The purpose of the thesis is to look at the presentation of vocabulary related to new technologies in four French and four Spanish textbooks for first-year university students to examine the relevance of the language presented in terms of its authenticity to French and Spanish as it is used today. The focus is on authenticity to show the correlation between what is presented to students versus what they will need to communicate effectively in ways that are linguistically, socially, and sociopragmatically appropriate with native speakers. The thesis also provides teachers with a pedagogical framework that will help them integrate new technologies and their related vocabularies into curriculum when textbooks fail to do so.

The problem was to determine whether health textbooks include content and material that make them valuable and important tools for a functional health instruction course. The area of this investigation was limited to sixteen health texts designed for use in the seventh and eighth grades. The problem was to determine whether these sixteen selected books have range and adequate coverage for the needs and interests of this age level. Whether they include: teaching aids that enrich the learning experiences, suggested activities of interest to the pupils, up-to-date information, adequate, stimulating, understandable illustrations, supplementary references; and whether the general makeup of the texts were appropriate for seventh and eighth grade pupils. It was the purpose of this study (1) to develop criteria by which health textbooks would be evaluated on content, teaching aids, and format; (2) to evaluate sixteen health textbooks to determine whether content, suggested activities, teaching aids, and the physical features were suitable for health instruction in the seventh and eighth grades; (3) to make a comparative analysis as to which texts were most valuable as tools to learning in the seventh and eighth grades; and (4) to indicate the areas of shortages in the California State Health Series for seventh and eighth grades.

In both LGR 11 and LGR 22 (Skolverket, 2019; Skolverket, 2022) Skolverket prescribes that those students within the English subject should be given opportunities to learn about the culture in different English-speaking areas. The researcher therefore investigated the extent to which the culture of different English-speaking countries is represented in ESL textbooks.  The goal with this research study was to reveal which countries that receive the most and least attention in ESL textbooks. The purpose of this was to give English teachers an idea of which countries they need to spend the most, and least, time on when it comes to finding or creating new teaching materials.  To find answers to the research question, the researcher followed a Critical Content Analysis model designed by Short (2019). The textbooks that were analyzed were all intended for students in grade 4, and the researcher used checklist to collect data. The study has a mixed-method approach (qualitative and quantitative) but is to the largest degree a qualitative study.  The results shows that the culture of USA and Great Britain were represented to a large degree, while New Zealand and South Africa were mentioned to a minor degree. This means that it might be a good idea for teachers to focus their creating and searching for new teaching materials to certain countries if they want to treat English-speaking countries in their teaching in a balanced manner. This also means that the textbooks do not give students equal opportunities to learn about all the countries in which the English language is used. The study thus confirms what previous research in the field of "ELL textbooks" has shown. Namely that ELL textbooks show the culture of English-speaking countries in an unbalanced manner.

The purpose of this study is to make a comparative analysis of the adopted textbooks for the sixth and seventh grades in social studies in the public schools of Texas from 1913 until the present time, 1949, to determine changes in concepts of presenting and teaching social studies during this time.

The purpose of this study was to prepare a rating scale to be applied as an objective basis in the selection of business arithmetic textbooks. After the rating scale was developed, it was then applied to a number of recently published texts to demonstrate its use and practical value.

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In this study we have analysed from an intersectional perspective two textbooks Historia 1b and Progress Gold A which are purposed to be used as teaching material in Swedish schools in the subjects of History and English. Our question and reason for doing the analysis is to emphasise and make the variety of women in the books visible in order to compare that variety to the one that is demanded by the Swedish curriculum. The analysis is made from an ideology critical perspective and contains quantitative elements. Our conclusion is that the material contains both excluding and including features. Some intersectional categories are well represented while others, like functionality and religion, are not. This has a direct effect on the possibility to discover variation amongst the women represented in the material. Previous research states that it is not enough to leave the descriptions without problematizing them, which we found incoherent with the analysed books.

Class of 2009 Abstract / OBJECTIVES: The use and utility of textbooks in health professional training programs is variable. Studies on these topics in medical schools have shown a wide variety of results with most showing surprisingly little textbook use and that students who purchased textbooks tend to have surprisingly low levels of use, with an increasing trend towards preferences for electronic resources. The purpose of the study was to evaluate pharmacy students’ use of course textbooks. METHODS: Second year students at the College of Pharmacy of the University of Arizona completed a survey that included what required or recommended books in the second year curriculum were purchased, how much of the text they actually read, as well as a 6 point response scale to rate each textbooks usefulness. RESULTS: Seventy-four students completed the survey near the end of the academic year. Only 30.45 percent of respondents purchased course textbooks. Purchased percentages for individual textbooks ranged from 62.3% to 0%. Student ratings for usefulness of each textbook ranged from 2.0 to 5.3 with the medicinal chemistry and drug information textbooks rated the lowest and electronic resources rated the highest. The vast majority of students who purchased the book used it them for less than one hour per week. CONCLUSIONS: Less than a third of students purchase required or recommended textbook. Time spent using the textbook was extremely low. Usefulness varied with the textbook and students expressed a strong preference for electronic resources

From a previous study, criteria were developed for use in evaluating industrial arts textbooks for several subject areas in the field of industrial arts. This study is concerned with two of these areas, general metalworking and machine metalworking. It is evident that there are many books published in the United States in the field of industrial arts. The availability and suitability of these textbooks for industrial arts courses in general metalworking or machine metalworking provide the basis of this study.

In view of the quantity of research related to communication, the purpose of this study was to see, first, to what extent the results of this research are made available to beginning students of public address through their public speaking textbooks, and second, to seek to determine if, or to what extent, modern public speaking text writers make use of the often-praised inductive method of teaching.