Textbook Authors Research Articles

Navigating Academic Arguments: Teaching Reporting Verbs in Transitional Reading Courses

ABSTRACT Reporting verbs (RVs) are commonly used features in academic texts. While college textbook authors are less likely to be transparent about their views, they frequently employ RVs to signal their attitudes about the claims and findings of others. University students, particularly those placed in transitional reading courses, however, may have limited experience with reading texts that use diverse RVs to add depth and nuance in presenting different arguments and perspectives. To promote students’ academic literacy skills, this paper highlights the importance of RVs and emphasizes their functions in conveying various attitudinal positions in authentic university textbooks. It then offers an instructional approach in which RVs are identified in text discussion to promote reading comprehension. The approach provides explicit instructions on how students could use authentic texts including examples from corpora as guidance for brief writing exercises that stimulate the use of a wide range of appropriate RVs. The paper has implications for helping students develop their authorial voice about reporting the views of others and evaluating the merit of their claims in academic contexts.

An analysis of semantic structures of addition and subtraction word problems used in primary two mathematics textbooks

In this study, addition and subtraction word problems based on the semantic structures are analyzed in the sole primary two mathematics textbooks and accompanying workbooks used in Singapore. Based on a conceptual coding framework, the word problems were coded accordingly. The results revealed a significant representation of combine and compare structures across all contents in both the textbooks and accompanying workbooks. In particular, the lack of word problems involving change structure suggests an unequal distribution of the semantic structures. Based on the findings, it is recommended that educators and textbook authors to be aware in providing students the opportunity to be equally exposed to the various semantic structures in the teaching and learning of both the addition and subtraction word problems.

고등학교 제2외국어 문화교과서의 ‘종교문화’ 서술의 특징과 과제: 2015 개정 교육과정을 중심으로

[Objective] The purpose of this study is to investigate the characteristics and limitations of the content related to religion in the Second Language Culture Textbooks of the 2015 revised curriculum in order to demonstrate new aspects of religious education in the secondary school curriculum. [Contents] In order to examine the role of religion in second language cultural education, this study analyzes the content of eight foreign culture textbooks (French, German, Spanish, Russian, Arabic, Chinese, Japanese, and Vietnamese). It categorizes the characteristics of the religious narratives in each textbook and identifies problems with the narratives. [Conclusions] In general, these textbooks can be divided into three types: textbooks that address religion in depth with separate chapters, textbooks that do not set specific chapters but handle religion through annual events and festivals, and textbooks that barely examine religion. The differences in these descriptions are due to the fact that the importance of religion is recognized differently by each textbook author, most of whom are not specialists of cultural studies. In order to rectify these problems, it is important to establish unified direction for cultural education and actively involve experts in cultural studies, including religious studies in the development of textbooks.

Віктор Даниленко, Олександр Даниленко, Олександр Добржанський.Степан Смаль-Стоцький. «Заслужений перед усієї Україною». – Київ:Парламентське видавництво, 2023, 336 с.

The purpose of the article is to analyze the monograph of the famous modern Ukrainian historians V. Danylenka, O. Dobrzhansky and O. Danylenka, which highlights the life and activities of academician Stepan Yosypovych Smal-Stotsky, a well-known Ukrainian cultural and socio-political figure, teacher, Slavic scholar, who made a significant contribution to the development of Ukrainian history, literary studies, and journalism. Professor of Chernivtsi and Ukrainian Free University in Prague. Honorary member of the Shevchenko Scientific Society in Lviv. Member of the Bukovyna Diet and the Austrian Parliament. In 1918, he became one of the first academicians of the Ukrainian Academy of Sciences. Ambassador of the West Ukrainian People's Republic in Czechoslovakia. Founder and first president of the Ukrainian Mohyla-Mazepin Academy of Sciences. The author of school textbooks on his native language, as well as scientific research on I. Franko, Yu. Fedkovich, I. Kotlyarevskyi, T. Shevchenko, and others. He left extensive correspondence and memories rich in information for scientists.

Androcentrism in Arabic Educational Materials: A Linguistic Analysis of GCC Countries’ Selected School Textbooks

This study seeks to investigate the existence of androcentrism in school textbooks used in the six Gulf Cooperation Council (GCC) countries. It attempts to unveil potential implicit biases ingrained in the language of these textbooks. The data for this study is derived from a corpus comprising six textbooks, encompassing a variety of courses representing the GCC secondary level education systems. The employed methodological approach entailed content analysis, wherein categories were discerned directly from the textual data during a comprehensive examination of the textbooks. The established framework facilitated the classification of gendered linguistic references into three distinct categories: nouns, verbs, and pronouns. The principal findings highlight preferential representation of male students and, consequently, underrepresentation of female students, permeating almost the entire research corpus. Contrary to assumptions suggesting an intrinsic gender bias within the Arabic language, this investigation argues that the locus of androcentrism seems to be rooted in the authors of the scrutinized textbooks. This discernment contributes valuable insights challenging prevailing notions and accentuates the role of textbook authors in shaping linguistic biases.

Tackling Trump: Contemporary Politics and the Creation of Official Knowledge

Textbooks remain important curricular resources in K-12 classrooms. However, the narratives they provide are not neutral and often influenced by external forces. Extant research has shown that history textbooks often present whitewashed and heavily biased accounts of the past; however, less is known about how textbook authors and publishers depict recent historical events, particularly those that remain politically contentious. In this study, I analyze how four recently published U.S. history textbooks depict the Trump era. I found that the textbooks varied in their explicit criticisms of Trump, even when describing his dispositions and attacks on democratic norms, with the textbook aimed specifically at K-12 students normalizing Trump to a greater extent than the textbooks written for college undergraduates and advanced K-12 students.

Content Analysis of the EFL Textbook Units According to Bloom’s Taxonomy: Between Theory and Practice

This study analyzed the units of the textbook “Just Imagine” for 9th grade Arab students for English teaching in Israel. The study was conducted to understand whether the Wh-Questions used in the textbook emphasized high-level thinking and cognitive skills development (HOTS). The research question of this study was: To what extent do the Wh-Questions in the textbook “Just Imagine” emphasize higher order thinking skills? Content Analysis was performed. Wh-Questions were chosen as the unit of analysis for this research. Percentages and frequencies of each cognition level were calculated for each book unit separately. The results showed that 167 out of the 219 questions emphasized cognition levels that develop Low-Order Thinking Skills, while only 52 questions emphasized the three levels that use High-Order Thinking Skills. Findings of this research recommended that the textbook authors should further develop the textbook’s content, and maintain a balance between the lower-order and higher-order questions. Evaluating and choosing a good textbook that fits the goals of the curriculum is also recommended.

The Representation of Pragmatic Knowledge in Moroccan High School English Language Teaching (ELT) Textbooks

Studies in the domain of English language teaching reveal a significant disparity between pragmatic findings and the approaches employed in English language instruction (Ishihara & Cohen, 2010). Investigations into the effectiveness of textbooks for teaching communicative skills, mirroring real-life conversations, show that English Language Teaching (ELT) textbooks often lack clear and thorough explanations of English conversational dynamics (Berry, 2000; Burns, 1998; Cane, 1998; Grant & Starks, 2001). According to the available literature on EFL/ESL textbooks, speech acts, and other pragmatic elements are largely neglected in both quality and quantity (e.g., Vellenga, 2004; Salazar Campillo, 2007; Neddar, 2010). Therefore, this study examines how textbooks cultivate pragmatic competence and evaluates the pragmatic content in EFL textbooks used in Moroccan high schools from 2006-2007. It aims to assess the depth and quality of pragmatic information covered in these textbooks. In addition to concentrating on metapragmatic details, the study discusses register, illocutionary force, politeness, appropriateness, and usage, as well as how textbook authors present speech acts. However, the study findings reveal that the selected textbooks provide insufficient pragmatic information. This underscores the necessity of supplementing EFL textbooks with more authentic materials and ample meta-pragmatic information. It is also essential to consider pragmatics during the textbook design process and enhance teachers' abilities to incorporate them into their classrooms.

THE SPECIAL FEATURES OF ALEXANDER XHUVAN'S PEDAGOGICAL OPINION

The study of A. Xhuvan's activity, with particular emphasis on the drafting and publication of primary and secondary school texts (then also high school), is still important today, due to the fact that science constantly finds new information about his works. . The studies so far have partially given scientific opinion on this great personality of education. We will analyze the data from the year 1919, when he published the first text "Language book or grammar: First part", he (either as author or co-author) published or reprinted nearly 40 textbooks of Albanian grammar and syntax, elementary , reading books, anthologies, texts of ancient Greek and Arberian literature, of stylistics and general literature, of pedagogy and psychology, etc., among which are the texts: "Didactics and Education" (1926), "Beginnings of Stylistics" of general literature" (co-author with Kostaq Cipo, 1930); "Additional psychology in the work of education" (1933), which Norbert Jokli called a "monumental" work, then "Didactics" (1937), "Education" in manuscript, etc. We will analyze his studies and texts, the way in which the two rare types of a man naturally intertwine, that is, A. Xhuvani the scholar and A. Xhuvani the linguist. His texts are used, not only in Albania, but also in the Albanian territories abroad, even in the diaspora. They also served as a methodological model for other authors of Albanian textbooks. Even in Kosovo, the first grammars of the Albanian language were drawn up according to the model of Alexander Xhuvan's texts. In addition to textbooks, he was also an editor, reviewer, translator, etc. With the textbooks of A. Xhuvan, a new stage in Albanian textology began. Meanwhile, he intensified cooperation with many magazines and newspapers of the time, such as: "Pedagogical Magazine", "Normalisti", "Kumtari assimuer", "New School", "Teacher", "National School", etc., where he dealt with various issues pedagogical, educational, teaching etc... Xhuvan's pedagogical thought is a model thought that should be guided today and that his works deserve more in-depth studies.

Examining the Effectiveness of Educational Tools and Elements Used in Medical Textbooks: Students' Perspective.

Background As textbooks constitute a foundational component of medical education, it is imperative to conduct a rigorous evaluation of their efficacy by examining the fundamental elements and tools utilized within these textbooks and how multiple factors may alter the effectiveness of such components. Materials and methods We conducted a cross-sectional, survey-based study where 251 subjects anonymously rated the effectiveness of different tools and elements/factors used in medical textbooks using 5-point Likert scales. The population surveyed included year 1 to 5 medical students at Alfaisal University, where students are admitted to medical school directly after high school, with an approximately equal male-to-female admission rate. Students were asked to rate the effectiveness of the following tools: chapter summary, end-of-chapter questions, tables of contents, graphic elements, diagrams, tables, flowcharts, mind maps, sidebars, and links to online resources. In admission, they were asked to rate textbooks regarding the following elements/factors: text clarity, directness to the concept intended, flow of ideas, language complexity, and clinical (vertical) and multidisciplinary (horizontal) integration. The Chi-square, post-hoc, Spearman's correlation, and Kruskall-Wallis tests were used in the statistical analysis to determine the differences and correlations in the students' self-ratings of different variables. Results The students rated tools such as diagrams and graphic elements as the most effective. Graphic elements were rated as significantly more effective by first- and fourth-year students. This corresponds to being exposed to new environments (the first exposure to the study of medicine and the first exposure to clinical clerkship), indicating their effectiveness in introducing new concepts and setting of change. Furthermore, end-of-chapter summaries and questions were rated significantly as being more effective by females (P<0.05). The aim behind using textbooks and the frequency might be governed by how students rate textbooks regarding multiple elements or factors, including directness to the concept intended, flow of ideas, and language complexity. Interestingly, all the above findings were consistent throughout all grade point average groups. Discussion In the rising age of e-learning, our study shows that the tools employed by textbooks remain effective. Our findings are partially consistent with existing literature, which underscores correlations between demographic variables and learning styles. We show that the effectiveness of various tools employed in textbooks can vary depending on the educational setting. While demographic factors generally did not impact students' perceptions of tool effectiveness, gender-specific differences were observed in the perceived effectiveness of end-of-chapter summaries and questions, with female students rating them as more effective, which aligns with existing literature. Conclusions Our study shows that students still perceive the tools employed by textbooks as effective. The perceived effectiveness of various tools utilized within textbooks may be influenced by certain demographic factors and settings, with graphics often proving the most efficacious. This study provides valuable insights for authors of medical textbooks, helping them optimize the usage of various tools by considering the specific characteristics and requirements of the intended audience.

Readability level of prescribed Accounting textbooks used in South African secondary schools

The results of a study that investigated the readability of three Accounting textbooks used in South African secondary schools are presented. In South African schools, textbooks remain the primary source of course content that drives the students’ learning of the subject matter. The study followed the traditions of the positivist paradigm. The Flesch reading ease score and Gunning fog index are readability measurement methods that are helpful in measuring the difficulty or challenging nature of text in the Accounting textbooks. Using them assists teachers of Accounting who have the responsibility to choose textbooks that would assist their students to make meaning of the subject matter. Three sections from each textbook were analysed: an introduction section on budgeting, analysis and interpretation section, and section on General Accepted Accounting Principles. These topics are very important in understanding the discipline of Accounting; their readability or accessibility by students play a crucial role in learning the subject of Accounting. The results showed that some textbooks are not readable, or are not straightforward and user friendly, and are thus difficult to understand and engage with. This points to these textbooks being challenging to some Accounting students, especially since to some English is their second language. The recommendations for future research are discussed. It is suggested that authors of Accounting textbooks must consider the readability of the textbooks.

He taught to build not only cheaply, capital, but also beautifully

Introduction. In construction science, the name of Professor Boris Grigoryevich Skramtaev is widely known to the engineering community of the country and far beyond its borders. He actively participated in the formation and development of the Russian scientific school of concrete and reinforced concrete. The construction industry actively implemented the innovation of researcher Skramtaev and his colleagues, using precast concrete proposed by scientists on large-scale construction sites, introducing new types of cements developed by them for the construction of residential and industrial facilities.&#x0D; &#x0D; In Boris Grigoryevich's informative biography, in addition to research on hydraulic engineering, coarse-porous and high-strength concretes, participation in the development of inorganic binders is vividly reflected. He devoted a lot of time and effort to leading research teams, the results of which are impressive by today's standards. Thus, during the difficult for the country war period, scientists under the leadership of Professor Boris Grigoryevich Skramtaev contributed to the full and timely provision of domestic industry with building materials, primarily high-quality concrete and reinforced concrete, even in extremely difficult periods for the construction industry during the Great Patriotic War and the post-war restoration of the national economy.&#x0D; &#x0D; The aim of this article is to conduct an author's analysis of the fruitful scientific activity of Professor B.G. Skramtaev, to confirm his talent as a leader of research teams. To trace the biography of the outstanding Russian scientist Boris Grigoryevich Skramtaev, the founder of the Russian school of reinforced concrete, who made a great contribution to the creation of modern building materials, various types of concrete, which were actively used in the construction industry.&#x0D; &#x0D; Results. The article examines and analyzes the newly discovered biographical data about Professor B.G. Skramtaev, analyzes the influence of the environment in which the scientist's worldview was formed, the motives of his active and fruitful activity in the field of concrete science. For the first time, the responses of representatives of the scientific community and heads of interested ministries of the country about B.G. Skramtaev's popular textbook "Building Materials", which has undergone five reprints, has become a reference book for several generations of students and engineers.&#x0D; &#x0D; Conclusions. The source base of the research has been expanded, archival documents and materials that were previously unknown or little known to the scientific community have been introduced into scientific circulation. Several materials have been found confirming the heuristic outstanding abilities of researcher B.G. Skramtaev in the field of concrete science.&#x0D; &#x0D; The role and place of scientific activity of Professor B.G. Skramtaev as a theorist on the creation of new promising concretes and mixtures for the construction industry are determined.&#x0D; &#x0D; In the article, the scientist B.G. Skramtaev is shown as a versatile and in-depth researcher, the author of numerous textbooks and monographs, relevant articles on the topics he studies. For example, his 1952 textbook "Building Materials" reflects the priority of Russian science and technology more fully than previous editions. It presents the achievements of Soviet construction materials technology and changes in outdated terminology on building materials. The fifth edition provides new data on materials and reinforced concrete parts for prefabricated construction, takes into account the basic principles of the draft Schedule, replenishes the section "Achievements of domestic science and practice", reflects the works successfully implemented in practice in 1950–1952, including personal works of the authors, especially in the field of new cements, concrete technology and building solutions.&#x0D; &#x0D; The conclusions obtained as a result of the analysis of the material contribute to the study of the originality of the versatile personality of B.G. Skramtaev, his phenomenon in scientific thought in the field of concrete science and building materials in the period of the 1930s–1960s.

Mokyklinės lietuvių kalbos programos

This article provides an overview of the general secondary school Lithuanian curricula. The very first curricula were developed as early as under the tsar’s rule (in 1906 and 1917). Once the Lithuanian state was restored, school curricula were usually published by the Ministry of Education, with individual schools only occasionally publishing a curriculum of their own. During the Soviet era, curricula were developed solely by the Ministry. Since the restoration of the Lithuanian independence in 1990, the Ministry has maintained its role of developing school curricula and so there have been just a few independently published curricula so far. Notably, curricula are typically anonymous. We know the authors of the first two curricula: the curriculum for the academic year 1905–1906 at Panevėžys Teacher Training Seminary was designed by Vladimiras Lukinas, and the following year, the curriculum for the same seminary was developed by Jonas Jablonskis. After 1990, curricula have usually been developed by working groups established by the Ministry; the lists of their members are publicly available. The article highlights the structure, didactic attitudes, and the organization of topics within the curricula, and demonstrates that the authors of the first curricula followed the descriptive work on the Lithuanian language already published at the time, whereas once the Ministry of Education began publishing curricula, they themselves became guidelines for textbook authors. The trend remains the same to this day.

Technological pedagogical content knowledge (TPACK) confidence of teachers working in the textbook writing commission

The aim of the study, which is designed based on survey model, is to measure whether the TPACK confidence makes a significant difference in terms of determined variables in the study. The research group consists of 201 teachers working as textbook authors in the textbook writing commissions in the 2022-2023 academic year. Data collected using "Personal Information Form" and "Technological Pedagogical Content Knowledge Confidence Survey" were analyzed by using t-test and one-way ANOVA tests. The results showed that the participants have a mid-level of confidence in TPACK. In addition, the results showed that while The TPACK confidence level didn’t differ significantly by gender, age and experience (both in teaching profession and textbook writing commission); branches and the status of taking a course about using technology caused significant differences in some sub-dimensions of TPACK confidence level.

Using Text Mining to Identify Teleological Explanations in Physics and Biology Textbooks: An Exploratory Study

AbstractCreating and critiquing explanations of phenomena is a significant goal of many scientific disciplines and therefore also a learning goal of science education. A significant source of explanations is science textbooks; however, the large corpus of text in textbooks means that manual review of explanations by individual researchers is extremely time consuming. In this paper, we introduce a text-mining approach for identifying legitimate and illegitimate forms of teleological explanations in school physics and biology textbooks. An ongoing debate exists about the legitimacy of teleological explanations, that is, explanations which account for a phenomenon by reference to a final end, purpose, or goal. Until recently, researchers tended to view teleology as an illegitimate form of scientific explanation. Recent theoretical cases in biology and physics have emphasized that legitimate teleological explanations exist in both domains. Eight science textbooks used in England and internationally were analyzed for instances of teleological explanations. The analysis reveals the efficiency of the text-mining approach for automating the analysis of textbooks and its potential as a research approach in science education. In considering text mining as a research approach, we report terms that are likely to be associated with legitimate teleological explanations. We found that legitimate teleological accounts are used by textbook authors, and we present novel categorizations of these forms of explanation. We argue that text mining can be a useful approach in science education research and our findings suggest guidance for both textbook writers and teachers related to their selection of legitimate explanatory forms.

SERBIAN MUSIC CRITICISM OF THE INTERWAR PERIOD: TEXTS ABOUT MUSIC BY DANICА KRSTIĆ IN THE MAGAZINE MUZIČKI GLASNIK

The paper analyzes the texts of Danica Krstić (1873–1966) in the magazine Muzički glasnik, published in 1922 in Belgrade. Danica Krstić is known to the professional public as one of the first piano teachers at the Serbian Music School (from 1903 to 1940) and as the author of the first piano textbook in the Serbian language, Piano School (1911). However, few people know the fact that she was also a music critic in the magazine Muzički glasnik. Namely, she gave two critical reviews of the concerts of young pianists - Ćiril Ličar and Vera Lotar. In both articles, the author used the same method - it is an analytical presentation of the works that are in the repertoire, while the emphasis is on the performing skills of the mentioned artists. This fact is not surprising, given that the author was professionally oriented towards performing. The paper will also discuss the historical development and importance of music criticism in Serbia in the period between the two World Wars. The historical processes through which music criticism in our region went through, as well as the methods of changes in the critical model in the period between the two World Wars, will be pointed out. It will also be discussed about the magazine Muzički glasnik in the context of selected articles, but also the entire magazine as one of the most important in the domestic area in the mentioned time frame. The goal is to highlight the diverse professional involvement of Danica Krstić and her role in the process of developing musical culture and education in Belgrade and Serbia at the beginning of the 20th century. The paper uses the method of theoretical analysis as well as an analytical-musicological view of the concert life of the Serbian capital.

Analysis of Gender Representations in Recommended Biology Textbooks Used by Senior School Students in Nasarawa State, Nigeria

The controversy and inconsistent reports on gender difference in students’ performance in Biology are yet to abate. As part of the contributions to address the challenge, this study was designed to analyze gender representations in recommended biology textbooks used by senior school students in Nasarawa State, Nigeria. Seven Biology textbooks were purposively selected and analyzed in the study, while four research questions were raised and answered. The instrument used for data collection was a proforma designed by the researchers and used to record the identified masculine, feminine, and gender neutral words, colours, pictures, and diagrams. Findings indicated that the selected Biology textbooks contained 39.1%, 32.5%, and 28.4% gender neutral, masculine, and feminine words, respectively. Also, findings revealed that the selected Biology textbooks contained 51.7%, 48.1%, and 0.4% gender neutral, feminine, and masculine colours, while 99.1%, 0.6%, and 0.3% gender neutral, feminine, and masculine pictures and diagrams were observed in the selected Biology textbooks. In addition, findings indicated that there was no gender balance in the textbooks considered in the study. The study concluded that all the selected Biology textbooks contained gender representation in words, colours, pictures, and diagrams that were imbalanced in representations. It was therefore recommended that Biology textbook authors should revisit their textbooks and amend the observed inequality in gender representations to avoid the promotion of gender bias and partiality among the upcoming generations.

The Effect of Level-Marked Tasks on Students’ Mathematics Self-Efficacy and Persistence—Investigating a Tiered Activity

In school mathematics, tiering tasks according to students’ readiness levels is a common approach to adapting content to address students’ varying abilities. To distinguish between different tiers, the tasks are commonly marked by their level of difficulty, as in so called level-marked tasks – a strategy used in differentiated instruction to help students gain mastery and improve performance. However, less is known about whether and to what extent the marking of the tasks works as intended. Regarded as a significant predictor of students’ performance in mathematics, the level marking of mathematics tasks and their effects on students’ self-efficacy and persistence were investigated. The online survey part of an experimental design was used to collect data from 436 lower secondary students in Norway. Independent sample t-tests and Mann–Whitney U tests revealed that, when students across groups were given the same mathematics tasks with and without level markings, tasks marked as difficult reduced both students’ mathematics self-efficacy and their persistence, even for students with high baseline self-efficacy. Although more research is needed to fully understand how the level markings of mathematics tasks affect students’ self-efficacy and persistence, the reported results have implications for both mathematics teachers and textbook authors.

Vyatka priest, educator and methodist teacher N. N. Blinov

Introduction. One of the active processes of humanization of education in modern conditions is an appeal to the best achievements of the past, to the works of representatives of Russian, including regional pedagogy, whose creative searches were permeated with the ideas of humanism, concern for the upbringing and education of a person. Genuine interest is aroused by the multifaceted pedagogical and methodological activities of the famous Vyatka priest, zemstvo figure and methodist teacher N. N. Blinov (1839-1917), who clearly manifested himself as a practical teacher, a methodologist of primary education at the All-Russian level, the author of numerous educational books, an educator and researcher of the history of the Udmurt people. Materials and methods. The author uses as research methods: analysis of historical and pedagogical literature, biographical and historical methods, axiological (value) approach to the study of historical and pedagogical material. In his work, the author used a number of publications by foreign and Russian authors. Results. The period of activity of N. N. Blinov coincided with the time of activation of the development of education in Russia. In the Russian provinces, local methodologists in the field of education actively worked, – authors of textbooks and the first alphabets, mainly for the so–called "small", i.e. non-Russian, peoples. Blinov was one of the most prominent representatives of the Russian regional enlightenment in the second half of the XIX – first two decades of the XX centuries. His activities were of a multilateral nature. Russian Russian was the author of textbooks for Russian and Udmurt children, the organizer of rural schools, and his local history work was highly appreciated by the Russian Imperial Geographical Society. Especially his books "Learning – light" and the first Udmurt alphabet "Lydzon" should be highlighted. Discussion. In N. N. Blinov's method of teaching reading, the presence of such a new element in literacy teaching for that time as a clearly established and filled with concrete content step-by-step, currently known as "algorithmization", is original and valuable. At the same time, the desire to establish strict stages in the assimilation of letters was inevitably accompanied by the need to introduce words whose meaning was still unknown to children. Conclusion. Blinov's fruitful scientific, methodological and practical pedagogical activity, his local history work are a vivid phenomenon in the history of Russian provincial education. His methodological views remain relevant up to the present time. Vyatka educator contributed to the development of Udmurt culture and literature by being the author of original ethnographic, dramatic, historical and biographical works. His turbulent, eventful life deserves further study, as well as his numerous works.

A Content Analysis of Speaking Materials in English Textbook “My Next Words” used by Fifth Grade Elementary School

The aim of this study is to find out the quality of the materials in the English textbook for the fifth grade of primary school. The analysis of speaking sections from the elementary school English textbook is the main goal of this study. It was a descriptive research study that used quantitative data from textbook assessment scores that were gathered using a textbook evaluation sheet. The sheet's framework was created using theories by Bao (2013) about the constituting aspects of a good textbook and learning resource selection. The research revealed that the textbook's speaking material was sufficient. This indicates that the textbook's speaking materials fall short of the requirements outlined in the framework. Based on the research findings, the researcher proposed that the textbook's speaking materials should be enhanced. As a result, the textbook's content should be taken into consideration by both ELT teachers and textbook authors in light of Dat Bao's framework for the improvement of the materials