This diploma work is dedicated to problems of textbooks from view of harmony authors of the textbooks and realization education in the class (Fidelity of implementation of teachers guide). At the beginning of the theoretical part is short chapter about history of education system from the view of content of education. After that, the theoretic part deals with the textbook itself, its content and its creating. The work is thinking about difficulty of creating the new textbooks, and that from the view not only of teachers, but also from the view of authors and the publishers. Not less important is chapter dealing with researches of the textbooks. This chapter is divided in the researches before 1989 and after 1989, and using professional literature describes the variety ways of researches of the textbooks not only in Czech Republic, but also in foreign countries. Then the theoretic part is concerning of relation the textbook and its users, so the teacher, the student and also the parent. It tries to explain, how big part play the teacher and his choice of the textbook, due to interaction between him and the student during the education. The last chapter of the theoretical part shortly describes the education sphere of "Člověk a jeho svět", its content and also the opinions of the specialists on its...

The aim for this study was to see the epoch antiquity’s part in the course History 1a1 in the textbooks, the regulatory documents, and the active history teachers in the municipality of Umeå. The method that has been used is hermeneutic method in cooperation with use of history. The study relay on the theory of history culture made by Klas-Göran Karlsson, but also on the theory of history consciousness. The study’s conclusion is that the epoch antiquity should take a small part of the course History 1a1, but that there is space for the teachers who want to give it more time. The books show the same results when some of them have a small part aimed for the antiquity and some of them have a few more pages. The teacher’s opinions show the same pattern when the majority thinks that the course should have a small part of the course, while others think it should have a bigger part. The result of what content the antiquity should have got a similar response in the three parts of the study. Governance and culture are the two themes that is said to be the most important part of the epoch’s content, the teachers agree but also think that historical consciousness is a matter of importance. The historical consciousness is also a big part of the regulatory documents and can be seen in the textbooks as well. The regulatory documents find the knowledge of source criticism and use of history to be of importance, but none of them appears in the textbook’s chapter of antiquity nor in the opinions of the teachers.

This dissertation examined the relationship of student textbook purchasing practices to student success and satisfaction in selected general education undergraduate courses at a Florida public community college. The study utilized secondary data sources, specifically bookstore purchasing data, student records, and student satisfaction survey results. Descriptive statistics and ANOVA were used to determine relationships. Seven specific research questions were answered, and statistically significant results were identified as a result of the data analysis. The results indicated that there was a relationship between the type of textbook/course material purchased or rented and a student’s final grade in a course. There was also a relationship between digital media textbooks/course materials and lower course satisfaction. When reviewing when students elected not to purchase any textbook/course material for a course that required one, those students reflected lower course grades than students that had access to the textbook/course material in some capacity. When students were provided with an option for their textbook/course material media type, traditional textbooks (paperback or hardcover print) were the most frequently selected. Finally, the results indicated that there was a relationship between higher priced textbooks/course materials and lower grades, when compared to lower priced textbooks/course materials, and course satisfaction scores also reflected lower scores with higher priced textbooks/course materials.

The meaning with this essay is to study and analyze the figuration of vikings in Swedish educational books during a period between 1969-2010, together with how the Swedish government's curriculums during the same time period have shaped the content of the educational books regarding the content of vikings. In order to be able to answer these questions a set criterion was formed before the writing started on the essay to form a foundation for the conclusions that were later formulated in the essay. In the essay it emerged that the earliest curriculum had a big focus on teaching the students national history whilst the two later curriculums had a bigger focus on a broader teaching on European history and other nationality groups and their views and a smaller focus on only national history. The results showed that although the curriculums in the Swedish school had changed, the educational books view on vikings remains similar with small changes present throughout the texts. Most notably the change in perspective from only a national view to several perspectives from both the vikings point of view but also the view from ethnic groups around Europe.

Research on the relationship between mathematics education and society has established that societal change can have a direct effect on mathematics education. Qatar experienced a large amount of societal change since its leadership change in 1995. The literature would suggest that changes in mathematics education in Qatar would follow. The purpose of this study was to investigate the changes in mathematics education in Qatar from 1995 until 2018 and to understand the reasons for these changes. This study applied historic research methods in the form of primary source analysis. The primary sources consisted of text analysis and in-depth interviews. The texts included published reports from the Ministry of Education in Qatar and Qatari mathematics textbooks. Seven in-depth, semi-flexible interviews were conducted with educators involved with Qatar’s mathematics education system within the timeframe of interest. The findings revealed that there were significant changes in mathematics education in Qatar during this timeframe. Specifically, changes were made to the mathematics standards and curriculum, the mathematics language of instruction, mathematics assessments, and mathematics teachers’ preparation. New mathematics standards were created, and government-issued textbooks were abandoned for many years to encourage autonomy and creativity. The language of instruction in the mathematics classroom was transitioned from Arabic to English, and then back to Arabic again. New, national mathematics assessments were created to track the new mathematics reform project. They were later abandoned. The reasons for these many changes, and the challenges they created, touched on many different areas of research in mathematics education and sociology. These included policy borrowing, the language of instruction, knowledge societies, rentier societies, and the relationship between mathematics and society. The findings from this study confirmed that the rapid societal changes that occurred in Qatari society during this timeframe were mirrored by rapid changes in mathematics education within the country.

Bibliography: leaves 55-60. / The primary aim of this study is to investigate the Lesotho Education Ministry textbook distribution policy in order to * understand the relationship between equity and efficiency in textbook distribution policy and practice * investigate whether there is differentiation between urban and rural schools in textbook distribution policy and practice. The study examined policy and practice at the level of the Ministry of education as implemented by the School Supply Unit, and at the level of the school. The study took the form of a case study. First, official documents were analysed to develop an account of the textbook provision scheme, its origins, objectives, form and content. Secondly, interviews and a questionnaire provided participants views, attitudes, perspectives, expectations and experiences in relation to the scheme. Finally, an inventory of books and an analysis of order and inventory forms supplied evidence of what books were actually available in the schools. This was sometimes but not always, motivated by the desire to effect equity. On the whole, the outcomes of the textbook distribution scheme were found to be fairly equitable. This can be explained with reference to * the fact that up to a point improved efficiency also brought improved equity * the ad hoc adaptations of policy in practice by officials and school staff and * the efforts of the rural based school parent community to take full advantage of the scheme.

Bibliography: leaves 107-141. / Using the English language textbook as its focal point, this study attempts to determine the extent to which educational publishers are in a position, through their practices, to assist in the transformation of South Africa. The centrality of language to both the creation of individual consciousness and to the shaping of society inform this investigation. Regarded as integral to these processes is the premise that education is the primary terrain into which language, and its fundamentally moulding potential, is locked. Furthermore, the impact of not only the transition in south Africa, but also of the fluidity of the wider global backdrop on both language and education are acknowledged as crucial influences on all spheres of private as well as public life. In this context, the study endeavours to locate and define those elements which comprise and inform the practices of educational publishing. It attempts to demonstrate that the broader socioeconomic, political, educational and cultural processes, from which educational publishing takes its signals, severely restrain its capacity for participation in social transformation. The study concludes with some recommendations for the publishing of English language textbooks in a post-apartheid terrain, and suggests a few areas of research pertinent to such an undertaking.

Colleges and universities have started to recognize the benefits of shifting from a professor-centered instructional paradigm that focuses on the dissemination of information to the learner to a student-centered paradigm. This latter paradigm is designed to provide an environment that enables the student to personalize, analyze, synthesize, and apply the information learned both inside and outside the classroom. Few would argue that such a paradigm shift would be best supported with the provision of a cost-effective, digitally interactive textbook that supports this type of personalized student-centered learning anywhere, anytime. Additionally, an Internet-based textbook would give the student more control of when, what, and how much he/she learns allowing for a potentially deeper exploration of content. This quantitative study was conducted to ascertain if the use of an instructionally designed, interactive college nutrition textbook (iTextbook) with embedded links to digitally-rich supporting graphics, videos, figures, and self-assessments would significantly improve students’ knowledge acquisition and application of the information as compared to the use of an identical print textbook and a static electronic textbook (eTextbook) in a Portable Digital Format (PDF). This study also looked at the time-on-task for reading the textbook content in each of the three formats. Lastly, this study assessed if students would prefer this type of instructionally designed, digitally-rich iTextbook format rather than reading the same information in a print textbook or a PDF eTextbook. The results of the study alluded that while there was a trend for a higher mean exam score measuring knowledge acquisition and application of the information read in the iTextbook group and a lower mean exam score in the eTextbook group, the scores among the three formats were not significantly different. The time-on-task spent by each group reading the textbook content was also similar among the three formats. However, the students reading the eTextbook spent a significantly longer amount of time reading the eTextbook compared to the iTextbook yet obtained the lowest average exam score among the three groups. In response to a final questionnaire, students significantly preferred the iTextbook rather than the print or eTextbook formats. College students reading a textbook in an iTextbook format obtained similar exam scores as those reading the same content in a print or eTextbook format. Compared to the iTextbook, the time-on-task was not only longer for those reading the eTextbook format but this format also produced a lower exam score measuring knowledge acquisition and application. The iTextbook format was more favorably received by college students than the print or eTextbooks formats.

The reading abilities of trade and industrial education students enrolled in the six trade and industrial education courses of automotive mechanics, building construction , drafting, electronics , machine shop, and welding in the six high school s of Granite School District were studied in relation to the rated readability of basic textbooks used in those courses . Additional relationships were studied between student reading abilities and intelligence, between course grades and intelligence, and between course grades and reading abilities. The mean reading ability of the 388 trade and industrial education students included in the study assessed by administering the California Reading Test for grades nine through 14 , was found to be 10.8 for the eleventh grade students, 11. l for the twelfth grade students, and 11.0 for all students included in the study . These abilities ranged from ~grade six to grade 15. Electronics students had the highest average reading ability measured at 12. 4, while the average welding student was reading at grade 10 . 3. Thece weJ' <= h4 . -J percent or 87 eleventh grade students reading below their assigned grade level and 60. 1 percent or 137 twelfth grade students reading below their assigned grade level. Little relationship was found between average student grades and their intelligence quotients, or between average student grades and reading level , while the correlation between Intelligence quotient and average reading ability was relatively high. The rated readability of basic textbooks used by the students in the six courses was obtained through the application of both the Dale -Chall, and the SMOG formulas. A significant difference was found between the average reading ability of students and the readability of the basic textbook they were using. Reading abilities of average students in automotive mechanics, electron ics, and welding courses were below the rated readability of the corresponding textbooks . Reading abilities of average students in building construction, draft ing, and machine shop courses were above the rated readability of each of the corresponding textbooks . The following conclusions were drawn from the data analyzed In the study: 1. The reading grade level of students in trade and industrial educ ation courses is more important as a factor in determining a suitable level of read ability for a basic textbook than the usual criterion of the assigned grade level of a course or a student's grade placement. 2. A basic textbook should have the capacity to interest the more able students as well as the slower readers . 3. More effort must be expended to help less able readers understand and relate the vocabulary of a technical type course . 4. Teachers should take into consideration the individual reading ability of students in planning their instruction rather than assume all students to be read ing at grade level. 5. Of the factors used in assessing the rated readability of textbooks, vocabulary was more important than sentence length. 6. None of the basic textbooks analyzed exhibited a progression of read ing difficulty from easy material at the beginning of the textbook to more difficult material towards the end of the textbook. 7. Although there was a wide variation in the mental abilities of students, generally students with high mental ability had a high reading ability. 8. The results of applying a one-way analysis of variance to student reading data from two of the courses , building construction and electronics , which were taught in a ll six high schools, indicated the reading grade level of students was not affected by the geographical area in which the student resided.

During the 1960s, anthropology was an important part of the social studies curriculum. This study explores the question of whether twenty years later, anthropology is still an important part of primary and secondary school curricula and textbooks. To answer that question, the author used content analysis to analyze 13 sixth grade social studies textbooks for their anthropological content. Results of the research indicate that there is very little anthropology in the texts, the same topics and concepts are covered in most of them, and that most of the anthropological material is narrative or descriptive in form rather than theoretical. The exclusion of anthropology from the textbooks would seem to be tied in with the process of textbook production, publishing, and adoption. If anthropologists wish to see more anthropology in textbooks, then they will have to involve themselves in the textbook process.