English has spread across the globe and it is spoken with varying pronunciations, lexical items, spellings, and grammatical structures across diverse regions and cultures. This has resulted in questioning what should represent the language for a new learner. The aim is to gain insight into how culture is presented in the ELT textbook series Champ and to examine English teachers' opinions on cultural representation in language teaching in Sweden. The Champ textbooks series for grade four underwent an analysis using Byram's criteria for cultural content (Byram, 1989). Data was collected by interviewing teachers and doing a content analysis of the Champ textbook. The findings show that the Champ does fulfil the necessary cultural requirements in the curriculum but does lack local cultural representation. The data demonstrated that teachers lack knowledge and understanding of cultural representation in language teaching. The result also revealed that teachers use the same material differently as some use the textbook more frequently than others, and due to financial situations, there are differences in using the extra material connected to the textbook.

For one year, beginning in April of 1974, the Kanawha County, West Virginia school system was involved in a bitter controversy over the content of the adopted language arts textbook series. The series generating the conflict tncluded over 325 individual book titles published by a cross-section of the major textbook companies in the United States. No one visualized the intensity of emotions, the violence and the disruption that would grip Kanawha County during 1974-75. Before the protest diminished, schools were temporarily closed; the superintendent and the president of the Board of Education resigned; people were shot or beat, cars firebombed and school buildings dynamited. The controversial language arts books were withdrawn from all the schools for a period of time and later returned after review by an appointed citizens' committee and action by the Board of Education. This study is a history of the Kanawha County textbook protest. A major portion of the research for this dissertation involved interviews and a search of documents. There is a description of West Virginia, Appalachian values and Kanawha County. Several factors, occurring prior to 1974 are examined as possible precipitating factors in the controversy. From April 1974 to April 1975 the major actions, reactions and occurrences in Kanawha County are reported using various sources to document positions taken by individuals, groups and organizations during this period. Organized chronologically, the study traces the evolution of the textbook protest and continues through the abatement of most protest activities by April of 1975. Five factors, mostly outside the control of the educational establishment that contributed to and sustained the conflict are analyzed. These include the state law regarding the seating of school board members, the role of organized labor, the lack of adequate law enforcement, the intervention of outside groups and the role of the media. The following conclusions and implications emerge from the Study. Students, teachers and administrators in Kanawha County were most deeply affected by the textbook controversy with general agreement that the effects of the protest will be felt for years to come. In the future, public schools, involving everyone directly or indirectly, will not escape as arenas of conflict and controversy. As a resuit of the social activism movement of the 1960's and 1970's and public concern over the performance and operation of the schools, educational systems across the country can expect increasing assaults on their legitimacy. although controversy may be inevitable, there are positive actions which may be taken by school boards and educational administrators to reduce or avoid the disruptiveness of a protest such as the one in Kanawha County. By establishing a broad base of commun ity support and involvement, educators may be able to avoid conflict rather than having to react to it. / Ed. D.

The objective of this study was to determine whether gender stereotypes are present in elementary reading, textbooks published during the 1980s, and how the extent of stereotyping compares with textbooks published during the last two decades. Both manifest and latent content analyses were performed on a random sample of stories drawn from 4th and 5th grade reading textbooks. Chi-square analyses were performed to determine whether significant changes have occurred with regard to gender stereotypes over the last three decades, controlling for publishing company and sex of author. Five different publishing companies, randomly selected from a list of thirteen publishers approved for use by the Virginia Board of Education in 1988, were represented in the sample. The manifest content, was analyzed by comparing the number of male and female characters, number of female and male main characters, types of occupations held by male and female characters, number of females and males in illustrations, and the race of characters. The latent content was analyzed by comparing the sex of characters most likely to exhibit each of seven different gender,stereotyped traits.. The latent content was further analyzed by looking for gender stereotyped themes and quotes, and non-traditional themes and quotes in stories. / Master of Science

No / What is management and how do the people who become managers take on a managerial identity? How does text inform the manager's identity? From cultural studies we understand that the relationship between text and reader is not passive but that each works upon the other and that text is active in forming the identity of the reader. However, analysis of management textbooks published since the 1950s reveals that textboks construct a world in which chaos is kept at bay only by strong management and in which strong management is based upon the rationality of modernity. This book exposes and analyses such claims-to-truths and theorises their arguments using the work of Butler and Foucault, the sociology of scientific knowledge, crtical legal studies, art history and queer theory. By revealing the post-modern turn in these texts,The Social Construction of Managementis both a critical and empirical study that explores the constitution of managerial identities in the age of masseducation in management. An exciting contribution to the growing body of knowledge within critical management studies, this book challenges the way we think about organizations and their management, and about management education as a whole. This is thought provoking reading for anyone studying management or working int he managerial organization

The purpose of this study is to examine the perceptions of selected textbook publishing personnel concerning the value of state level textbook adoption systems. The perceived value has been examined in relation to intents for state level textbook adoption systems as identified in an investigation by Tulley (1983). In addition, perceptions concerning appropriateness, importance, achievability, and accomplishment of those intents for state level textbook systems and the influence of state systems beyond textbook selection decisions were investigated. The method used for the collection of data was a survey instrument, a written questionnaire, developed especially for this study. The questionnaire was designed specifically for selected textbook publishing industry authors and editors of reading programs, and regional and local sales representatives with state level textbook adoption experience. Data were derived from responses to the questionnaire with frequency count for each alternative tabulated and percentages of respondents selecting each alternative calculated and presented according to total sample, publishing firm and role responsibility of the respondent in the publishing firm. Descriptive and inferential statistics were used for data analysis and domain analysis conducted with written comments. The results of this study indicate that state systems are perceived as having considerable value. Eleven generalizations related to major strengths for state level adoption systems emerged during this study. In addition, respondents noted eight of these generalizations as appropriate, achievable, and actually being accomplished. The results of this study, however, did reveal some major weaknesses of state level adoption systems. State systems’ decisions were viewed by the respondents as having impact which goes beyond the individual state. / Ed. D.

The present study is an analysis of six primers adopted for use in the public schools of Texas with the idea of comparing word-meanings used in the six books in order to find out possible sequences for the use of the books.

The purpose of this study is to set up criteria for judging the mechanical features and content of sixth-grade readers and to determine whether or not the fourteen sixth-grade readers of this study fit these criteria.

The twenty-nine typewriting texts which form the basis for this study are a sample of those currently used in the field of typewriting instruction. The purpose of this study is to see how they agree or where they disagree in the material offered and the way in which it is presented.

It is the purpose of this study to classify the high schools in the State of Texas offering accredited courses in sociology, and to make an analysis and evaluation of the textbooks that are on the recommended list for use in the secondary schools.

This dissertation examines the integral role of identity in first-year composition, a crucial site of writing instruction predominantly taught by contingent, often inexperienced faculty. It explores how identity is manifested in composition textbooks, which are pivotal in transmitting knowledge about writing and pedagogy across various programs nationwide. Utilizing established identity theory, this project aims to establish a baseline for future research in identity and writing development. Chapter 2 lays the theoretical groundwork, drawing on the works of Gee, Ivanič, Matsuda, and Hyland to offer a comprehensive understanding of identity in writing. It explores generalized definitions of identity, delving deeper into its nuanced role in first-year writing classrooms. The chapter justifies the focus on identity due to its significant influence on the writing process and composition. The literature review in Chapter 2 synthesizes prominent theories, including Gee's "Identity as Discourse and Community," Matsuda's "Identity as Voice," Ivanič's perspective on "Identity and Writing," and Hyland's concept of "Academic Disciplinary Identity." This review also establishes key terminology such as discourse, voice, literacy, ideology, and identity, crucial for the study's context. Chapter 3 details the methodology, introducing the "Textbook Identity Analysis." This case study, using corpus linguistics software, analyzes key terms within the Norton Field Guide to Writing 4e with Readings. Drawing on Gee's "How to do Discourse Analysis," the method provides a baseline framework focusing on identity. Chapter 4 is divided into two sections for systematic data presentation and analysis. Chapter 4a focuses on the relationship between identity and literacy in the Norton Field Guide, examining their intersection and impact on first-year composition students. Chapter 4b shifts to analyzing discourse, ideology, and voice within the same textbook, exploring their implications on student writing experiences. Finally, Chapter 5 evaluates the findings, assessing the effectiveness on how identity manifests in the Norton Field Guide, and how the study could be applied to other texts, groups of texts, and fields of scholarship. It synthesizes the key insights, overarching themes, and implications of the study. This chapter provides practical insights for instructors and outlines future research, emphasizing a shift toward identity in future first-year composition texts.