This paper covers the portrayals of Captain James Cook within Hawaiian education. It begins by providing a backdrop to early European portrayals of Captain Cook and then proceeds to investigate how these portrayals changed as they were incorporated into Hawaiian textbooks. The paper then continues to illustrate the changes made in Cook’s portrayal within Hawaiian textbooks and how these changes coincide with the prevailing interests of the eras in which the authors wrote them.

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The focus of this study is change in environmental content in Mexican primary school textbooks before and after the decentralization of public education in 1993. The literature review in the opening chapter gives the background information on environmental education, internationally and in Mexico. The authors mention and discuss the major groups involved in the development and initiation of programs and curriculum such as the UNESCO, Man and the Biosphere (MAB), and the Commission on Sustainable Development (CSD). The gradual Mexican ownership of the environmental cause and the promotion of awareness in Mexico lead to the main part of the study. This study employs both manifest and latent content analysis to find trends and themes in the textbooks. The primary focus of the manifest content analysis is individual words while the latent content analysis stresses excerpts and images from the textbooks. The use of an Excel database and PivotTables generated by Excel to correlate data indicates areas to examine for differences in content between the textbooks. In addition, the use of the two forms of analysis provides validation and significance when the data agree. The final portion of the study offers some general conclusions for the analysis and a summary of how the environmental content has increased in the primary school textbooks over the period studied. There are also suggestions for future research on the content of textbooks, surveys of environmental knowledge and attitudes, and alternatives to the formal education implied by the use of textbooks in the classroom. / Master of Arts

Yes / Considerations of rigour and relevance rarely acknowledge students, learning, or the textbooks many of the academic community use to frame education. Here we explore the construction of meaning around rigour and relevance in four leadership studies textbooks – the two most globally popular leadership textbooks and two recent additions to the field – to explore how these ideas are represented. We read the four texts narratively for structure, purpose, style, and application. We further embed the analysis by considering the cultural positioning of the textbook-as-genre within leadership studies as a field more generally. This exploration of the textbook raises critical questions about rigour, relevance and the relationship constructed between them. From this, we argue for a re-commitment to the genuine ‘text-book’ written to engage students in understanding leadership as a continuing conversation between practices, theories, and contexts, rather than as a repository of rigorous and/or relevant content that lays claim to represent an objective science of leadership studies.

This study aimed to map how much space is given to the five world religions in two textbooks used to teach history 1b at high school in Sweden, as well as how these are presented based on Jackson's theoretical perspective of representation. Part of the questions discussed had a descriptive nature and were used to investigated how much space was given to religions in the study material. With a deductive approach, Jackson's model describing concepts of religious tradition, group, individual, bounded systems of belief and personal and flexible model was used to see similarities and differences in how different religions were presented in the textbooks. Through a qualitative content analysis, the material was analyzed based on the categories controlling and developing, which had been derived from the coded material based on an inductive working method. The results show that there is little variation in the context in which the religions are presented, and that there is an imbalance in how much space is given to them. Comparing the results against the background of Jackson's theoretical perspective of representation, the results further shows that it is only Christianity that is presented based on all of Jackson’s three levels (religious tradition, group and individual). The overall picture of how the five largest world religions are presented in the material therefore, cannot be understood based on a personal flexible model for teaching.

The problem of this thesis is to make a critical study of fifteen second grade spelling textbooks published since 1940. The purpose of this study is to see how they agree or where they disagree in mechanical features, vocabulary, word-meanings, and teaching plan.