The aim of this study is to access the experiences of teachers of English (i.e. English as a foreign language teachers) when teaching cultural elements through coursebooks which are assigned by their schools/universities, and the materials which they use to deliver these lessons plus the activities that they normally select for their classes. Moreover, teachers’ opinions concerning the learning and teaching of cultural elements are studied in this research. Teachers, both native and non-native speakers of English, participated in this research and have EFL teaching experience from 2 years to 30 years. An open-ended questionnaire (85) followed by semi-structured interviews (28) were conducted to learn more of teachers’ experiences and to obtain further details of their opinions on teaching and learning cultures through coursebooks. All data from questionnaires were coded manually and Nvivo 9 and 10 were also utilised while processing and analysing the findings (i.e. to store interview transcripts and extracting participants’ words and coding them appropriately. The details can be found in the Data Analysis section). The study has clearly shown that EFL teachers use the internet, youtube and other kinds of websites through electrical devices such as computers and smart boards and other sorts of authentic materials (e.g. current newspapers or magazines). Youtube is used for authentic material, and the BBC and some other news channels are also accessed for listening tasks. Written materials are less applied in classrooms since teachers think that electronic media materials are more visual for students, thus helping them to understand more easily , encouraging motivation and gaining more attention in lessons. Teachers recommend that learning cultures through coursebooks would benefit students, as language and culture are interlinked, and it would make students not only become fluent speakers of English but also help them to become interculturally competent persons.

Thesis (Ed.M.)--Boston University

Thesis (Ed.M.)--Boston University / This research is concerned with analysis of all men mentioned in seven fifth grade American history textbooks of recent publication and to ascertain if the twenty-one selected persons for the middle grades as recommended by the Committee on American History in Schools and Colleges have been given enough attention to develop their significance.

Cette thèse de doctorat tente de répondre à la question de recherche suivante : comment se construit en France la discipline de l’enseignement de l’histoire en ce qui concerne l’enseignement de l’histoire de la Grèce ancienne. Au XIXe siècle, l’histoire ancienne s’impose le plus souvent en sixième ou cinquième, parfois en troisième dans l’enseignement secondaire comme discipline à part entière. Dans une première partie, à travers les changements socio-politiques enregistrés entre 1814 et 1914, nous étudions les développements législatifs placés sous la responsabilité du ministère de l’Instruction publique qui fondent les nouveaux programmes d’histoire ancienne. La liaison étroite entre les humanités classiques et l'histoire montre que l'histoire ancienne suit un chemin sans relation à celui de l'histoire de France, car, à cette même période, si le modèle de l’histoire de France prend de l’ampleur dans l’enseignement secondaire, celui de l’histoire ancienne s’affirme et se structure sous l’influence notamment de l’archéologie. Dans une seconde partie, l’étude des livres scolaires d’histoire ancienne réunis dans un corpus inédit d’ouvrages publiés entre 1814 et 1914, permet d’observer comment la présentation de la Grèce ancienne s’éloigne progressivement de l’ancien modèle contenu dans l'histoire ancienne de Charles Rollin (1661-1741) pour se laisser influencer par l'histoire scientifique à la fin du siècle. Les principaux protagonistes de ce sujet sont les auteurs des livres scolaires ainsi que les ministres de l'Instruction publique. A travers leurs discours et leurs récits, nous essayons de montrer comment l'histoire enseignée de la Grèce ancienne participe de concert avec les autres travaux historiographiques de l’époque, aux principaux bouleversements politiques qui jalonnent cette période. / The present work attempts to answer the following question : how the discipline of history teaching was built in France in the context of the teaching of history of the ancient Greece. In the nineteenth century, ancient history was most of the time imposed in the sixth or fifth grade in secondary school. In the first part of our thesis, we study the legislative developments through the socio-political changes recorded between 1814 and 1914, under the responsibility of the Ministry of Education, which provides for the first time the curriculum of ancient history. The close connection between classical humanities and history shows that ancient history follows a different path of that of French history which at the same time starts to dominate in secondary schools. On the other hand, ancient history asserts itself due to the rising of archeology. At the second part, the study of textbooks of ancient history, that were published between 1814 and 1914, allow us to observe how the presentation of ancient Greece is gradually moving away from the framework of Greek history of Charles Rollin (1661-1741) because of the professionalization of historical studies and the re-definition of their methodological foundations at the end of the century

No description available.

Thesis (M.S.)--California Polytechnic State University, 2009. / Title from PDF title page; viewed on February 2, 2010. Major professor: Tom Trice, Ph.D. "Presented to the faculty of California Polytechnic State University, San Luis Obispo." "In partial fulfillment of the requirements for the degree [of] Master of Arts in History." "November 2009." Includes bibliographical references (p. 72-76).

Thesis (Ed. D.)--Temple University. / Bibliography: p. [85]-90.

No description available.

Lithuanian comprehensive schools have got original textbooks of Music. They represent a complex of different musical activities joined into units. Containing a wide range of teaching material on offer they provide a variety of choices that can be served in a menu determined by the teacher's taste. Purposeful and accurate selection is the necessary condition for effective teaching. The aim of the Graduation Dissertation of Master‘s Degree is to explore how much material of textbooks of Music on average can be taught and learnt throughout the school year having one lesson a week. Finding out how to make the picking of textbook’s material approachable to accomplish curriculum of Music is another goal of the investigation. For survey I have chosen the textbook of Music V-VII grades (last published 2004) by E.Balcytis. The educational experiment has been done in V.Macernis secondary school of Seda, district of Mazeikiai, also most teachers of Music and students of V-VII grades have been tested. The results show that working in a consistent, thoughtful way combined with a standart condition can give clearly indicated ‘desirable outcomes’ , namely, the fulfilment of the most important curriculum items. However, the teacher has to select carefully a musical compositions suitable to each theme and grade. It is the first dissertation in which such a research has been made.

There is no abstract available for this thesis.