The objective of this thesis was to describe how a contemporary textbook and its workbook forSwedish upper secondary English A course reflects integration of immigrants and fundamentalvalues for a society based on cultural diversity. A textual analysis of the texts in the textbook,questions and activities in the workbook, and a visual analysis of the images of the textbook werecarried out using quantitative and qualitative methods. The result of the study indicates that thethemes, texts, personalities, writers and images of the textbook appear to be selected consciouslyto avoid portraying stereotype messages and views of “them”, who are different. Although thereare a couple of stereotype messages, the textbook offers teachers and pupils of English A coursea wide range of texts and images, including activities in the workbook, which can be used to meetthe goals in LPF 94 regarding integration of immigrants and fundamental norms and values for asociety based on cultural diversity.

The master's dissertation aims to examine the amount of attention given to phrasemes within the selected textbooks intended for the second stage of primary schools. Subsequently, it introduces its own worksheet dedicated to such problematics.

Over the past decade, technology has become a prominent feature in our lives. Technology has not only been integrated into our lives, but into the classroom as well. Teachers have been provided with a tremendous amount of technology related tools to educate their students. However, many of these technologically enhanced tools have little to no research supporting their claims to enhance learning. This study focuses on one aspect of technology, the iBook, to complete homework relating to fractions, decimals, and percents in a sixth grade classroom. An iBook is a digital textbook that allows the user to interact with the book through various features. Some of these features include galleries, videos, review quizzes, and links to websites. These interactive features have the potential to enhance comprehension through interactivity and increased motivation. Prior to this study, two pilot iterations were conducted. During each pilot study, students in two sixth grade classrooms used the iBook to supplement learning of fractions, decimals, and percents. A comparison group was not included during either iteration, as the goal was to fine-tune the study prior to implementation. The current study was the third iteration, which included a comparison and treatment group. During this study, three research questions were considered: 1) When learning fractions, decimals, and percents, in what ways, if any, do students achieve differently on a unit test when using an interactive iBook for homework as compared to students who have access to the same homework questions in an online static PDF format? 2) What are students' perceptions of completing homework regarding fractions, decimals, and percents with an interactive iBook compared to students who complete homework in an online static PDF format? 3) In what ways does students' achievement on homework differ when completing homework related to fractions, decimals, and percents from an interactive iBook and a static PDF online assignment? Thirty students from a small charter school in southeast Florida participated in the third iteration of this study. Fifteen students were in the comparison group and fifteen were in the treatment group. Students in both groups received comparable classroom instruction, which was determined through audio recordings and similar lesson plans. Treatment group students were provided with a copy of the iBook for homework. Comparison group students were provided with a set of questions identical to the iBook questions in a static digital PDF format. The comparison group students also had access to the textbook, but not the iBook nor the additional resources available within the iBook. The study took place over three weeks. At the commencement of the study, all students were given a pretest to determine their prior knowledge of fractions, decimals, and percents. Students were also asked to respond to questions regarding typical homework duration, level of difficulty, overall experience, and additional resources used for support. During the study, both classes received comparable instruction, which included mini lessons, manipulative based activities, mini quizzes, and group activities. Nightly homework was assigned to each group. At the conclusion of the study, both groups were given a posttest, which was identical to the pretest. Students were asked identical questions about their homework perceptions as prior to the study, but were asked to respond in regards to the study alone. All participating students completed a questionnaire to describe their perceptions of completing homework regarding fractions, decimals, and percents with an iBook as opposed to static digital PDF homework. Lastly, six students from the comparison group participated in a focus group and six students from the treatment group participated in a separate focus group. Data were collected from the pretest and posttest, pre and post homework responses, collected homework, mini quizzes, audio recordings, teacher journal, questionnaires, and the focus group. No difference in achievement was found between the two groups. However, both groups improved significantly from the pretest to posttest. Based on the questionnaires and focus groups, both groups of students felt they learned fractions, decimals, and percents effectively. However, the questionnaire data showed the treatment group found the iBook more convenient than the comparison group did the textbook. Data from this study provide a baseline for future studies regarding iBooks in middle school mathematics. Although the data show no difference in achievement between the two groups, further studies should be conducted in regards to the iBook. Questionnaire and focus group data suggest, with modifications, students may be more inclined to use the resources within the iBook, which may enhance achievement with fractions, decimals, and percents.

Esta pesquisa possui como base a investigação sobre como a identidade nacional passou a ser construída nos livros didáticos de Geografia através de uma regularidade discursiva, enunciada em diferentes momentos da história da educação brasileira. No sentido de entender o se fazia presente nestes discursos, busquei revisitar o passado, reconhecendo que a compreensão deste recorte espacial passa necessariamente pelo resgate da complexidade histórica que envolve sua existência.N os livros didáticos era possível perceber certa constância nos discursos sobre a identidade nacional declaravam a unidade ao enunciar uma nação, ao mesmo tempo em que as particularidades acabavam por diferenciar primeiramente as províncias, posteriormente os estados e por fim, as regiões. Compondo um tenso tecido regional ao longo da organização do território brasileiro. Através dessa relação dialógica, o brasileiro, era mobilizado ao mesmo tempo em que as identidades regionais eram delimitadas, surgindo os baianos, mineiros, paulistas, gaúchos etc. Estes discursos criaram uma conformidade de apreensões sobre o Brasil. Representações que ganharam foro de legítimas, a partir do discurso institucionalizado decorrente da escola. Os livros didáticos surgem como fontes para esta apreensão, já que possibilitam perceber o que foi enunciado como sendo o Brasil, em um dado período da história da Geografia escolar. Espera-se que as análises e conclusões ora apresentadas neste trabalho contribuam para as novas pesquisas que vêm sendo desenvolvidas por estudiosos e acadêmicos sobre o livro didático de Geografia. Servindo de estimulo no desenvolvimento de novos conhecimentos, principalmente àqueles que têm como foco a história da geografia enquanto disciplina escolar. / This research is based on an investigation about how the national identity was constructed in didactic books of Geography through speeches enunciated in different moments of the history of Brazilian education. I tried to revisit the past, recognizing that the understanding of this spatial cut necessarily passes through the rescue of the historical complexity that involves its existence. In the textbooks it was possible to perceive a certain constancy in the discourses on the national identity declared unity when enunciating a nation, at the same time that the particularities ended up differentiating first the provinces, later the states and, finally, the regions. Composing a tense regional fabric throughout the organization of the Brazilian territory. Through this dialogical relationship, the \"Brazilian\" was mobilized at the same time as the regional identities were delimited, arising the baianos, mineiros, paulistas, gaúchos etc. These speeches created a conformity of apprehensions about Brazil. Representations that have gained legitimacy from the institutionalized discourse arising from the school. The textbooks come as sources for this apprehension, since they make it possible to perceive what was enunciated as being Brazil, in a given period of the history of the school geography. It is hoped that the analyzes and conclusions presented in this paper will contribute to the new research that has been developed by scholars and academics about the Geography textbook. Being a stimulus in the development of new knowledge, especially to those that focus on the history of geography as a school discipline.

The rationale behind this study concerns the issues school administrators and teachers of expatriate students face over the progress and placement of the growing number of these students in mathematics classrooms in various countries brought about by the demographical changes occurring in this globalization era. This study aimed to present a method of examining lower secondary school mathematics textbooks with the purpose of evaluating students' expected past learning and comparing students' expected mathematics learning across the different curricula. It is anticipated that such an investigation will be of value to those responsible for the correct level of placement of these students.Six sets of textbooks from four countries on the Asia-Pacific rim, namely Australia, Brunei, China and Singapore, were selected for this study. The textbook content of each country was analyzed in terms of strand weighting and content details, and then coupled with information gained from interviews with teachers. This led to the findings which addressed the various issues raised.The findings facilitated a comparison of the learning paths offered by the various textbooks, fleshed out the differences and similarities of the various curricula and made available detailed comparisons of the textbooks' content in terms of topics covered. The analytical procedure of the examination of text content as presented in this study is itself a diagnostic technique for assessment of the students' past learning, which addressed the main objective of the study.The findings will be of interest to all who are interested in the mathematics taught in the countries involved. / Outcomes will be particularly useful to curriculum planners and textbook writers as well as the administrators and teachers of International Schools and other schools enrolling expatriate students from these countries. The study offers a 'simplistic' way of evaluating textbooks to assess students' learning progress, and highlights the traits of the countries' curricula to provide a general idea of the mathematics ability expected from the expatriate students residing in these countries.

本研究主要在探討我國中小學教科書供應品質之現況，並分析影響中小學 教科書供應品質的各種重要因素。研究對象以教育行政機關教科書業務承 辦人、各級各類學校教職員、國立編譯館及其編審人員，以及省市教師研 習會( 中心 )、臺灣書店、中小學教科書聯合供應處、民間出版社等單位 及人員為主，有效樣本共計 369份。研究工具為自編之「我國中小學教科 書供應品質及其影響因素調查問卷」。使用的統計方法包括次數分配、百 分比、t 考驗、單因子變異數分析、雪費法事後考驗以及因素分析。研究 所得結果如下： 1.整體而言，我國中小學教科書供應品質尚不令人滿意 。就各分項而言，受試者在審定本採用制度、價格、性別意識型態、主題 掌握、內容正確性、編排系統化與美觀、印製、配發時效性與正確性等方 面感到滿意；但對編審制度、整體內容選材、整體及政治意識型態、選材 分布、本土化、古今題材分配、與學生程度及經驗的配合、內容分量、編 排的縱向銜接與橫向聯繫、配發整潔性，以及附屬服務方面則不滿意。其 中，整體內容選材被認為最急切需要改進。 2.各受試組間對我國中小學 教科書供應品質的滿意度，存在若干差異。其中，國中教職員在諸多項目 上滿意度最低。 3.影響我國中小學教科書供應品質的因素，按相對重要 性高低，依序為：物質與財政、人力與時間、研發與改革、編審與選用、 附屬服務、作業管制、法制行政、學校配合，以及環境背景。 4.各受試 組間對我國中小學教科書供應品質影響因素的看法相當一致，並無重大的 差異存在。 5.多數受試者認為教科書編輯制度以統編審定併行制為佳； 而提供制度仍應維持現行的購買制。 6.大多數受試者認為藝能科及活動 科教科書應開放民間編輯，其他類科應否開放民間編輯則仍存有爭議。 7.絕大多數受試者認為任課教師應該參與教科書選用決定，近七成認為校 長亦應參與，家長及學生則不被認為適合參與。 8.教科書開放審定制， 已引起民間教科書出版業者間的利害衝突。依據上述研究結果，謹就法制 行政、內容選材、編排、印製、配發及附屬服務等六大部分，分別提出建 議，以供有關單位參考。

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<p>I den här uppsatsen kommer jag att undersöka vilken roll kristendomen innehar i religionskunskapen, jämfört med de andra världsreligionerna. Jag kommer att utgå från hermeneutiken för att tolka olika aspekter i tre olika läroböcker som används i religionskunskapsundervisning idag. Jag kommer först att titta på kristendomens inflytande över läroplanen från tidigt 1800-tal. Efter detta går jag igenom innehållet i de tre läroböckerna innan jag diskuterar resultaten. I en jämförelse där jag tittar på textomfång, urval av information konstaterar jag att  kristendomen framställs annorlunda jämfört med de andra religioner. Vissa uttryck liksom urval och komplexitet i framställningen antyder att kristendomen värderas högre än övriga världsreligioner i de utvalda läroböckerna.</p> / <p>In this essay I will investigate what role Christianity plays in religious studies, compared to other world religions. I will use hermeneutics to interpret different aspects of three textbooks, used in religious studies today. I will look at the Christian influence in the curriculum, dating back to the early 1800’s. After this I describe and summarize the textbooks’ main content, before I discuss my results. When comparing the volume and selection of information about Christianity versus other religions, I find that in the textbooks Christianity is portrayed somewhat different. Some expressions, as well as the selections of information and grades of complexity, implies that Christianity is valued higher than the other world religions in the selected textbooks.</p>

<p>I vårt examensarbete har vi genusgranskat två läroböcker som används i gymnasieskolan. Den ena heter Escalade 1 och används i steg 1 i franska och den andra heter Give ’n’ Take: Reader och används i engelska kurs A på yrkesprogrammen. Frågan vi har ställt oss är hur bilden av mannen respektive kvinnan förmedlas i både bild och text i läroböckerna samt om böckerna lever upp till de krav som styrkdokumenten ställer på jämställdhet mellan könen.</p><p>Vi har kommit fram till att läroböckerna bevarar den traditionella begränsningen som finns på grund av kön där mannen framhålls på bekostnad av kvinnan vilket förmedlar en bild av att mannen och kvinnan inte är lika mycket värda och inte heller har samma möjligheter. Dessutom framställs kvinnan som mer emotionell än rationell och mannen saknar till stor del känsloregister. Det här resultatet gör att ovan nämnda läroböcker inte lever upp till de krav på jämställdhet som styrdokumenten ställer.</p> / <p>In our survey we have investigated gender roles in two textbooks used in upper secondary school: Escalade 1, used for beginners in French and Give ‘n’ Take: Reader, used in English A course in the vocational programs. The aim with the essay is to examine how men and women are depicted in the texts as well as in the pictures and find out if the textbooks correspond to the part of the curriculum dealing with equality between the sexes.</p><p>The result of our survey reveals that the textbooks preserve the traditional gender roles where the man is the norm. Consequently, focus is set on him at the expense of the woman. This result suggests that men and women do not have the same status, rights and opportunities. Furthermore, the woman is described as more emotional than rational and the man, more or less, lacks feelings. The outcome of our survey makes it clear that these textbooks do not respond to the equal rights and opportunities of the sexes that the curriculum demands.</p>

To give insights into cross national differences in schooling this study analyzed the initial treatment of the concept of function in three curricula: a US standards-based text--Connected Mathematic 2: Variables and Patterns, a US conventional text--Glencoe: Mathematics Applications and Concepts: Course 2, and a Chinese reform text--Shu Xue: Grade 8, first volume. This study examined content organization and problem features in the three textbooks. For content analysis, this study explored how the concept of function was introduced, defined, and developed. The results indicated both of the US textbooks introduce this concept at grade 7 whereas the Chinese text does so at grade 8. Connected Mathematics devotes more lessons than the Chinese text and Glencoe in the initial treatment of the concept of function. Connected Mathematics defines function as rule while Glencoe addresses it as relationship; the Chinese text introduces the concept of function as correspondence. Connected Mathematics pays equal an amount of attention to the four representations including tables, graphs, verbal descriptions, and equations examined in this study. In contrast, Glencoe employs the representations of tables, graphs, and equations and it focuses on the representation of graphs; the Chinese text also employs the representations of tables, graphs, and equations but it focuses on the representation of equation. The Chinese text provides many explanations and illuminations in worked-out examples to tell how the solutions are derived. Problems were then analyzed extensively with respect to three criteria: (1) contextual feature, (2) response type, and (3) cognitive expectation. Analysis results showed that all the three texts emphasize the cognitive expectation of representation. Connected Mathematics provides more real-world problems than other texts; and the problems aim at cultivating students’ mathematical reasoning. Most of the problems in Glencoe are embedded in pure math contexts to help students do procedure practice. The problems in the Chinese text emphasize problem solving. Implications for curriculum developers, teachers, and researchers have been discussed in accordance with the findings.