Curriculum Textbooks Research Articles

TRIỂN VỌNG NÀO CHO CÁC NGÀNH KHOA HỌC XÃ HỘI VÀ NHÂN VĂN Ở TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI?

Over the past 70 years, the humanities and social sciences of Hanoi National University of Education have always developed both research and teaching. During the 20th century, many of the university's professors made great contributions to the academic and educational background of the country. However, due to the requirements of the times, international publication has not been focused. In the era of industrial revolution 4.0, university ranking depends greatly on international publication. Many of the lecturers under the age of 40 have made efforts to publish internationally, contributing to affirming the academic value of the university. The decline of humanities and social sciences has caused Hanoi National University of Education to lose its leading position in curriculum design and textbook writing for schools. But under the right leadership of the Rector, the university has innovated higher education, in order to meet the training and capacity development goals of the learners in the country.

Материалы ЦГА РК как источник по изучению миссионерской деятельности православных проповедников (XIX – начало XX веков)

The article presents the materials of the Central State Archives of the RK revealing the missionary activities of preachers of Orthodoxy in the territory of Kazakhstan in the 19th and early 20th centuries. Documents from funds of religious institutions, colonial administration, statistical and judicial bodies, etc. are presented and analyzed. Information is given about the ongoing work to attract Kazakhs to the new faith of Orthodoxy and to reject their Muslim religion. Scientists studying the activities of Orthodox missionaries in the national regions of the Russian Empire have identified numerous methods used by them. These include the provision of benefits to baptized foreigners, assistance from high-ranking Russian officials, as well as employees of the local administration, the inclusion in the school curriculum of books and textbooks published by the Orthodox missionary society according to the N.I. Ilminsky system, visits to prisons and the recruitment of prisoners, the publication of anti-Islamic literature and its distribution in settlements with Muslim populations. Many of these methods were used in working with Kazakhs, who for a long time were considered indifferent, pagan or «bad Muslims». The article draws attention to the fact that the initial stage of the baptism of the Kazakhs is almost not related to the activities of preachers of Orthodoxy, since at first, that is, before the formation of the Missionary Orthodox Society, the work to increase the number of Orthodox from among the indigenous inhabitants was carried out by local government officials, church ministers, representatives of different classes

Preparing for War or Peace: Exploring the Peace Values in 9th Grade English Textbook in Khyber Pakhtunkhwa

Out of many other global issues, one of the most threatening to human beings is war and conflict. Making this world a peaceful abode is the objective of many institutions and Education is one of them. Language teaching can serve as a very effective tool to inculcate peace among the students who build a peaceful nation in return. The study aims to explore the elements of peace values in English textbooks of grade 9th taught in schools of Khyber Pakhtunkhwa. Textbooks are not only used for transferring knowledge of the respective subject but also to bring social reformation to society. The study is qualitative in nature and falls under the constructivist paradigm. The study can be significant for curriculum developers, textbooks writers, teachers, and students to make them aware of the importance of peace development through textbooks. The study followed the theoretical framework of Balasooria (2011) to identify peace values. The findings have shown that social peace value is the most dominant in use in the textbook besides other categories, inner peace, and peace for nature. Moreover, the analysis has revealed that addressing issues like human rights awareness, gender equality, and mental health is lacking in the text which can become a reason for conflict and restlessness in the society eventually leading to a threat to the peace of the society. Keywords: Textbook, Peace, Peace Values, Khyber Pakhtunkhwa

Gender Sensitivity in Textbooks in Secondary Education in Bhutan

This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.

Construction of students’ religious national identities in Pakistani state schools and its implications for minorities

ABSTRACT This study analyses discourses of Pakistan’s national curriculum textbooks for grades 9–12 in the context of developing students’ national belonging vis-à-vis inclusive education and global interdependence. Drawing on teachers’ interviews and students’ focus groups and participatory tools, it also problematises teachers’ classroom practices and resulting students’ responses in this backdrop. Theorising national belonging as a discursive social practice, the study benefits from Foucault’s approach to discourse analysis. The findings highlight a complex interplay of several education system actors for constructing students’ national belonging, emphasising an essential relationship between Pakistan and a particular version of Islam. Discursively positioned, the students perceive the world as Muslim versus Non-Muslim and display self-righteousness, evincing strong ethnocentricity towards fellow non-Muslims. The study underlines the implications for not employing education for fostering inclusivity and international collaboration and its consequences for long-term global sustainable development goals (SDGs), 2030.

Technology Integration of Turkish Elementary School: Teaching Literacy Skills in the Post-COVID-19 Era

This research aimed to explore the elementary school classroom teachers’ perceptions of technology integration into teaching literacy skills. A total of 122 elementary school classroom teachers working at different elementary schools from the middle socioeconomic status setting, enrolled in the study voluntarily. In this study, a self-report questionnaire developed by the researchers was used. The data was analyzed using Microsoft Excel spreadsheet to get descriptive statistics (frequencies) corresponding the research questions. The research findings indicated that most of the elementary school teachers employ different perspectives, including whole language, literature-based and balanced instruction, and curriculum and related textbooks to teach literacy skills. In addition, the findings showed that teachers use technology to increase the effectiveness of teaching literacy skills and their goals of technology integration to teach literacy skills differentiate. The teachers also benefit from the social media applications and professional organizations in increasing their awareness of technology integration into teaching literacy skills. These results expand our understanding of Turkish elementary school classroom teachers’ technology integration into teaching literacy skills by revealing their perceptions.

ANALYSIS OF THE IMPLEMENTATION OF CURRICULUM 2013 TEACHING BOOK IN IPS SUBJECTS AT SMP MEDAN CITY

This study examines the implementation of the 2013 curriculum on social studies textbooks in five junior high schools in Medan. The problem that arises in this research is how to implement the 2013 curriculum textbook in social studies lessons. This study aims to uncover and analyze (1). Implementation of the 2013 curriculum in social studies textbooks, (2). suitability of language and graphics in social studies textbooks, (3). How are the obstacles and solutions faced by teachers in implementing the 2013 curriculum textbooks in social studies subjects. This type of research is qualitative research using descriptive statistical approaches and descriptive qualitative. The sample in this study was the 2013 curriculum book. The implementation of the 2013 curriculum in the social studies textbook was measured using a questionnaire. t_(count) is -0.869 while the value is 2.074 at the 0.05 significance level with dk = 22 t_(table) ?2.50. So it can be concluded that Ho is accepted, Ha is rejected, thus the results of the study show that, most of the 2013 curriculum books are not in accordance with the 2013 curriculum and are not yet suitable to be used as textbooks for class VII students, so they still need re-analysis results. From the results of interviews with linguists and graphists, it is known that most of the language and graphics presentations in social studies textbooks need to be revised again. From the results of interviews with teachers, it is known that there are several obstacles in using social studies textbooks such as the availability of books, limited material in books, so that the teacher anticipates by distributing 1 book to 2 students due to lack of books, and for material shortages the teacher still uses additional books other than books 2013 curriculum.

Alignment between Curriculum, Textbook and Board of Intermediate and Secondary Education Question Papers of English at Secondary Level

This study deals with the alignment between National Curriculum, Textbooks, and Question papers of Board of Intermediate and Secondary Education (BISE) in the subject of English at secondary level. The purpose of the study was to check the alignment of National Curriculum for English Language, 2006 with the Textbooks of English for Grade IX-X, and to evaluate the Board of Intermediate and Secondary Education (BISE) question papers with reference to cognitive domain of Bloom’s taxonomy and with the corresponding textbooks. This study was done through document analysis. The documents analyzed for the study were the National Curriculum for English Language, Textbooks of English for Grade IX-X, and question papers of BISE of year 2014 and 2015. The instruments used for this study were the 1) Curriculum Textbook Alignment Framework and 2) Curriculum Textbook Alignment Rubric. The question papers of Board of Intermediate and Secondary Education were analyzed through the checklist developed by researcher. It was validated through expert opinion. Findings of the study depict that the SLOs stated in the textbooks of English were not completely matched with the SLOs narrated in National Curriculum Furthermore, the textbooks are not very helpful in achieving those SLOs with the help of the assessment exercises given in the textbook because most of the questions given in the textbook are not related to SLOs of National Curriculum. Findings further report that the all the question papers of Board of Intermediate and Secondary Education (BISE) for year 2014 and 2015 focused on knowledge and understanding level of Bloom’s taxonomy of cognitive domain and very less focus were given on application, analysis, synthesis and evaluation abilities. It was recommended that the same SLOs of National Curriculum of English Language for Grade IX-X should be included in the textbooks otherwise the alignment will suffer and the SLOs of higher order thinking skills should also be included in the textbooks. There should be a balance between the higher level and lower level cognitive skills Paper setters should be well aware of the Bloom’s taxonomy of cognitive domain and question papers should include items of all cognitive levels in accordance with assessment scheme of Board of Intermediate and Secondary Education, and specifications mentioned in the National Curriculum of English.

Gender Sensitivity in Textbooks in Secondary Education in Bhutan

This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.

Curriculum standards and teaching materials in compulsory education in China from the perspective of comprehensive sexuality education

Comprehensive sexuality education (CSE) is a instruction method based on curriculum, which explores the cognitive, emotional, physical and social significance of sexuality. Based on the analysis model of teaching materials and Interpretative Structural Model (ISM), this paper analyzes and evaluates the curriculum standards and teaching materials of compulsory education in China from the perspective of CSE. It reveals that the contents of CSE mainly appear in the 19 curriculum standards as well as in the teaching objectives, contents, practice activities and compiling elements of teaching materials. Based on CSE, the reliability of teaching objectives and content, the comprehensiveness of teaching content, the feasibility and effectiveness of teaching practice of curriculum standards and textbooks need to be further strengthened and improved. 【摘要】 全面性教育是一个基于课程, 探讨性的认知、情感、身体和社会层面意义的教学过程。结合教材分析模型与解释 结构模型法 (ISM), 基于全面性教育视角对中国义务教育阶段的课程标准和教材进行分析与评价, 发现全面性教育内容在 19 项课程标准中有侧重地出现, 在各科教材的教学目标、内容、练习活动和编写元素中也有迹可循。在全面性教育视角 下, 课程标准与教材的教学目标与知识的可靠性、教学内容的全面性、教学实践的可行性和有效性均需要得到进一步加强 和提高。

Evaluating ELT Textbook in Bangladesh: The Case of English for Today (Classes Nine-Ten)

The paper evaluates the ELT textbook English for Today (Classes Nine–Ten) which is used as a dominant instructional material in secondary level schools and madrasahs in Bangladesh. The National Curriculum and Textbook Board (NCTB) of Bangladesh published the revised edition of the textbook series English for Today in the academic year 2013 incorporating the guidelines proposed in National Education Policy (NEP, 2010) and National Curriculum (NC, 2012). Ever since the introduction of the ELT textbook series, systematic evaluations to examine their pedagogical usefulness and constraints have been found inadequate. The purpose of the study is, therefore, to identify the strengths and weaknesses of the textbook which will help the teachers do maximum application of its strengths in the classroom, and make sensible decisions about the weaknesses. This study followed the ‘whilst-use’ evaluation type, and adopted mainly the checklist method. The checklist was designed drawing on suitable criteria from the popular checklist developed by McDonough, Shaw and Masuhara (2013). In addition, a short semi-structured interview was conducted with 10 secondary English teachers in order to explore how the teachers would perceive and evaluate the textbook. Though the evaluation identified the textbook’s rewarding features, it also revealed a number of limitations which require sincere attention of the curriculum and materials developers. The study implies that the textbook requires both internal and external improvements in order to maximize the learning outcomes and meet the curriculum objectives. The paper also makes recommendations for the curriculum experts and textbook writers for consideration during future editions of the textbook.

Exploring the role of India’s secondary school compulsory curriculum textbooks in students’ national identity constructions in an overseas school

This study problematises the contribution of India’s school textbooks in students’ national identity constructions in an overseas school in the Kingdom of Saudi Arabia. The textbooks construct students’ national identity on the concepts of India’s secular democracy, colonial resistance and equal citizenship rights. Notwithstanding study participants’ ambivalent identification with these ideals, they mostly express confusing identities evincing religious tendencies, gendered beliefs towards women and antipathy for India’s neighbouring states. This entails implications for India’s national cohesion and students’ ability to live in harmony with other communities in the diasporic setting. It also poses risks to the United Nations Sustainable Development Goals (SDGs), 2030.

Modernisation of Science: Textbook and Workbook Analysis in Relation to Teacher Attitudes toward Changes in the Croatian Curriculum

ABSTRACT Educational reform tries to raise students’competencies on the higher thinking level by improving curriculum and experimental materials. The attitudes of teachers toward outcome level in curriculum and experimental material is key to their effective use in teaching science. This study aimed to compare outcome levels of questions for science in1st grade experimental textbooks and workbooks (from 2018) with previous ones (from 2008, 2013). Furthermore, teachers from 39 experimental schools completed the online survey toward the modernisation of science. Although a major shift has been noted in experimental materials (levels: analysis and synthesis), there is an urgent need for the decrease of lower thinking level questions (levels: knowledge and understanding). The online survey indicates a high positive attitude toward the experimental science curriculum (3.69) and outcome levels in textbooks (3.43) and workbooks (3.69). Further improvement of the science materials is prerequisite for curriculum reform and high-quality textbooks.

DESKRIPSI KELAYAKAN BUKU TEKS TEMA 6 CITA-CITAKU SUBTEMA 1 AKU DAN CITA-CITAKU SISWA KELAS IV SEKOLAH DASAR NEGERI 18 SUNGAI KAKAP

AbstractThis study aims to describe the feasibility of the 2013 SD/MI Curriculum Textbooks for fourth grade students with theme 6 My ideals Subtheme 1 I and my ideals according to Masnur Muslich's theory in terms of content assessment, presentation, linguistic and graphic aspects. This research is included in the descriptive type of qualitative research. Data collection techniques used in this study were interviews, observation and documentation. The qualitative data analysis technique used is the Miles and Hubermen interactive model. To test the credibility of the data on the results of the study using technical triangulation and source triangulation. The book under study is a 2013 SD/MI curriculum textbook for fourth grade students, theme 6 Sub-theme 1 I and my ideals, published by the Ministry of Education and Culture of the Republic of Indonesia in 2017. The results of this study indicate the assessment in the 2013 SD/Curriculum textbook. MI Student grade IV theme 6 My ideals Subtheme 1 Me and my ideals from the aspects of content feasibility, presentation feasibility, linguistic feasibility, and book graphic feasibility according to indicators to assess the feasibility of textbooks. the final score is 100. However, in terms of presentation feasibility, the examples of questions and learning activities are considered inappropriate because they do not contain examples of questions and in the glossary section there is no understanding and explanation of the terms used in the textbook with a final score 85. Then on the linguistic feasibility, the grammatical accuracy and spelling accuracy are assessed according to partly obtained a final score of 93. On the feasibility of the Graphics section the harmony of the layout was assessed in part with the final score of 97.Keywords : Description, textbook feasibility, thematic learning, BSNP

Alignment between Curriculum, Textbook and Board of Intermediate and Secondary Education Question Papers of English at Secondary Level

This study deals with the alignment between National Curriculum, Textbooks, and Question papers of Board of Intermediate and Secondary Education (BISE) in the subject of English at secondary level. The purpose of the study was to check the alignment of National Curriculum for English Language, 2006 with the Textbooks of English for Grade IX-X, and to evaluate the Board of Intermediate and Secondary Education (BISE) question papers with reference to cognitive domain of Bloom’s taxonomy and with the corresponding textbooks. This study was done through document analysis. The documents analyzed for the study were the National Curriculum for English Language, Textbooks of English for Grade IX-X, and question papers of BISE of year 2014 and 2015. The instruments used for this study were the 1) Curriculum Textbook Alignment Framework and 2) Curriculum Textbook Alignment Rubric. The question papers of Board of Intermediate and Secondary Education were analyzed through the checklist developed by researcher. It was validated through expert opinion. Findings of the study depict that the SLOs stated in the textbooks of English were not completely matched with the SLOs narrated in National Curriculum Furthermore, the textbooks are not very helpful in achieving those SLOs with the help of the assessment exercises given in the textbook because most of the questions given in the textbook are not related to SLOs of National Curriculum. Findings further report that the all the question papers of Board of Intermediate and Secondary Education (BISE) for year 2014 and 2015 focused on knowledge and understanding level of Bloom’s taxonomy of cognitive domain and very less focus were given on application, analysis, synthesis and evaluation abilities. It was recommended that the same SLOs of National Curriculum of English Language for Grade IX-X should be included in the textbooks otherwise the alignment will suffer and the SLOs of higher order thinking skills should also be included in the textbooks. There should be a balance between the higher level and lower level cognitive skills Paper setters should be well aware of the Bloom’s taxonomy of cognitive domain and question papers should include items of all cognitive levels in accordance with assessment scheme of Board of Intermediate and Secondary Education, and specifications mentioned in the National Curriculum of English.

A Study on Reflection of Writing Skills Suggested by the Curriculum in Textbooks ―Centered on Writing in 2015 Revised Korean Language Curriculum―

A Study on Reflection of Writing Skills Suggested by the Curriculum in Textbooks ―Centered on Writing in 2015 Revised Korean Language Curriculum―

Metode Analisis Muatan Literasi Sains pada Buku Ajar Tematik Sekolah Dasar/Madrasah Ibtidaiyah (Studi Deskriptif Pada Buku Tematik Kelas 4 Tema 1)

This study aims to understand how to analyze literacy content in Natural Sciences (IPA) textbooks. The analysis was carried out on the thematic textbook of curriculum 2013 class 4th entitled “Indahnya Kebersamaan”. The research was conducted using a qualitative descriptive method by mapping Knowledge of Science (KoS), Nature of Science (NoS), Science as The Way of Thinking (WoT), and Science Technology Society (STS) as elements that need to be met in IPA textbooks based on scientific literacy criteria build by Chiapetta. Based on the results of the search, it is known that the Thematic Book for class 4 Theme 1 has generally fulfilled the elements of scientific literacy.

Earthquake and its Impacts on Education: Aftermath Nepal Quake 2015

Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English.

Analysis of Alignment between National Curriculum of Education and Textbooks at Higher Secondary Level in Punjab-Pakistan

This study was conducted to identify the degree to which the objectives of higher secondary level national curriculum of Education were aligned with the textbooks in Punjab- Pakistan. The study was done by reviewing the national curriculum of Education and Textbooks for grade XI and XII so as to find the degree of alignment. The quantitative analysis was done by using Surveys of Enacted Curriculum (SEC) method. In quantitative analysis the content of the textbook was analyzed with respect to student learning outcomes [SLOs] given in the curriculum. It was found that content in the Education-XI and XII textbook were not aligned to a desired level. Alignment Index (AI) of Education XI and XII textbook were 0.61 and 0.50 respectively. This misalignment was not same for all the categories of cognitive domain. The outcomes of the study revealed that there were some gap between curriculum and textbooks. The study lays great implications in the sense that it provides feedback to curriculum developers and textbook writers to consider alignment between curriculum objectives and textbook content. The study suggests adequate training for the curriculum and textbook developers to ensure alignment between national curriculum and textbooks.

Analisis Buku Matematika Kurikulum 1975 dan Kurikulum 2013

This study examines Indonesian mathematics textbooks written based on the 1975 curriculum and the 2013 curriculum. This study analyses the physical characteristics, development process, topics breakdown, and contents characteristics of the textbooks. In analyzing the data, the researchers applied content analysis method. Based on the analysis results, it can be inferred that there are some aspects in the 2013 curriculum textbooks should be appreciated, for example, how a Mathematical concept is explained by applying several approaches, varied book references, details of the writer's profile, and examples of varied problems. Nonetheless, there are a number of things need to be continually improved such as the well-prepared trial testing, students’ activities adjustments listed in the textbooks, appropriate and real illustrations. Furthermore, the writers invite all parties to make such eforts that Indonesian Mathematics textbooks in the future may adjust and leverage the latest technological updates.