War II now present the 'facts' of that struggle to their current student population. To accomplish this, eight secondary school history textbooks were selected with the assistance of the International Textbook Institute in Braunschweig, Federal Republic of Germany. The chosen texts are from The United States, England, Italy, West Germany, The Soviet Union, Poland, Hungary, and East Germany. The six non-English textbooks were literally translated into English. The second objective is to create comparative education research methodologies that are compatable with the incipient power of microcomputers. The 92,707 words in the bodies of the textbooks are submitted to six analytic techniques to assess the nature of the information within them. The first three techniques are 'time-centered', and the last three are 'event-oriented'. All of the six techniques are structured as ad interim algorithms that are imposed onto a generic 'electronic calculating sheet' software program for microcomputers. All appendices included in this study are data outputs from the computer program. This research suggests certain conclusions. First, that the specific affiliation of selected countries during World War II is not significant in the presentation of the 'facts' in their textbooks; whereas, the present affiliation (Nato/Warsaw Pact) is significant. Second, the communist texts are, relative to the Western texts, quite political; however, the Western texts are generally academically less rigorous. Third, all of the selected texts tend to be ethnocentric by selecting and avoiding 'facts', and ignoring some of their negative behaviors in the struggle.

The object of study of this thesis is the linguistic input in textbooks of Italian as a foreign language (FL). The intent is to study whether the linguistic changes, observed in contemporary Italian, have become part of the Italian offered as input to the learners. To identify the variety of language presented in the textbooks, some features of contemporary linguistic changes were chosen as verifiable indicators. These features, listed by Sabatini (1985: 155) as a basic part of "italiano dell’uso medio", and by Berruto (1987: 62) as part of "neostandard", are not occasional changes but are features that are gradually expanding and stabilizing into Italian standard (Sobrero 2005). A corpus consisting of 38 Italian textbooks published in Sweden and 8 in Italy in the years 2000-2012 were used to verify the manifestation of these features. The results show that the presence of neostandard features in the textbooks of Italian FL is conditioned, at first, by the rate of acceptance of those features by the linguistic norm. Thus, features that are nowadays commonly considered as normative have a high number of occurrences in the corpus. This is the case concerning lui, lei, loro as subject pronouns, the use of gli instead of loro, the use of the present tense for the future and the use of temporal che. On the other hand, features that are not considered as normative have no or very few occurrences. This is the case with gli instead of le and the use of imperfetto ipotetico. Secondly, the presence of the neostandard features in textbooks is conditioned by the instructive function of the textbooks, which shapes the typology of input introduced. Thus, occurrences of features such as cleft clauses and dislocations are mainly presented in authentic texts, oral texts, or introduced explicitly, but are rare or absent in textbooks characterized by simplified language.

The provision of key text reading lists relies on students to select one they will utilise in undertaking a course. In anatomy and physiology an array of texts exist providing lecturers with the task of deciding the most suitable for inclusion within this list, the final choice for a student to undertake. Little evidence was found to identify the decision-making a student undertook in selecting a text. Based on disparate theoretical concepts an initial development of a conceptual process framework followed to provide a basis from which to identify influences which impacted on the student decision-making process. Using a mixed methods design a survey of students (N=964) undertaking anatomy and physiology courses was conducted whose results, following analysis provided the focus for in depth interviews. These included students (n=15), lecturers (n=3) authors (n=5) and publishers (n=2). Thematic analysis of the transcripts identified four overarching themes these being the Perception of the Textbook, Choice of the Textbook, Mismatch of Perceived Needs and Place of the Textbook. The results suggested two main influences which impacted on the student when choosing a text, those of existing prior knowledge and recommendation. Without prior knowledge, comprehension and cognition of the text was difficult. Recommendation by a lecturer or reading list, a strong influence, saw students selecting a recommended text without considering their own needs leading to an inability to use this. Without knowledge and recommendation students utilised aesthetic preference and heuristics in selecting a text, with many selecting additional texts to assist in using recommended texts. The results led to the development of the conceptual process framework indicating choice was a complex process for the student. Selecting a text is complex and affected by numerous influences. The study highlights a process through which a student traverses as they undertake the selection of their text. The study conclusions have led to the development of the Process Framework for Text Selection providing a novel and coherent linking of established theoretical concepts.