Content Of Textbooks Research Articles

The use of ESL textbooks and students’ performance in speaking: a case study of some secondary schools in Ringim LGA Jigawa state

The role of English as a Second Language (ESL) textbooks in enhancing students' speaking abilities is a critical area of study, especially in regions where English is not the primary language. This research examines the influence of ESL textbooks on the speaking performance of secondary school students in Jigawa State, Nigeria. Adopting a qualitative research design, the study involved detailed interviews with teachers and focus group discussions with students from six secondary schools In Ringim local government of Jigawa state. The findings reveal that while ESL textbooks contribute to students' speaking development, the effectiveness varies significantly based on the alignment of textbook content with the local context and students' needs. The study concludes by recommending the integration of culturally relevant materials and interactive speaking exercises in ESL textbooks to better support students' oral communication skills.

Examining fundamental nursing textbooks for inclusivity and exclusivity content: A directed qualitative content analysis

BackgroundGrowing awareness of social inequities and injustices in education highlights the urgent need to address harmful mechanisms, policies, and norms within health education curricula and systems. PurposeThis study examines inclusivity and exclusivity content in four fundamental nursing textbooks and contributes to the broader discourse on fostering equitable health education. MethodsA Directed Qualitative Content Analysis on 32 chapters from four fundamental nursing textbooks was systematically conducted. Seven codes within inclusivity and exclusivity themes were deductively developed from the literature. Inclusivity codes included equity language and contextualized race-based prevalence. Exclusivity codes included normalizing Whiteness in assessment, stigmatizing and negative descriptors, race-based prevalence without context, cisgenderism, and othering. Two trained analysts independently reviewed the chapters, assigning texts to these codes. Discrepancies were resolved by team consensus. ResultsA total of 118 inclusivity instances: equity language (n = 109) and race-based prevalence with context (n = 9). Exclusivity codes were more prevalent (n = 642), including normalizing Whiteness (n = 398), stigmatizing descriptors (n = 106), cisgenderism (n = 59), and othering (n = 32). ConclusionThe study highlights inclusive language in fundamental nursing textbooks but reveals significant exclusive language perpetuating negative generalizations, including marginalized identities and race prevalence without context. This content undermines person-centered care and hinders understanding the complex interplay between intersectionality, social justice, and social determinants of health.

Asymmetrical portrayal of gender within professional, recreational, and domestic spaces in locally developed Pakistani English Language Textbooks: A multimodal analysis

Language textbooks often include visual elements such as images that contribute significantly to the construction of gender ideologies which play a crucial role in shaping the worldview of language learners towards gender. While prior critically oriented studies on gender have contributed to our understanding of discourses that reproduce gender bias in the textual content of English language textbooks (ELT), there has been limited attention to multimodal features in the depiction of gender. Adopting van Leeuwen's socio-semantic inventory, the current study aims to contribute to this niche area by conducting a multimodal examination of gender portrayal in secondary-level English textbooks used across four provinces of Pakistan. Our findings indicate that both text and images contribute to the asymmetrical portrayal of gender within professional, recreational, and domestic spaces. These results underscore the need for a critical review of the textbooks by Pakistani ELT educational authorities in promoting a more balanced and equitable representation of gender in classroom materials.

Mastering by Students of the Secondary Vocational Education System of the Main Section “Information Modeling” of the Discipline Program “Informatics” on the Basis of the Mental Approach

Purpose. The purpose of the article is to substantiate the use of the mental approach in the system of secondary vocational education when students master the main section “Information Modeling” of the discipline “Informatics”.Research methodology. The idea of the study is related to the implementation of the mental approach in the system of secondary vocational education when students master one of the main sections of the sample work program of the general educational discipline “Informatics”, compiled by the authors of the Federal State Budgetary Educational Institution of Additional Professional Education “Institute for the Development of Professional Education”. The use of the mental approach in studying the section devoted to information modeling is implemented on the basis of its two stages: at the first stage, connections are formed between the areas of the sensory zone and their model representations, at the second stage of training, the acquired intuitive experience is systematized using the concepts and terms of the subject area “Informatics”, as well as the section “Information Modeling”. To implement the mental approach, mental electronic textbooks are used, which make it possible to present and interpret the educational material of the section in the form of three levels: figurative-visual, model and theoretical-conceptual form. To implement the form of electronic textbooks, the development of N. Pak and N. Amangazy ugly was taken as a basis, demonstrating the transformation of educational resources in favor of transformer textbooks, adapted to the needs of the secondary vocational education system.Results. Based on the application of the mental approach in the system of secondary vocational education, the content and structure of the transformer textbook for the section “Information Modeling” of the discipline “Informatics” were developed, mental schemes of the module were compiled, an approximate content of question blocks for mastering the program module was proposed.Conclusions. The application of the mental approach to the system of secondary vocational education in the mastering by students of the main section of the discipline “Informatics” “Information Modeling” contributes to increased interactivity in lectures and practical classes, the organization of control and self-control of students’ knowledge.

Comparative Study of AI Textbooks for Primary and Secondary Schools

With the development of information technology, artificial intelligence (AI) has become a new focal point of international competition. AI education in primary and secondary schools is gradually becoming an important component of education in the intelligent era in China. Textbooks are a crucial medium for courses, and AI textbooks for primary and secondary schools are the core teaching materials for AI courses. This study examines 18 AI textbooks for primary and secondary schools, based on relevant curriculum standards such as the AI Curriculum Development Standards for Primary and Secondary Schools in China (Trial). Using content analysis and quantitative curriculum difficulty models, the study compares and analyzes the textbooks from five dimensions: teaching arrangement logic, textbook content, textbook usage conditions, textbook evaluation, and textbook difficulty. The study concludes that the textbooks have systematic teaching arrangement logic, though some lack learning objectives; the content is contemporary, but the knowledge system is not comprehensive; the usage conditions are diverse, but some schools lack the necessary implementation environment; and the difficulty is moderate, though there is a gap compared to the curriculum standards.

Inheritance and Innovation of Traditional Culture in Primary School Chinese Curriculum

With the development of society and the acceleration of globalization, the status of traditional culture in modern education has become increasingly important. The primary school stage is crucial for students' cultural cognition and value formation. Therefore, inheriting and innovating traditional culture in the primary school Chinese curriculum is particularly significant. This study analyzes the traditional cultural content and teaching implementation in current primary school Chinese textbooks. It proposes inheritance strategies, including textbook compilation and content optimization, teacher professional development and training, and stimulating students' learning interest. Additionally, it explores innovative approaches such as the application of multimedia technology, interdisciplinary integration, and project-based learning. The research results indicate that systematic inheritance strategies and innovative approaches can effectively enhance students' interest and recognition of traditional culture, promoting their comprehensive language arts development.

LIFE SKILLS INTEGRATION IN PAKISTAN STUDIES TEXTBOOK GRADE-XII: A QUALITATIVE CONTENT ANALYSIS

This qualitative research aimed to analyze the integration of twelve core competencies in the Pakistan Studies textbook for Grade Twelve based on the framework of the UNICEF MENA report (2017). The textbook was selected through purposive sampling. In analyzing the text, the approach used was qualitative content analysis with help of NVivo 14 software. The analysis showed that the textbook exhibited a mixed view of these life skills. To some extent, critical thinking, problem-solving, communication & participation are covered through historical analysis of specific instances or a description of governance structures and active citizenship. However, important skills like creative thinking, communication, self-management, and empathy are paid minimum attention. Textbook mainly seems to be information sharing on Pakistani history, politics, and social organization, and process of learning and developing life skills is not very visible. Based on study, it is suggested that curriculum developers make a more conscious effort to ensure that life skills are integrated into content of textbooks; in the form of extra exercises, problem-solving activities, actual conversations about these as the worthy lifelong skills.

Cultural Content in High School English Textbooks in China: Analysis of Types, Themes, and Students’ Attitudes

Cultural Content in High School English Textbooks in China: Analysis of Types, Themes, and Students’ Attitudes

Life sciences teachers’ integration of indigenous knowledge: A vision for making science classrooms culturally responsive

This article presents findings from a qualitative study exploring factors influencing life sciences teachers’ integration of indigenous knowledge (IK) across various topics in grades 10-12, as mandated by the curriculum and assessment policy statement in South Africa. Despite this mandate aiming to enhance accessibility and comprehension, many teachers struggle to integrate IK meaningfully. Through in-depth interviews and lesson observations with five teachers in Gauteng Province, the study reveals challenges such as inadequate training, limited support structures, and negative attitudes towards IK. Observations highlight deficiencies in pedagogical content knowledge related to IK integration. The study suggests intensified teacher training and future research focusing on textbook content and leveraging information and communication technologies to digitize IK and make its integration more meaningful and interesting. This will enhance educational experiences for both the teachers and learners in life sciences classrooms.

Promoting Gender Equality through Education: The Impact of Kerala’s Gender-Neutral School Textbooks

The introduction of gender-neutral school textbooks in Kerala represents a significant step towards dismantling entrenched gender roles within Indian society. By depicting fathers in kitchens and engaging in domestic chores, these textbooks challenge traditional stereotypes and promote gender equality from an early age. This paper explores the themes and implications of these educational reforms, examining how they contribute to the broader movement for gender justice in Kerala. Through an analysis of textbook content, pedagogical strategies, and societal reactions, the paper assesses the potential impact on students' perceptions of gender roles and the long-term benefits of fostering a more inclusive and equitable society.

Bridging the Education Gap: Developing Clinical Judgement through an Unfolding Case Study

Background: Nursing education programs continue to face an immense amount of change over a short period of time. The introduction of the NCSBN clinical judgement model (NCJMM), the NGN NCLEX-RN, and the Essentials (2021) from the AACN have nursing programs quickly adjusted curriculum to meet national nursing education agency’s recommendations for future nurses. Methods: This paper provides reflection and interventions for nursing educators and leaders to consider as they navigate the post-pandemic healthcare demands of new graduate nurses. Implementing activities encouraging critical thinking to build clinical judgement is paramount for undergraduate nursing curriculum. Conclusion: Curriculum must match the required knowledge and skills of their discipline. With the growing acuity of illness and diversity of those seeking healthcare, nursing knowledge does not merely represent textbook content, but a mindset which can analyze the full clinical picture and plan of care accordingly.

Application of Fuzzy Delphi Method in Designing Interactive Infographic Module for Learning Arabic Grammar

The topic of Arabic grammar learning has detailed debates and requires more focus to be understood. The content of textbooks explained only by teachers causes students to feel bored and unattractive, diminishing their interest in learning Arabic grammar. Utilizing technology is now essential for creating a relaxed and effective learning environment, especially for complex course content such as Arabic grammar. Therefore, this study aims to achieve a consensus of experts on the main components and elements of each component as a basis for developing an interactive infographic module for learning Arabic grammar. The design phase is to obtain expert agreement on these components and elements by using the Fuzzy Delphi Method (FDM) with the use of a seven-point Likert scale. Ten experts from various fields of expertise were involved as respondents. Data obtained were analysed using Triangular Fuzzy Numbering, while ranking was determined through the Defuzzification process. The findings show that experts have reached a consensus with a threshold value of less than 0.2 (d<0.2), a consensus rate exceeding 75 per cent (%) and a fuzzy score value (A) exceeding 0.5. Overall, the main components and elements agreed upon by experts related to interactive infographic modules in learning Arabic grammar can produce a module that can provide fun not only for students but also for teachers because the module is interactive and contains full multimedia elements.

Content Analysis of Bahasa Indonesia Textbook for Indonesian Language

As the official language, Indonesian language has a key position in the curriculum of Indonesia, including in from the language policy, education system, class schedule, the national main curriculum assessment, etc. The Indonesian language textbooks for first grade Junior High School is compiled based on the curriculum objectives and contents stipulated in the constitution of the country. The compilation and development of this Indonesian language textbooks also refer to the teaching design of content and Integrated Language Learning (CLIL) to prepare and design the content of textbooks. The four aspects in the subtopics, i.e., ‘language comprehension ability’, ‘language summary or restatement ability’, ‘language analysis ability’ and ‘language listening, speaking, reading, writing and practice ability’, are consistent with the four factors of ‘content’, ‘cognition’, ‘communication’, and ‘culture’ in CLIL.

Evolution content in school textbooks: data from eight European countries

BackgroundEvolution is a unifying theme in biology and its understanding is essential to address sustainability problems. However, many people across the world do not understand evolution. Textbooks are among the most widely used educational resources and the way they depict evolution may greatly impact students’ scientific literacy in evolution. In this paper we investigate which evolution concepts are addressed in European science textbooks, from the 1st to the 9th grade. A content analysis using the ‘Framework for the Assessment of school Curricula on the presence of Evolutionary concepts”, was performed on textbooks from eight European countries: Belgium, Cyprus, Czech Republic, Greece, Italy, Netherlands, Portugal and Slovenia. At least two experienced coders per country independently analysed the texts, images and activities, discussed the results and reached a final consensus.ResultsOur results show that textbooks lack or rarely address concepts considered important for evolution understanding, notably the processes driving evolution and their daily life implications, limiting opportunities for education for sustainability.ConclusionsWe recommend that science textbooks emphasize evolution and its processes since the first school years. This recommendation is particularly relevant for the analysed textbooks from Cyprus and Belgium, that cover less than 45% of the concepts important to evolution literacy.

An Analysis of Elementary Musical Creativity Contents in China

This study aims to examine and analyse the musical creativity content of elementary school music textbooks in China through qualitative document analysis. The selected materials are textbooks published by the People's Music Publishing House and People's Education Press for Grade 5 and 6 students. The frequency and percentage of musical creativity contents were recorded, and the corresponding musical elements and mediums were analysed. The results showed that the musical elements with the highest frequency are rhythm and melody, while the musical mediums with the highest frequency are vocal, body, instrument, and notation.

Universal Grammar and Universal Grammar’s Influence and Related Theories Concerning Second Language Acquisition

Universal Grammar, represented by Chomsky, believes that the human brain is born with a Language Acquisition Device. Under the stimulation of the language environment, the language function of the human brain dedicated to language learning will be activated and begin to acquire a language. Universal grammar is the core idea of Chomsky's generative linguistics theory, which is composed of a limited number of syntactic principles representing the common features of human language. It is precisely because the human brain naturally generates this universal grammar that human beings can acquire their own mother tongue when language input is poor or even lacks "negative corpus" (that is, the indication of language errors or faults). Chomsky once proposed a simple language acquisition model, namely "language input —Language Acquisition Device —language acquisition", which means that language input generates grammar through Language Acquisition Device, thus acquiring language. It is worth noting that Chomsky's theory is not specifically designed for the study of Second Language Acquisition, and he himself has not given any guidance in this field, but it provides theoretical support for the theory of Second Language Acquisition (Yang Chunyuan, 2020). Hence, learning the whole semester’s course of Second Language Acquisition, having seen universal grammar as a important content in my textbook, this paper tries to integrate these related theories and make a conclusion and comment or paraphrasing（not all the bibliographies are quoted directly in this paper, paraphrased or arranged instead）based on various bibliographies.

“Building a List of Knowledge-Economy Skills Required in English Language Textbooks for the Elementary Stage in Saudi Arabia”

The current study aims to build a list of knowledge economy skills required in English language textbooks of the elementary stage in Saudi Arabia. To achieve the research goals, the researcher applied the descriptive method, in analyzing the previous literature and studies associated with the current research. A list has been set up, including seven domains, and 38 skills and the importance of which was approved by the judges, at a percentage varying between 80% and 100%, which is a high approval rating. Those domains come as follows: knowledge field, economic field, technological field, communication field, social field, environmental field, and national field. In conclusion, the study recommended developing English language textbooks depending on the list of knowledge economy and linking the content of English language textbooks with labor market requirements.

Evaluation of the Content of the Arabic Reading Textbook for the Fifth Grade from the Perspective of Subject Teachers

Evaluation of the Content of the Arabic Reading Textbook for the Fifth Grade from the Perspective of Subject Teachers

Меняющиеся нарративы в школьных учебниках по истории: сравнительный анализ содержания (на примере темы «СССР и мировое сообщество в 1929-1939 гг.»)

The article reveals the modifications in the content of History textbooks. Various textbooks are studied: modern books and books published in earlier periods, which contains the events of the 1920s and 1930s, including the Great Depression, the interaction between the USSR and the West, the signing of the Molotov-Ribbentrop Pact, etc. The thorough analysis of the influence of an integrated approach to the representation of events in modern textbooks on the formation of historical consciousness of students is conducted. The article explores how changing approaches to historical narrative can affect the educational process and public’s perception of historical events.

ANALYSIS COMPARATIVE USE OF THE INDONESIAN LANGUAGE TEXT BOOKS FOR X CLASSES PUBLISHED BY YUDHISTIRA AND KEMENDIKBUD IN INDEPENDENT CURICULUM

This research aims to determine the comparison of the appropriateness of the contents of textbooks for Class X Indonesian language students at SMA/MA/SMK/MAK published by Yudhistira and the Ministry of Education and Culture. The type of research used in this research is qualitative descriptive research. The research instrument used in this research is the indicators contained in the observed aspects of the suitability of the material, including the suitability of the material to learning outcomes. Accuracy of the material and supporting learning materials. The data analysis techniques used consist of identifying, classifying, interpreting and concluding. The results of this research prove that the Indonesian language student textbooks for Class Both books have a suitable portion to be used to support Indonesian language learning in the independent curriculum in schools, especially for class X students.