This study is an experimental investigation of two groups of junior high school students in an effort to evaluate the advantages of workbooks in their music classes. The comparison was made with two classes composed of thirty-two students each from the two junior high schools in the Beaumont Independent School District. One class used the workbooks in conjunction with the regular singing and appreciation work, but the other class did not use formal workbooks. They discussed the theory and notation of the music in relation to the work they were doing.

The study aimed to find out and compare what skills and task-types that could be found in two workbooks for the ninth grade in English as a second language in Sweden. The research was conducted using a quantitative content and text analysis in order to compare two workbooks and categorize their tasks into production and interaction skills and task-types. The workbooks were chosen as they were the latest editions at the time. The study showed that both workbooks prioritized production and interaction skills. Both had a low focus on speaking skills but Sparks 9 had more integrated skills in tasks. Wings 9 had a major focus on writing skills and grammar. Both workbooks focused on comparing, problem solving, listing and sorting and ordering task-types. Task-types such as creative tasks and sharing personal experience were low in both workbooks but Sparks 9 had a better overall spread of all task-types in general. The understanding that tasks incorporate much more than simply goals to achieve could potentially be used in a practical teaching environment by adapting tasks to fit students´ different needs.

Syftet med detta arbete är att utveckla ett ramverk för analys av variationsmönster som förekommer inom decimala talsystemet i matematikläromedel, för att därefter gå över till att använda detta ramverk för analys av hur tre vanligt förekommande läromedel i Sverige behandlar det decimala talsystemet i årskurs 3. Studien utgår därmed från följande frågeställning: Hur kan kritiska aspekter inom området decimala talsystemet, som framkommer i tidigare forskning, användas för läromedelsanalys? På vilka sätt behandlar det tre utvalda läromedlen för årskurs 3 de kritiska aspekterna i det decimala talsystemet? Studiens fokus är det matematiska innehåll som eleven möter i läroboken vid inlärning av det decimala talsystemet och den variation som finns i de kritiska aspekterna som forskningen visar på. Forskningen visar nämligen att det är vanligt förekommande att elever har problem med inlärning av det decimala talsystemet och att detta kan leda till problem senare under deras skolgång. Metoden som används är en kvalitativ läromedelsanalys där tre läromedel för årskurs 3 analyserades med syftet att undersöka vilka variationsmönster som förekommer i de kritiska aspekterna som forskningen lyfter. De kritiska aspekter som granskades var platsvärde, gruppering, språk och variationsmönster. Analysen visar att varitionsmönsters förekomst skiljer sig mycket mellan de olika böckerna. De kritiska aspekterna förekom i alla läromedlen men i olika omfattning. Ett av lärmedlen hade ett mer framstående variationsmönster, särskilt inom området platsvärde. Utifrån denna studie är det rimligt att dra slutsatsen att det inte går att förlita sig enbart på läromedlen i undervisning av det decimala talsystemet, samt att läraren bör kritiskt granska dessa före användning. Det vill säga användandet av enbart läromedel kan utgöra problem vid lärandet av det decimala talsystemet och lärare behöver bli mer medvetna om sitt ansvar när det kommer till val av läromedel. / The purpose of this work is to develop a framework for analysis of variation patterns occurring within the decimal number system in mathematic textbooks, and then move on to using this framework for analysis of how three commonly used textbooks, in Sweden deal with the decimal number system in Year 3. This purpose is achieved by answering the following questions. In what way can critical aspects concerning the field of the decimal number system, which emerge from previous research, be used for textbook analysis? In what ways do the three selected textbooks for Year 3 deal with the critical aspects of the decimal number system? The focus of the study is the mathematical content that students encounter in textbooks when learning the decimal number system and the variation that exists in the critical aspects revealed by research. Research shows that it is common for students to have problems with learning the decimal number system and that this can lead to issues later in their schooling. Qualitative analysis was used to analyze three teaching materials for Year 3 with the aim of examining which variation patterns occur in the critical aspects highlighted by the research. The critical aspects examined were site value, grouping, and language. The analysis showed that the occurrence of variation patterns varies greatly among different books. The critical aspects occurred in all the teaching materials, but to varying degrees. One of the teaching aids had more prominent variation patterns, especially concerning place value. From this study, it can be concluded that it is not possible to rely solely on textbooks when teaching the decimal number system, and teachers should critically examine teaching aids before using them. Relying on textbooks alone can be a problem in teaching the decimal number system, and teachers need to become more aware of their responsibilities when choosing textbooks in mathematics.

This study aims to investigate vocabulary activities provided in English workbooks for year 9 students in Sweden. Vocabulary knowledge is an important part of language proficiency in the L2 and should therefore be supported by adequate activities. An analysis of vocabulary activities in existing workbooks allows for to investigate of which aspects of vocabulary knowledge (as defined by Nation, 2001, referred to in Brown, 2010, pp. 83-84) are presented and how they are addressed; this kind of analysis may have implications for teaching. The results show that the focus is on meaning and the written form of words by requiring the students to work with definitions through writing and reading. The findings indicate that the methods suggested by Zhang and Lu (2015) regarding contextualised language use and the suggestions by Brown (2010) and Neary-Sundquist (2015) regarding the aspects of vocabulary knowledge are only followed to an extent. The knowledge requirements and core content for year 9 in Sweden are discussed as an explanation as to why some aspects of vocabulary knowledge are not addressed or only addressed in certain language skills. Additionally, possible interpretations are discussed as to why working at the individual word level in vocabulary activities is commonly based on the interplay between the textbooks- and workbooks. The present study illustrates how teaching materials (i.e., workbooks) do not seem to support vocabulary learning adequately.

O presente trabalho aborda a Cartografia Tátil como opção viável para a adaptação de materiais para o ensino de Geografia aos estudantes com deficiência visual matriculados na rede estadual de ensino de São Paulo, com destaque para análise dos cadernos do aluno adaptados pela Secretaria da Educação do Estado de São Paulo na versão braile e ampliada. Apresentamos as técnicas mais utilizadas para a produção de materiais em relevo, seus prós e contras para a adaptação de conteúdos da Geografia e da Cartografia. Foi incluído um estudo sobre os padrões de mapas táteis apresentados nacional e internacionalmente. Apresentamos e discutimos as experiências de professores e alunos que utilizam o material disponibilizado pelo Estado, bem como as opiniões de especialistas no tema. A fim de enfrentar além da inclusão educacional, mas a social, eliminando barreiras físicas e atitudinais, produzimos um caderno adaptado através dos preceitos específicos deste ramo da ciência e elaboramos uma proposta de exercício complementar que envolve esse campo de conhecimento e que possa ser aplicado numa sala de aula comum. Constatando as especificidades que abarcam a baixa visão, produzimos ainda um web aplicativo que auxilia na utilização dos cadernos, permitindo que o usuário use os recursos de ampliação, contraste e audiodescrição de acordo com sua necessidade. Os resultados foram obtidos através de entrevistas e de questionários realizados com os professores e alunos que de alguma forma vivenciam em seu cotidiano o embate da utilização de um material comum a todos e as especificidades do público com deficiência visual, buscando embasar a adoção de um recurso complementar ao que já é disponibilizado. Como resultados filosóficos temos a reflexão sobre a realidade dos mapas e sobre a política adotada pelo Estado. Na prática obtivemos um ensino de Geografia e Cartografia com representatividades para os alunos com deficiência, os demais alunos e para os professores, além da socialização dos conhecimentos adquiridos. Muito ainda precisa ser feito, esperamos que este trabalho sirva de incentivo para que a inclusão se perpetue no cerne da sociedade: a escola. / This paper approaches the Tactile Cartography as a viable option to the adaptation of material used to the Teaching of Geography to visual impaired students who attend the public school in the State of Sao Paulo. It foccusses on the analisis of the Caderno do Aluno (Student\'s Workbook) adapted by the Secretaria da Educação do Estado de São Paulo (Secretariat of Education of the State of Sao Paulo) in two versions: braille and enlarged pitures. In this study we present the most used techniques to the production of embossed materials, its pros and cons concerning the adaptation of Geography and Cartography contents. A study was included concerning patterns of tactile maps, nationally and internationally presented. We present and discuss the experiences of teachers and students who use the material given by the Government of the State, as well as the opinions of specialists on the subject. In order to stimulate not only the educational inclusion of those students, but also the social inclusion, eliminating the physical barrier and the barries of attitude, we have produced an adapted workbook making use of the precepts of this branch of Science and we have also elaborated a complementary exercise that encompasses this branch of knowledge and that can be implemented in a common classroom. Taking the specificities of the low sight impairment into account, we have produced an application system which assists students when using the workbooks, allowing the user to access tools of proper enlargement and contrast of the picture, as well as audiodescription according to his needs. The results were obtained through interviews and surveys with teachers and students who somehow live the daily confrontation between the use of a pedagogical material which is of common use in the classroon and the specificities of the visually impaired public. Therefore we have tried to base the adoption of a complementary material to the preexisting one supplied by the Government. As philosophical results we present the reflection about the reality of the use of maps and the policies adopted by the Government of the State concerning this matter. As practical results we have obtained a Teaching of Geography and Cartography that was representative to the visual impaired students, to the other students and to the teachers, besides the socialization of the knowledge they received. There is still a lot to be done and we hope this research can serve as an incentive so that the social inclusion can be perpetuated at the heart of society: the school.

教科書是教師教學活動的主要媒介，是學生獲得知識的主要來源，它負有傳遞知識與社會價值的任務，在內容編輯上要符合理想的教育思想，配合社會時代的發展，更須適應學生不同成長及知識學習的需要，因此占有十分重要的地位。然而在教學現場及學生的學習歷程中，除了教科書，還包含習作、學習單、教學指引、教學活動、教具、數位媒體、實驗、補充材料和延伸閱讀等，這些伴隨著教科書主體的產物，形成了教科書的產業。 台灣的中小學教科書原為統編制，自民國78年開放國中藝能科教科書予民間編輯、出版，至民國85年國小學科教科書開放，當時投入民編教科書的出版業者達14家，投入後才發現要進入市場的門檻甚高，內容須不斷與時俱進，加上印刷、發行、物流、運送、尊重著作權等要素，已非過去全數利用政府資源來編輯、發行的狀況。加上台灣少子化嚴重，物價上揚，書價無法由業者自主，教科書的產業處於極微利的狀況，出版業者要永續發展是一個很重要的課題。 本研究將以資源基礎理論（Resource-Base Theory, RBT）來探討企業多角化策略的成效，以K文教事業為例，討論的問題如下三點： 一、台灣教科書產業的發展過程與演進 二、台灣總體環境，如政策、少子化等因素對教科書產業經營之影響 三、教科書產業如何運用既有的資源進行多角化策略成功與失敗因素分析 本論文採用個案研究方法，透過相關文獻回顧，以Amit & Livnat（1988）針對多角化策略經營的觀點，著重在既有資源能力的延伸、新能力的建構、產品線擴充來研究；再以Grant（1991）提出的資源基礎觀點，從企業擁有的資源與能力去做探討，包括公司的研發力、採購力、生產力、行銷力等方面來說明及印證。 本研究發現，企業在進行多角化策略投資評估時，若能更具體分析出企業本身既有的能力，並與多角化策略發展有更多正面的關連，則成功的機會越大，反之則越小；最後從營收的成長來判斷其經營的效益。 / Textbooks are a major media to teaching, a main source for students to gain knowledge. They bear the responsibility to pass on knowledge and social values. The contents not only need to reflect ideal educational philosophies and social era developments, but also adapt to different growing and learning needs of the students. Their importance is without question. However, other thank textbooks, exercise books, worksheets, handbooks, teaching activities, teaching tools, digital medias, lab activities, supplementary materials, and extended readings are also part of classroom teaching and student learning progress. These ancillaries, together with the main body—textbooks, comprise the textbook industry. In the past, elementary and junior high school textbooks in Taiwan were unified and published by the government. Until 1989, textbooks of non-academic subjects were opened to private publishers for editing and publishing and in the year of 1996 elementary academic textbooks. Fourteen private publishers entered the business at that time. Not until later, they realized how high the threshold is to enter the business. The contents must keep up with social realities, not to mention other important elements such as printing, publishing, logistics, shipping and copy rights, etc. which could no longer rely on the total support and resources of the government. In addition, the exacerbating low birth rate and price inflation problems in Taiwan prohibit the publishers from setting textbook prices. As a result, the textbook industry is caught in low marginal profits. Therefore, sustainable development of publishers is an important topic to be discussed. This study uses Resource-Based Theory (RBT) to investigate the effectiveness of diversification strategy with K Educational Publishing Group as an example. The following three areas are explored: 1.The developments and evolutions of the textbook industry in Taiwan. 2.The effects of macro-environment factors, such as government policies and low birth rate on Taiwan textbook industry. 3.The analysis on successful and unsuccessful factors of using existing resources for diversification strategy by the textbook industry. This research utilizes case study method. Through literature review, the diversification strategy management perspective by Amit & Livnat (1988) is used in the study with the focuses on the extension of existing resources and skills, constructing new abilities and expanding product lines. In addition, this study also employs resource-based perspective proposed by Grant (1991) to explore the resources and abilities of the enterprise, such as the company’s research and development, purchasing, and marketing abilities as explanations and validations. The results indicate that if the enterprise could objectively analyze its existing abilities when engaging in diversification strategy investment evaluations and have more positive connections with diversification strategy developments, it will have greater chance to success, otherwise smaller. Lastly, revenue growths can be used to evaluate management effectiveness of the enterprise.

O presente trabalho aborda a Cartografia Tátil como opção viável para a adaptação de materiais para o ensino de Geografia aos estudantes com deficiência visual matriculados na rede estadual de ensino de São Paulo, com destaque para análise dos cadernos do aluno adaptados pela Secretaria da Educação do Estado de São Paulo na versão braile e ampliada. Apresentamos as técnicas mais utilizadas para a produção de materiais em relevo, seus prós e contras para a adaptação de conteúdos da Geografia e da Cartografia. Foi incluído um estudo sobre os padrões de mapas táteis apresentados nacional e internacionalmente. Apresentamos e discutimos as experiências de professores e alunos que utilizam o material disponibilizado pelo Estado, bem como as opiniões de especialistas no tema. A fim de enfrentar além da inclusão educacional, mas a social, eliminando barreiras físicas e atitudinais, produzimos um caderno adaptado através dos preceitos específicos deste ramo da ciência e elaboramos uma proposta de exercício complementar que envolve esse campo de conhecimento e que possa ser aplicado numa sala de aula comum. Constatando as especificidades que abarcam a baixa visão, produzimos ainda um web aplicativo que auxilia na utilização dos cadernos, permitindo que o usuário use os recursos de ampliação, contraste e audiodescrição de acordo com sua necessidade. Os resultados foram obtidos através de entrevistas e de questionários realizados com os professores e alunos que de alguma forma vivenciam em seu cotidiano o embate da utilização de um material comum a todos e as especificidades do público com deficiência visual, buscando embasar a adoção de um recurso complementar ao que já é disponibilizado. Como resultados filosóficos temos a reflexão sobre a realidade dos mapas e sobre a política adotada pelo Estado. Na prática obtivemos um ensino de Geografia e Cartografia com representatividades para os alunos com deficiência, os demais alunos e para os professores, além da socialização dos conhecimentos adquiridos. Muito ainda precisa ser feito, esperamos que este trabalho sirva de incentivo para que a inclusão se perpetue no cerne da sociedade: a escola. / This paper approaches the Tactile Cartography as a viable option to the adaptation of material used to the Teaching of Geography to visual impaired students who attend the public school in the State of Sao Paulo. It foccusses on the analisis of the Caderno do Aluno (Student\'s Workbook) adapted by the Secretaria da Educação do Estado de São Paulo (Secretariat of Education of the State of Sao Paulo) in two versions: braille and enlarged pitures. In this study we present the most used techniques to the production of embossed materials, its pros and cons concerning the adaptation of Geography and Cartography contents. A study was included concerning patterns of tactile maps, nationally and internationally presented. We present and discuss the experiences of teachers and students who use the material given by the Government of the State, as well as the opinions of specialists on the subject. In order to stimulate not only the educational inclusion of those students, but also the social inclusion, eliminating the physical barrier and the barries of attitude, we have produced an adapted workbook making use of the precepts of this branch of Science and we have also elaborated a complementary exercise that encompasses this branch of knowledge and that can be implemented in a common classroom. Taking the specificities of the low sight impairment into account, we have produced an application system which assists students when using the workbooks, allowing the user to access tools of proper enlargement and contrast of the picture, as well as audiodescription according to his needs. The results were obtained through interviews and surveys with teachers and students who somehow live the daily confrontation between the use of a pedagogical material which is of common use in the classroon and the specificities of the visually impaired public. Therefore we have tried to base the adoption of a complementary material to the preexisting one supplied by the Government. As philosophical results we present the reflection about the reality of the use of maps and the policies adopted by the Government of the State concerning this matter. As practical results we have obtained a Teaching of Geography and Cartography that was representative to the visual impaired students, to the other students and to the teachers, besides the socialization of the knowledge they received. There is still a lot to be done and we hope this research can serve as an incentive so that the social inclusion can be perpetuated at the heart of society: the school.

TITLE: Content analyses of the textbooks of biology (natural history) for pupils with hearing impairment as a starting point for creating workbooks AUTHOR: RNDr. Jana Skýbová DEPARTMENT: Biology and Environmental Studies, Faculty of Education, Charles University in Prague TUTOR: doc. RNDr. Vasilis Teodoridis, Ph.D. ABSTRACT: The main aim of the dissertation thesis was to perform content analyses textbooks of biology (natural history) for elementary schools dedicated for pupils with hearing impairment as a base for the special workbooks creation in accordance with curricular and legislative documents. The next aim of thesis was the realization of educational research in all elementary schools for pupils with hearing impairment in the Czech Republic that focusing on teaching process of natural sciences and work with existing (author's) special textbooks for these pupils with accent on analysis of requirements of teachers and pupils for newly created workbooks. Methods of the mentioned pedagogic research was qualitative and quantitative, i.e. questionnaire complemented by interviews. The results of empirical research using textbooks of biology (natural history) in elementary schools dedicated for pupils with hearing impairment in the Czech Republic derived from the current requirements of the teacher-...

The aim of this study is to examine the use of EFL learning materials, such as pre-constructed textbooks, workbooks and teachers guides, in a small group of teachers. The study set out to investigate how and in that case, why the teachers use the material and in addition their attitudes towards the materials advantages and disadvantages. Also, the study aimed to illustrate to what extent the teachers considered the material beneficial in terms of developing students' social interaction and oral skills in English. Finally, the study investigated if any additional activities were used by the EFL teachers. Data was collected through qualitative interviews conducted with eight certified English teachers that currently worked in Swedish middle school, years 4-6. The results showed a variety of usage where some teachers used learning materials a few times during a school year while others implemented the material practically every lesson. The teachers considered the most prominent advantage to be that the pre-constructed materials not only eased their workload by being timesaving but also served as a basis for their teaching. Furthermore, the teachers differed greatly in their opinions as to what the materials disadvantages were and also to what extent the material was regarded as beneficial in terms of enhancing students social interaction and developing oral skills. Finally, there appeared to be a conflict between the teachers’ didactical ambitions and their actual teaching.

Dans les salles de classe de géographie, les photographies trouvent leur chemin jusqu’aux élèves entre autres grâce aux cahiers d’apprentissage. Nous analysons neuf chapitres provenant de cahiers d’apprentissage de géographie produits au Québec pour des élèves du 1er cycle du secondaire. Nous constatons que les photographies qui s’y trouvent aident les lecteurs à s’immerger dans les territoires qu’ils étudient, et cela au moyen de procédés photographiques alliant une grande quantité de détails à un cadrage subjectif. La plupart des photographies sont accompagnées d’une légende, laquelle permet d’identifier ce qui est représenté sur les photographies. Parfois, les photographies servent à capter l’attention des lecteurs afin qu’ils consultent cette légende parce que des informations pertinentes s’y trouvent. Dans ces cas, l’écrit reste préféré à l’image comme façon de transmettre de l’information. Près d’une photographie sur trois est liée à une activité d’apprentissage. Ces activités prennent plusieurs formes. Elles permettent partiellement de développer le raisonnement géographique : moins de la moitié d’entre elles sont associées à des opérations intellectuelles ; elles ne donnent pas l’occasion aux élèves de travailler avec plusieurs échelles spatiales et temporelles ; elles ne leur offrent pas la possibilité de mettre en oeuvre une démarche inductive. Lorsqu’il est demandé aux élèves de consulter une photographie pour réaliser une activité, la photographie n’est pas nécessaire dans plus de la moitié des cas. / In geography classrooms, photographs find their way to students through learning workbooks. We analysed nine chapters from geography workbooks produced in Quebec for students in Cycle 1 of secondary school. We noted that the photographs help readers to immerse themselves in the territories they are studying, using photographic processes that combine a large amount of detail with subjective framing. Most of the photographs are accompanied by a caption, which helps to identify what is represented in the photographs. Sometimes the photographs are used to capture the reader's attention so that they consult the caption, which contains relevant information. In these cases, writing remains preferred over images as a way of conveying information. Besides, nearly one in three photographs is linked to a learning activity. These activities take several forms. They only partially develop geographical reasoning: less than half of the activities are associated with intellectual operations; the learning activities don’t afford students the occasion to work with several spatial and temporal scales; they also don’t give students the opportunity to apply an inductive approach. When students are asked to consult a photograph in order to complete an activity, the photograph is not necessary in more than half the cases.