Content Of Textbooks Research Articles

Comparative Analysis of History Teaching in Albania and Kosovo: Council of Europe Recommendations for History 9

History teaching is particularly important to increase intercultural dialogue between people who live in different countries. History textbooks should reveal history in all its complexity, promoting democratic values, tolerance, and cooperation for a better future, without creating prejudice or negative visions of others. This research is focused on history teaching referring to the recommendations of Council of Europe (COE) and their implementation in Albania and Kosovo curricula. The method used in this research integrates both qualitative and quantitative analysis referring to the content of history textbooks in a comparative approach. We used a questionnaire to understand teachers' feelings about COE recommendations and if they are implemented in history texts. Referring to the results, the recommendations of COE are not fully reflected even though they are mentioned in pre-university’ curricula framework. Meanwhile, the questionnaire submitted by the teachers shows to what extent they know the COE recommendations and how much these recommendations develop student’s competencies. 
 
 Received: 15 September 2023 / Accepted: 28 February 2024 / Published: 5 March 2024

Overview of Research on Vocational Education Textbooks in China

The Ministry of Education in China has emphasized the need to strengthen the construction of vocational education textbook systems and innovate mechanisms for textbook writing, review, publication, and use. Textbook construction is a crucial aspect of fulfilling the fundamental task of cultivating well-rounded individuals and serves as a vital channel for cultural inheritance. While adhering to the principle of developing high-quality textbooks, it is also important to consider the characteristics of vocational education and create outstanding textbooks that align with the developmental patterns of students in vocational colleges. Building on these principles, this paper conducts research and provides an overview of vocational college textbooks in China. It integrates the content and value of vocational education textbooks, summarizes general principles for textbook construction, and contributes to the implementation of textbook development in vocational colleges.

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

An Analysis of Life Skills in the Content of English Language Text Books

This present paper aims at analyzing the six main domains of life skills: Effective Communication, Problem-solving, Decision-making, Creative/Critical thinking, Personal/ social life skills, and Leadership life skills / Self-awareness. The unit of analysis used in this study is the activities that show or indicate the specific life skill. The criteria of this paper are the extent of the inclusion of life skills activities that enhance interactive learning and meaningful communication in the pupils’ book of Action Pack10. The researcher adopted the analytical descriptive approach. Frequencies and percentages are measured to verify the results of the questions of the study. The findings showed variation in the frequencies of the six main domains and each domain as well. This means that these kinds of activities are represented in the first semester.

The Analysis of Student’s Interest in Reading English Text Books at SMP Negeri 27 Manokwari

The objective of this scholarly investigation is to discern the extent of eighth-grade students' engrossment with English textbooks at SMPN 27 Manokwari. The researchers employed a sophisticated research design by implementing a combination of quantitative and qualitative methodologies. The quantitative approach facilitated the systematic tabulation of data into numerical formats, while the qualitative methodology served to articulate and expound upon data devoid of numerical parameters. The participants in this erudite exploration comprised 20 eighth-grade students enrolled at SMPN 27 Manokwari, with the data collection tools encompassing meticulously crafted questionnaires and insightful interviews. Through meticulous data analysis, the research findings unveiled a noteworthy elevation in the students' ardor for perusing English textbooks, categorizing their interest as notably elevated. The diligent endeavors undertaken by the students in assimilating the contents of English textbooks encompassed practices such as preliminary readings before scheduled lessons, dedicated perusal within the precincts of the library, in-depth examination within the confines of their homes, and the proactive measure of seeking elucidation from the instructor when faced with incomprehensible subject matter. This intricate exploration not only gauged the students' proclivity for English textbook engagement but also illuminated the multifaceted strategies employed by them to fortify their understanding of the material at hand.

Pengembangan Bahan Ajar IPA SMP Berbasis Literasi Sains Topik Lapisan Bumi Dan Bencana

This research was triggered by the lack of scientific literacy content in textbooks used by students at school. Therefore, research was carried out and preparation of science learning materials focused on scientific literacy. The aim of this research is to describe the validity of junior high school science teaching materials based on scientific literacy on the topic of earth layers and disasters, evaluated through assessments from experts. The research approach applied is research and development (R&D) using a modified four-D (4D) model. In this research, there are three validation phases, namely defining, designing, and developing. Respondents in this research and development consisted of three validators who work as academics. The data collected is quantitative in the form of product validation scores from questionnaires. The study results show that the module validity level reaches 90%, with an average validity value of 3.59, without any revisions. Meanwhile, the validity of the scientific literacy module reached 95%, with an average validity value of 3.71, without revision. Hence, it can be concluded that the developed teaching materials meet validity criteria and are suitable for use in the context of the learning process.
 

The Hidden Indonesian Language Literacy Curriculum In Arabic Language Textbooks For Islamic Junior High School

Many religious-based schools and universities in Indonesia have widely implemented Arabic language textbooks as a learning material. However, Arabic is often considered challenging to learn due to its distinct linguistic origin from the Indonesian language. Therefore, there is a need for effective methods to facilitate students in learning Arabic just as they learn Indonesian. Surprisingly, a covert approach to learning Indonesian is also applied to studying Arabic. There are influential Arabic language textbooks that teach Indonesian grammar implicitly. This research aims to analyze the presence of curriculum of Indonesian language literacy in Arabic language textbooks, mainly for grades VII, VIII, and IX in Indonesian Islamic Junior High Schools (Madrasah Tsanawiyah or MTs). These textbooks were published by the Ministry of Religious Affairs of the Republic of Indonesia in 2020. The research method used is a qualitative descriptive approach, which involves content analysis of each chapter in these three books. The research findings reveal a significant amount of Indonesian language literacy content in Arabic textbooks. This content appears as explanations that serve as material clarification for students. Notably, the Indonesian language explanations account for 10% of the grade VII textbooks and 2% of the grade VIII and IX textbooks. Three forms of Indonesian language literacy content were successfully identified: language for comprehension introduction, comparison, and grammar contextualization.

Critical literacy in an indigenous elementary EFL classroom

The purpose of this study was to examine what happens when indigenous students, in a Grade 6 class in rural Taiwan, critically examine EFL textbooks. Without a critical reading of textbook content, indigenous students are unable to examine unfavorable mainstream position. However, there are few English as a Foreign Language (EFL) studies on a critical literacy approach involving indigenous students. Data collected include observations and transcripts of critical literacy teaching, participants’ artifacts, responses to questionnaires, interviews, and the researcher's reflection journal. The findings show that critical literacy classes can empower indigenous students by providing alternative ways for them to view the world and lead them to discern norms and “silenced voices” in EFL textbooks, and to “cross borders” by noticing and addressing sociopolitical power, thereby repositioning their own identities. The study extends the knowledge in knowing how critical literacy work for indigenous group and gives suggestions to EFL teachers.

The Palestinian Curriculum and European Foreign Aid: The Challenges to Preserve National Content

The continuous and controversial arguments about any relationship between foreign aid and the national content of the learned curricula in new and emerging entities in post-conflict areas in general, and in the Palestinian case in particular, have been a source of apprehension for many educators, stakeholders, educational experts, and even school children’s parents. This study aims at investigating the challenges to preserve authentic national and historical content in the light of receiving European foreign aid, taking Palestine as a case. The researcher adopted a mixed-methods approach to achieve the study’s goals. The national content of the school textbooks of the lower basic stage was analysed as a purposive sample of the Palestinian national curriculum. Moreover, semi-structured interviews were conducted with a) curriculum professionals and policymakers from the Ministry of Education to find out the direct impact of European aid on the national content of the Palestinian curriculum, and b) with Palestinian teachers to investigate their attitudes towards the adequacy and efficiency of the national and historical content of the Palestinian curriculum. The results of the content analysis present many national themes and values, yet with diverse dominance and distribution. The semi-structured interviews revealed the continuous pressure on the Ministry of Education to change the content of Palestinian curricula, and its impact on the national content. As for the teachers’ interviews, the results demonstrate that Palestinian teachers do not have positive perspectives on the national and historical content and look forwards to fundamental improvements in the national and historical curriculum.

Research on the Development of Russian Translation Teaching Materials Within the Framework of Ideological and Political Education

Integrating curriculum ideology and politics into the construction of professional teaching materials is the mainsupport for the reform and development of education and teaching, and the main starting point for ideological and political work throughout the entire process of education and teaching. This article makes constructive thinking and conclusions on how to make the ideological and political education concept run through the talent training system, and how to integrate the ideological and political content of the curriculum into the construction content of translation textbooks in an all-round way.

THE REPRESENTATION OF MULTIPLE INTELLIGENCES IN THE PRIMARY SCHOOL ENGLISH TEXTBOOKS MY NEXT WORDS: A CONTENT ANALYSIS

Each student has individual differences, including intelligence profiles, that teachers must consider. The recent curriculum, Kurikulum Merdeka, emphasizes the freedom for the teacher to plan the lesson based on students’ needs and abilities. Since teachers widely use textbooks as a source and guidance to conduct an appropriate teaching-learning process, it is essential to have textbooks that accommodate students’ multiple intelligences. This study aimed to determine the representation of Multiple Intelligences in primary school textbooks titled My Next Words. This study used content analysis as the research method. Eight units were chosen, with two randomly selected from each of the four textbooks. The data were gathered by administering a coding sheet and analyzed by calculating the frequency of occurrence. The results indicated that My Next Words textbooks accommodate all types of intelligences to a certain degree. The most frequently occurring types of intelligence are verbal/linguistic and visual/spatial intelligence. This study can serve as a source for teachers to recognize and address various intelligences, helping them to adapt their teaching material. Besides, it can inform textbook developers to enhance the content of textbooks to provide more diverse material that caters to different intelligences.

The representation of Islam in Religious Education textbooks in England: an alternative approach

ABSTRACT This article examines the representation of Islam in four of the most popular and current Religious Education textbooks in England. The aim is to identify the extent to which the curriculum content is aligned with the aims of Religious Education in England. The textbooks content is reviewed using three frameworks available in literature, two of which are directly related to analysing textbooks on Islam while the third is a general set of curriculum guidelines on making textbook content inclusive. Based on examples extracted from the textbooks, it is argued that the representation of Islam in the curriculum lacks diversity, is stereotypical and promotes an essentialised view about Islam as a religion. The article further uses the case study of jihad to propose the use of hermeneutical approach in writing curriculum content about Islam using sources of authority and historical and literary perspectives to combat the issue of monolithic, absolutist, and fossilised representation of Islam in textbooks.

학생과 교사의 EBS 고교강의 만족도와 개선 요구사항

Objectives The purpose of this study was to investigate the satisfaction level and improvement needs for EBS high school lectures.
 Methods Stratified cluster sampling design using province as a stratum and school as a cluster was used to extract 1,320 student samples and 404 teacher samples nationwide. EBS high school lectures were categorized into vid-eo and textbooks, and differences in responses were tested across six student and seven teacher demographic characteristics.
 Results The results show that both students and teachers expressed high levels of satisfaction with EBS high school lectures. Significant differences were observed among students based on academic performance levels and among teachers based on subject areas. Improvement needs related to videos included course development for both lower-level and higher-level students, separately. For teachers, the most frequent improvement needs were rich teaching materials and level-specific courses. Regarding textbook-related improvement needs, both students and teachers indicated a preference for easily understandable concept explanations and sufficient con-struction of challenging questions.
 Conclusions The findings indicate a significant demand for diversified educational content tailored to the students' levels for both video and textbook in EBS high school courses. Addressing the diversification of content in video lectures and textbooks appears to be the most urgent need identified by both students and teachers alike.

Food and Nutrition Literacy through Formal Education in Iran: A Content Analysis of School Textbooks

Background: Formal education in any society should foster all aspects of students' growth. However, studying the curriculum of the country academic period indicates null food and nutrition. Nutrition, as an essential factor in the health of students, can play an effective role in their academic progress. This study aimed to analyze the content of school textbooks concerning food and nutrition literacy (FNLIT) concept and its components in Iran. Methods: This study is a content analysis of school textbooks during 2020-2021 academic year. All school textbooks published in 2020 for elementary (grades 1st to 6th), junior high school (grades 7th to 9th), as well as high schools (grades 10th to 12th) were included. Content analysis of the textbooks was conducted based on Krippendorf framework using FNLIT component checklist. The reliability assessment using Holsti method was 85.29% for elementary school textbooks and 84.78% for junior high school and high school textbooks. Results: The cognitive domain of FNLIT had the highest frequency (92%) within the text, images, and practice questions of the elementary school textbooks, followed by very few references regarding the skill domain (7%). The value-attitude domain was largely unnoticed (1%). In junior high school textbooks, the total number of FNLIT components was 439, of which the cognitive domain of 308 (70.16%) had the highest frequency, followed by the skill domain with 96 units (21.86%), while only 35 units were identified regarding the value-attitude domain (7.97%). In high school textbooks, 342 units of analysis were identified, 82.16% of which were related to cognition, 14.03% value-attitude domain, and only 3.80% were related to the skill domain. Conclusion: Meager attention is given to FNLIT and its components in school textbooks in Iran, especially concerning skill and value-attitude domains.

Navigating through ocean literacy gaps: an analysis of elementary school textbooks in Croatian education

Ocean literacy (OL), defined as understanding the ocean’s influence on us and our influence on the ocean, is crucial for protecting marine ecosystems and resources. This study analysed the integration of ocean literacy principles (OLP) and concepts in Croatian elementary education. The content of textbooks for grades 1-8 across subjects like Nature, Biology, Geography, Chemistry, and Physics was examined. In total, 7,520 pages across 55 textbooks were analysed. The results revealed that, although all seven OLPs were present, numerous concepts were absent or only partially addressed. Discrepancies with the recommended Ocean Literacy Scope and Sequence were identified, particularly in lower grades. The findings highlight gaps in incorporating ocean sciences topics into formal education. Enhanced inclusion of OL principles and concepts across subjects and grades would provide students with comprehensive knowledge about the ocean, empowering future generations to make informed decisions and take responsible actions regarding ocean sustainability and conservation. The findings highlight the necessity for collaboration among ocean scientists, educational specialists, and policymakers to incorporate OL into curricula and textbooks, thereby enhancing students’ understanding of ocean sciences.

Is Your Résumé/Textbook Up-To-Date? An Audit of AI ATS Résumé Instruction

Businesses increasingly use Artificial Intelligence (AI) Applicant Tracking Systems (ATS) to screen job applicants’ résumés. A summative content analysis auditing how 18 business communication, business English, and technical communication textbooks cover résumés and AI ATS found a lack of consensus. The study identified the challenge of offering specific advice on emerging AI technology in textbooks. The article recommends writing and teaching practice changes when discussing emerging technology and creating or using textbook content.

The common curricular base and the systematic gap: an evaluation of the contents of the 6th grade mathematics textbooks of the public schools of Santarém-PA, Brazil

The implementation of the National Common Curriculum Base (NCCB) had a significant impact on the content and pedagogy of mathematics textbooks in primary and secondary schools. These skills and competencies emerge vertically as goals in a content proposal common to all Brazilian schools. Specifically, in the teaching of mathematics, the lack of a referent that incorporates a priori forms (mathematical symbols) transforms the act of teaching-learning into a dynamic of transmission of systematically empty contents, devoid of real and applicable meaning. This absence of real-world, culturally relevant examples in textbooks affects students' learning experiences. Therefore, this study analyzes two mathematics textbooks for the 6th grade of primary school and assesses their alignment with the new NCCB guidelines. We chose the Fraction and Numerical Expression content for comparison. We cut out and describe the relationship between the skills and competencies of the new NCCB and the exercise proposals of each book from the perspective of the contents. The analysis reveals a dissociation between content and reality in the book Taláris (mathematics for primary school – last years) promoted by a systematic void derived from the absence of examples that relate to real-life situations. Finally, it is pointed out that the responsibility of adapting the contents to the multiple realities and demystifying the values lies with the teachers. This highlights the need for teacher training and qualification in the face of new challenges in schools in Santarém – PA, Brazil.

Strategies for Continuation Writing Teaching in High School English

In the context of the new curriculum reform, high school English teaching is evolving towards an ecological and flexible approach to promote students' comprehensive development. Continuation writing is a novel type introduced under the new curriculum reform, effectively integrating reading and writing, promoting reading through writing and writing through reading. Through a virtuous cycle, it enhances students' language expression and thinking abilities, providing a guarantee for improving students' English performance. However, the application of this new type also increases the difficulty of English teaching. Therefore, teachers need to clarify the significance of the continuation writing and optimize the teaching mode in line with the current requirements of the new curriculum standards to provide a guarantee for students' lifelong development. Based on this, this article takes continuation writing as an example, combined with relevant textbook content, to deeply analyze how to better implement teaching strategies for continuation writing, in order to improve classroom efficiency and promote students' comprehensive development.

Context matters in history textbook studies: A call to address the socio-political landscape of textbook production

History textbooks are a tool of nation-building and often the only account of particular events, people and issues to which students will be exposed. This is one reason why it is important to examine, not only their content, but the context of their production. Research attention needs to be directed not only at disentangling the logics of textbook content, a purpose that dominates the field, but also at the social and political contexts of their development, including their production (publishing and authorship) and the processes by which they receive official approval. This work analyzed 100 history textbook studies in order to identify current trends in textbook research. This article focuses on one of the four major findings of the study: textbook studies often focus on the content of the textbook in isolation from the socio-political landscape of textbook production. The socio-political landscape refers, but is not limited to, the influence of local and geopolitics; the influence of the state, evident primarily in the official approval processes employed by governments; the economic dimension and publication parameters; and authorship factors. Among the relatively few studies that address the socio-political landscape, the authors often employ a historiographical or comparative perspective. The historiographical perspective, which is dominant, offers an analysis of textbooks over time in order to reveal both continuities and changes in the historical narratives produced by their authors. One example is a study by Yeow Tong Chia (2013), who examines conceptions of ‘Chineseness’ and China in Ontario high school history curricula and textbooks in the post Second World War to the 1980s period. More broadly, the paper locates the Ontario textbooks in the international context of the western-centric perspectives that were prevalent following the Second World War. The comparative perspective analyzes textbooks across regions in one historical moment. For example, Jason Nicholls (2006) addresses the role of national contexts in determining how the Second World War is portrayed in textbooks found in the United States, Italy, Sweden, Japan, and England.

Study on the Importance of Promoting Intercultural Teaching of Foreign Languages through Textbook Development

In an era of increasing globalization, foreign language education has evolved beyond simply imparting language knowledge and now emphasizes the cultivation of intercultural communication skills. This article aims to explore how textbooks can serve as bridges that connect different cultures and promote cultural understanding and exchange. Currently, the paradigm of foreign language teaching has shifted from traditional language forms to a greater emphasis on practical communication and awareness of cultural differences, making it imperative for textbook development to fully reflect the needs of intercultural teaching. Given that cultural differences can lead to communication barriers and difficulties in understanding, introducing intercultural content in textbooks not only helps students develop a correct cultural awareness during the process of acquiring a foreign language, but also fosters their intercultural communication skills in real-life contexts.