This diploma thesis deals with the speech skills of reading comprehension and comparison of its implementation in selected textbooks of Czech as a foreign language at the B1 level. The analysis focuses on comparing how reading comprehension is approached in individual textbook materials - whether separate sections are set aside for this skill or not, whether reading texts are appropriate in terms of content and language of the level B1, and whether they are included in the reading texts activities before, during and after reading the text, or what form they have and what type of reading they focus on. The aim of the diploma thesis is also to find out whether the preferences of practicing only one of the types of reading do not prevail in selected textbooks, or whether the focus on practicing different types of reading according to SERR is balanced.

Studiens syfte är att bidra med ökad kunskap om hur elever upplever läroboken i historia i årskurs 4–6. Enligt forskning har lärarna en bred valmöjlighet när det kommer till val av läromedel, men av olika anledningar väljer de att använda läroböcker till stor del i undervisningen. Läroplanen (2022) skriver att skolans uppdrag är att främja lärande, där eleverna stimuleras och kan inhämta och utveckla kunskaper och värden. Det är därför intressant för studien att inta ett elevperspektiv. Den vetenskapsteoretiska ansats studien har inspirerats av är hermeneutisk fenomenologi, eftersom det är människors tankar, uppfattningar och åsikter som ska studeras och tolkas i studien. Underlaget för resultatet är fyra fokusgruppsamtal på två olika skolor, med totalt 17 elever på mellanstadiet. Resultatet visar att eleverna anser att läroböcker i stor utsträckning är bra men att den kan upplevas som tråkig. Det finns även saker i läroböckerna som eleverna upplever som onödiga och irrelevanta. Det kan handla om att läroböckerna innehåller gamla bilder eller är kopplade till en äldre läroplan men även några av namnen i läroboken upplever eleverna som onödiga.  I diskussion kommer eleverna fram till att de lär sig bäst när de använder läroböcker men att det bästa är ett varierat arbetssätt. De kommer i sina diskussioner fram till att det bästa är ett varierat arbetssätt. Studiens slutsats är att eleverna har många bra idéer som kan användas i yrkesverksamheten. / The purpose of this study is to contribute with increased knowledge about how students experience the history textbook in grades 4–6. According to research, teachers have a wide choice when it comes to choosing teaching materials, but for various reasons they choose to use textbooks to a large extent in teaching. The curriculum (2022) states the school's mission is to promote learning, where students are stimulated and can acquire and develop knowledge and values. It is therefore interesting for the study to take a student perspective. The scientific theoretical approach the study has been inspired by is hermeneutic phenomenology because it’s about people's thoughts, perceptions and opinions that are to be studied and interpreted in the study. The basis for the results is four focus group interviews at two different schools, with a total of 17 students in middle school. The results show that the students consider the textbook to be good, but that it can be perceived as boring. There are also things in the textbooks that the students feel are unnecessary and irrelevant. It may be that the textbooks contain old pictures or are linked to an older curriculum, but the students also feel that some the names in the textbook are unnecessary. In conclusion, most of the students believe that they learn best when they use the textbook but that the best is a varied way of working. In their discussions, they conclude that the best is a varied way of working. The study's conclusion is that the students have many good ideas that can be used in professional activities.

This diploma thesis deals with mushrooms (Fungi) and their inclusion in the teaching of natural sciences and biology. The theoretical part of the thesis deals with textbooks of natural history and biology in relation to the issue, the characteristics of the mushroom kingdom (Fungi), their structure, systematic division and meaning. The content also includes an analysis of the issue of fungi (Fungi) in the FEP for basic education, in the FEP for grammar schools and in selected school educational programs. The following is an analysis of a textbook of natural history and biology from various publishers focusing on the topic of fungi (Fungi). The work also includes proposals for worksheets and practical exercises that will introduce students to the issue of mushrooms in an interesting way. The thesis contains an interview with eight teachers form practice about how they implement the teaching of this topic in their lessons. In the research part, I present the results of the analysis of science and biology textbooks in the form of text, tables and graphs. I also present the results of interviews with teachers from primary schools and higher grammar schools in the form of text and tables. At the end of the work are the proposed worksheets and laboratory exercises on the topic of fungi (Fungi) together...

The cost of textbooks is a financial burden on many college students. Fortunately the advent of open educational resources (OER) has allowed for the development of textbooks and other materials at significantly reduced costs to students. Many faculty are using OER to develop customized textbooks for their students, usually published digitally online. These faculty desire high fidelity feedback from their students to help them improve their texts. However, there is no general model of what digital textbook quality means to college students. Such a model would allow for the development of a measure of digital textbook quality that could provide highly valid and reliable student feedback for faculty to use in improving their open textbooks. This study describes a mixed-methods approach for developing a model of digital textbook quality from the college student perspective. An instrument for measuring the components of this model is also described. This dissertation can be freely accessed and downloaded from http://etd.byu.edu/ or from http://tjbliss.org/dissertation.

During the last several decades, mathematics reform has emphasized the goal of ensuring that students develop both conceptual and procedural understanding in mathematics. The current mathematics reform, Common Core State Standards for Mathematics (National Governors Association and the Council of Chief State School Officers [NGA Center & CCSSO], 2010), promotes this goal, with procedural knowledge building upon a strong conceptual base. This study uses content analysis to investigate the extent and ways in which Houghton Mifflin Harcourts Go Math! K-8 (HMH, 2016) supports teachers in building procedural fluency from conceptual understanding when teaching equivalence of fractions.Krippendorfs (1980) framework for content analysis guided this study. I identified a priori codes, and allowed for emergent codes, that characterize quality mathematical instruction. Careful analysis of the teacher editions of the textbook series revealed that, if the teacher instructions are to be followed with fidelity, students are not given opportunities to create and share their own strategies for solving tasks designed to help them learn equivalence of fractions. Neither are they given opportunities to make connections among strategies. All connections are introduced by the teacher. Although the teacher editions promote transitions from visual models to algorithms, they provide inconsistent use of problem-solving practice tasks and equal-sharing problems, two methods that are strongly supported by the research literature for developing procedural fluency from conceptual understanding in equivalence of fractions. Finally, the teacher materials include multiple instances in which the same or similar language and terms are used for mathematical and pedagogical practices found in mainstream research and professional literature, yet the practices were to be implemented in ways contrary to mainstream interpretations.Overall, Go Math! K-8 (HMH, 2016) provided little support to teachers in helping students build procedural fluency from conceptual understanding. A teacher-driven, rather than student-driven, approach to instruction was emphasized, thus minimizing opportunities for students to engage in the kinds of tasks and discourse recommended in the literature. The ways in which mathematical language and terms were implemented contrary to mainstream research interpretations can easily cause confusion among educators. The dearth of authentic problem-solving practice was inconsistent with quality mathematics instruction that supports students conceptual and procedural understanding.

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This essay aims to contribute to the field of religious education in Sweden by analyzing how three Swedish textbooks frame the topic of ‘religion and science’. By using content analysis as an analytic tool and framing theory, the essay examines how the relationship between religion and science is framed. Furthermore the essay analyze the didactic implications of the framing, using Johan Wickström’s ‘didactic text competence criteria’.   The contribution of the content analysis lies in its ability to reveal the framing of the relationship between religion and science within the material of the study and how the frames are constructed. The second part of analysis, through Wickström's 'didactic text competence criteria,' offers a critical examination that delves deeper into the complexities of the identified frameworks from a pedagogical perspective. The outcome of the critical analysis led to the conclusion that the identified frames could be perceived as problematic concerning the objectives and goals of education, as well as scientific principles and considerations for students. Furthermore, this study serves as a practical demonstration of how Wickström's criteria can serve as an analytical tool, while also underscoring its inherent limitations.

Denna undersökning är utförd inom ramen för samhällskunskapsdidaktiken. Dess syfte har varit att sammanställa och analysera vad tidigare forskning synliggör om Sveriges minoritetsfolk i läromedel i ämnet. Den metod som använts är litteraturstudie med innehållsanalys som analysverktyg. Undersökningen omfattar tidigare forskning om läromedel för årskurs 7-9. Som teoretiskt verktyg har det didaktiska meningserbjudandet använts. Resultatet visar att representationen av de olika nationella minoritetsfolken skiljer sig åt där samer är den nationella minoritet som ges mest utrymme medan tornedalingar och sverigefinnar är givna minst. Hur minoritetsfolken beskrivs skiljer sig åt, men sammanfattande, i de fall minoritetsfolket beskrivs mer nyanserat är det framför allt från ett majoritetsperspektiv med stereotypiserande inslag. / This survey is conducted within the subject area social studies educations didactics. Its purpose has been to conclude and analyse what previous research highlight about the Swedish national minorities in social studies textbooks. The method that has been used is literature studies with content analysis as analytical tool. The survey encompasses previous research about textbooks for junior high school. The sentence offering has been used as didactic tool. The result shows that the representation each national minority differs and that Samis are the most represented while Tornedalingar and Swedishfinnishs are the least. How the minorities are described differs, but in summary, in those cases the minorities are described more nuanced it is above all from a majority perspective with stereotyping elements.

The purpose of this study was to analyze how textbooks for the Swedish upper secondary school have depicted the rise of the Nazis and the Nazi takeover of power from the 1960s to the 2010s.With the focus on both the content and the use of pictures in the depictions. The purpose also was to analyze the structure of the depictions. Following questions were formulated to answer the purpose: How has the textbooks depicted the events leading up to the rise of Nazis and thetakeover of power? , How does the textbooks present the history and which images are used in the depictions? , What similarities and differences can be found in the textbooks depictions overtime? The results showed that the textbooks depictions of the rise of Nazis and the takeover of power have increased in size during the entire research period. The results showed that the textbooks depictions of the rise of the Nazis was relatively homogenous throughout the research period, except for the first textbook from the 1950s. The textbooks depicted the following events: the turbulence in the young Weimar republic, the inflation crisis, Hitlers coup attemptand the big depression. All the textbooks linked these events to the Nazis rise to power. The depictions of the Nazi takeover of power are not as homogenous. The results showed both differences between the length and the content of the depictions. These differences did not occurin a pattern that could indicate a change in the climate of the society. The results showed disagreement between the authors about which events that should be included in the depictions.The authors also interpreted events in different ways, for example which groups that helped Hitler to power. The result also showed that the textbooks use of pictures has increased during the entire researchperiod. The use of pictures in the textbooks consists exclusively of graphs, charts, andphotographs. Graphs and charts in the textbooks all relate to the same phenomena: Nazis popularity grew in times of crisis. A common use of photographs in the textbooks was to show Hitler during speeches and military parades. From the 1980s and onward the textbooks started including photographs that visualize and concretize the inflation. The results also clearly shows that the textbooks started to invite the students to reflections in the text by asking questions from the 1990s and onward. Not a single book before the 1990s invites the students to reflection through questions in the texts, while it is a well-used feature in all textbooks after the 1990s.

Att implementera kontroversiella ämnen i gymnasieskolans litteraturundervisning är fruktbart, men innebär samtidigt ett orosmoln som får lärare att undvika sådan typ av undervisning. Givet de krav som ställs på läraren i undervisningssammanhang där stötande skönlitterära motiv behandlas, uppdagas ett behov av att samla mer kunskap kring ifrågavarande ämne. I lärarens arbete finns läroböcker som både designar lärandeaktiviteter och gör textval åt läraren. Föreliggande studie ämnar ge ett kunskapsbidrag om hur läroböcker arbetar med kontroversiella ämnen i skönlitteraturen, för att möjliggöra en diskussion gällande dessa ämnens didaktiska potential i skolans demokratiuppdrag. Ändamålet kräver att blicken riktas mot de tolkningskonventioner, även kallat läsarter, som uppmuntras i läroböckerna. Studien har därför formulerat en läsart, affektiv medvetenhet, som fungerar som ett teoretiskt analysverktyg för hur litteraturen främmandegör varseblivanden och försätter läsaren i en chockupplevelse som tvingar fram perspektivskiften. Via en teoridriven tematisk analys av fyra läroböcker ämnade för gymnasieskolans svenskämne kunde tre övergripande teman urskiljas. Dessa förklarar hur textutdragen möjliggör och utelämnar kontroversiella ämnen; samt hur kontroversiella uppslag används till andra ändamål. Resultatet visar att läroböckernas textutdrag i största utsträckning gestaltar neutrala motiv. Texterna kombineras allt som oftast med läsarter som syftar att utveckla narratologisk litteraturanalytisk kompetens. Få spår finns av kontroversiella ämnen och läsarten affektiv medvetenhet, vilket innebär att den didaktiska potentialen till etisk självreflektion som en del av demokratiuppdraget förbises. Studiens diskussion problematiserar huruvida projektet att kategorisera texter som kontroversiella eller inte är givande, eftersom gränsdragningen kring kontroversiella ämnen inte innebär vattentäta skott gentemot de nära angränsande begreppen komplexa narrativ och känslor i litteraturen. / Implementing controversial subjects in school literature reading is valuable but at the same time poses a concern that makes teachers avoid this type of teaching. Considering the challenges faced by teachers when dealing with offensive literary themes, there is therefore a need to gather more knowledge on this topic. Textbooks play a dual role in the teacher's work by both designing learning activities and selecting texts. This study aims to contribute to the understanding of how textbooks address controversial subjects in literature, to facilitate a discussion about the didactical potential of these topics in fulfilling the school's democratic mission. This purpose requires examining the interpretative conventions that are encountered in the textbook’s different readings. The study therefore introduces a reading approach called affective awareness, which serves as an analytical tool for how literature can disrupt perceptions and induce a state of shock that prompts shifts in perspective. Through a theory-driven thematic analysis of four Swedish textbooks, aimed at upper secondary school, three main themes were identified. These themes explain how text excerpts both enable and exclude controversial subjects, and how controversial topics are repurposed for other objectives. The results show that the excerpts in the textbooks predominantly portray neutral themes. The texts are often combined with readings aimed at developing narratological literary analytical skills. There is little evidence of controversial topics and the reading approach of affective awareness, which means that the didactic potential for ethical self-reflection as part of the democratic mission is overlooked. The study’s discussion questions whether categorizing texts as controversial or not is beneficial, as the boundary around controversial topics is not clearly defined in relation to the closely related concepts of complex narratives and emotions in literature.