附作者簡歷. / Thesis (M.A.)--香港中文大學敎育學院. / Fu zuo zhe jian li. / Includes bibliographical references (leaves 141-145). / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 第一章 --- 導言 / 問題說明 --- p.1 / 有關文獻 --- p.10 / 假設 --- p.31 / 定義 --- p.33 / Chapter 第二章 --- 研究方法 --- p.39 / 研究設計 --- p.39 / 研究對象 --- p.44 / 研究工具 --- p.46 / 實驗程序 --- p.56 / 資料分析 --- p.63 / Chapter 第三章 --- 結果與討論 --- p.69 / 結果 --- p.69 / 討論 --- p.101 / Chapter 第四章 --- 摘要，結論及建議 --- p.127 / 摘要與結論 --- p.127 / 建議 --- p.136 / 參考文獻 --- p.141 / 附錄 --- p.146 / Chapter 一 --- 虛實詞式填字測驗試卷 --- p.146 / Chapter 二 --- 實詞式填字測試試卷 --- p.151 / Chapter 三 --- 虛詞式填字測試試卷 --- p.154 / Chapter 四 --- 多項選擇式理解測驗試卷 --- p.157 / Chapter 五 --- 填字測驗各項平均分、標準差及「兩元次重複測量設計」之電腦計算程序 --- p.174 / Chapter 六 --- 填字測驗成績与理解測驗成績相關係數之電腦計算程序 --- p.178 / Chapter 七 --- 填字測驗中倆種計分法所得成績之相關係數之電腦計算程序 --- p.182

The thesis is divided into two parts: theoretical and empirical part. In the theoretical part I deal with textbooks, their didactic analysis and the ways the textbooks can be used both by teachers as well as by students. My main concern was the problem of Media Education. In empirical part I focused on a didactic analysis of textbooks used for teaching of such educational subjects as Education of a Citizenship, Civics, and Social Science in which I was primarily concerned with the selected components of the didactic analysis.

Open Educational Resources (OER) provide openly licensed alternatives to commercial instructional materials. Proponents of K-12 OER suggest that their benefits include cost savings, increased access, improved quality, and increased teacher professionalism or empowerment. While the small body of K-12 OER research is growing, perceived benefits of K-12 OER usage have not yet been proven. The purpose of this qualitative study is to understand whether certain potential benefits were being realized by a group of secondary teachers using open science textbooks. In surveys and interviews, teachers were asked to describe their classroom practice before and after adopting an open textbook, including practices relating to openness. Teachers were also asked to rate the quality of open textbooks they were using in contrast to textbooks used previously. Most participants reported changes to practice, and the most commonly cited changes could be attributed to a combination of openness and online format. For example, participants described linking textbook content to other online resources. In comparisons of current to previous practice, however, teachers did not report increases in the open practices of collaboration, revising, or adapting.

Science is sometimes seen as contained in a little box on its own, separate from the rest of the world. The questions underpinning this thesis set in train thoughts about investigating the chosen topic, the teaching and learning of physical and chemical change, using a very wide range of methodologies. The perspective is of someone involved in the teaching of the physical sciences for more than 40 years. The topic still remains contentious in teaching chemistry.The thesis sets out the evidence for and against the teaching of physical and chemical change and tracks the historical origins of the concept, its changing definitions and the research relating to the concept of physical and chemical change. A number of historically based textbook case studies are presented, some of which the author considers to be pioneering. The study ends with consideration of the public understanding of science, wondering whether the concept of physical and chemical change can be helpful in this respect.The conclusions reached are not in themselves remarkable, expressing a belief, that overall the concept of physical and chemical change is of benefit to the chemical community and perhaps to the wider public.

This study is a Latin textbook designed for schools and elementary classes at University or College. The textbook is also a curriculum innovation. It is based on the theories of twentieth century linguistics and it ectntains only "real" Latin of the Romans from 100 B.C. to the end of the first century A.D. The introduction, which precedes the textbook, includes a summary of the linguistic theories and principles of this century and a survey of current textbooks for Latin.

The purpose of the study was to analyze the impact of the financial assistance for textbooks and related instructional materials portion of Public Law No. 390 (1987) on textbook rental programs in public school corporations across Indiana. The results of the analysis were compared with data from the financial assistance program prescribed in Public Law No. 209 (1979). The Indiana Department of Education's Textbook Cost Survey was designed to collect financial information about textbook rental programs for the school years 1984-85 through 1986-87 when P.L. 209 was in effect. A questionnaire, modeled after the Textbook Cost Survey, was developed to collect similar information for the school year 1987-88 when P.L. 390 came into effect. This survey was sent to the 209 school corporation that had responded to the Department of Education survey. Percentage distributions and mean per pupil financial data were ascertained for the data obtained from the two instruments. Based on information gained from the study, a comparative analysis of the impact of Public Laws 209 and 390 on Indiana textbook rental programs was made.Data collected supported the following conclusions:1. Because Indiana law requires the adoption of some new textbooks each year, mean per pupil textbook rental billings will continue to increase annually, as mean per pupil textbook rental billings did from 1984-85 through 1987-88, the four years included in this study.2. The overall percentage of mean per pupil textbook rental billings collected each year from parent/guardians or emancipated minors will continue to decrease as did the overall percentage of mean per pupil textbook rental billings collected during the four years (1984-1988) included in the study.3.Because of the inclusion of standardized financial eligibility criteria and allocation of sufficient funding for total reimbursement of eligible financial assistance billings from individual school corporations, the financial assistance portion of P.L. 390 is an improvement over P.L. 209.4. Because of the specific delineation of textbook rental fee components eligible for financial assistance reimbursement under P.L. 390, implementation of the law brought about changes in the components some school corporations included in textbook rental billings.5. In an attempt to make up some of the difference between actual textbook rental billings and eligible financial assistance billings sent to the Department of Education for reimbursement, an increasing percentage of school corporations switched from annual recovery of 20 percent of textbook costs to annual recovery of 25 percent of costs after implementation of P.L. 390.6. School corporations who ask parent/guardians or emancipated minors approved for financial assistance to pay the difference between the actual amount of textbook rental billings and the amount of financial assistance reimbursement received from the state face a difficult public relations situation.7. The data from 1987-88 appear to indicate P.L. 390 has had a positive impact on the mean per pupil amounts of unpaid textbook rental billings pursued for collection.8. The mean per pupil costs for pursuing collection of unpaid textbook rental billings through small claims court or other collection methods are not truly representative of actual costs because personnel costs were frequently omitted.9. Textbook rental funds which are, theoretically, designed to be self-supporting cannot continuously absorb the loss of income resulting from exclusion of some components normally included in textbook rental billings from financial assistance reimbursement, exclusion of students qualifying after November 1 each year from financial assistance reimbursement, and reimbursement at a different percentage of costs than the percentage normally charged in textbook rental billings.10. After implementation of the financial assistance portion of P.L. 390, those school corporations who indicated expenditures for components normally included in textbook rental billings but excluded from financial assistance reimbursement would be paid from the general fund, or who indicated the general fund would be used to reimburse textbook rental funds for the losses of income incurred through implementation of P.L. 390 have provided only a temporary solution.

The purpose of this study was to analyze selected art education textbooks to determine if art education majors were receiving exposure to attitude formation and change information as it relates to the teaching of art. This study was limited to textbooks designed for use in art teacher training courses.To initiate the study, university level art educators were asked to identify prominent art education textbooks from Books in Print. A list was compiled of the books collectively identified by the educators which was then further narrowed to seven texts based on number of editions and longevity.The content of each text was analyzed using attitude-related words as recording units to isolate attitude statements or context units. After all seven texts had been analyzed, each text's context units were sorted into statements of definition or statements suggesting action. Statements of definition, which revealed the author's understanding of attitudes, were subdivided into six characteristics of attitudes as identified by Morris and Stuckhardt (1977). Statements suggesting action were sorted into categories related to attitude formation and change as recognized by Berscheid and Walster (1969).Of the seven texts analyzed, five of the seven authors made frequent reference to attitudes and values, yet only one explicitly discussed their relationship to the art classroom. When discussing attitudes, the explicit author did so almost entirely in statements of definition with only 13.6% suggesting ways to nurture positive attitudes in students. The overall assessment of context units revealed that a total of 451 context units were found in the seven texts, of which 69.4% were statements of definition and only 28.4% suggested ways to nurture positive attitudes in the art classroom.With the one limited exception, the authors virtually ignored in their texts the body of attitude research from art education and social psychology. The frequency with which attitude concepts appeared in five of the seven texts suggested that their authors considered them important to art learning, yet no one discussed what they are, where they come from, or how they can be affected in an organized, systematic way.

The aim of this bachelor’s thesis is to analyze if there are differences in the way of explainingthe causes of The Great Emigration from Sweden to America in the late 1800s/beginningof the 1900s. Due to the researcher’s education the thesis has a didactic, and comparativeperspective between how history textbooks aimed for Middle School and High School andhow the exhibition Drömmen om Amerika (= The Dream of America), in Vaxjo, Sweden,explains this phenomena. A special analysis scheme is applied to the sources in a way to makeit clear to the reader how informative they are and how much effort they put in the explaining. The outcome of the analysis shows that the exhibition gives the visitor a wider, deeper,and more informative depiction of The Great Emigration, compared to the textbooks’ moresummarized extracts. However, many teachers and pupils consider it difficult to applymuseums’ productions into the every-day-history-education in the classroom. In order tofollow the policy documents made for the school, teachers often use the adapted-for-school-curriculum-textbooks as a central part of the education, instead of museums. Comparing thetextbooks against each other, the analysis shows that the Middle-School-textbooks give morecauses to The Great Emigration but the High-School-textbooks explain the causes in a muchmore informative way.

No description available.

Thesis (M.A.)--Bowling Green State University, 2009. / Document formatted into pages; contains ix, 127, [8] p. Includes bibliographical references.