Curriculum Textbooks Research Articles

Curriculum‐based teacher professional development in middle school science: A comparison of training focused on cognitive science principles versus content knowledge

AbstractThis study investigates, through a cluster‐randomized trial, the effectiveness of two approaches to increasing middle school students’ science learning using a traditional science curriculum. Ninety schools were randomly assigned into one of three arms: (a) a treatment arm in which the textbook curriculum was modified based on four principles of cognitive science coupled with teacher professional development (PD), (b) a second treatment arm in which teachers received PD designed to improve their knowledge of the science content, and (c) a business‐as‐usual control group. The PD was able to change teacher practice but barely improved teacher knowledge. No significant boost in student achievement was observed, except in a few instances, where there were some promising findings. Exploratory analyses were conducted to examine what makes the interventions more effective. Implications for future research were discussed.

A study of Bangladesh’s secondary school curriculum textbooks in students’ national identity construction in an overseas context

ABSTRACTThis paper problematizes the interplay between curriculum textbooks and national identity constructions. Drawing on data from Bangladesh’s school-textbooks, and students’ and teachers’ perspectives, the study identifies factors shaping Bangladesh’s national identity in the textbook discourses and discusses students’ experiences of these in an overseas school. Conceptualizing national identity construction as a discursive social practice, the study is informed by the postcolonial theoretical framework and Foucauldian Discourse Analysis. Findings suggest that the sampled textbooks project Bangla Language Movement of 1952 and Bangladesh’s Liberation War with Pakistan as Bangladesh’s defining national identity markers. This constitutes Pakistan as Bangladesh’s external “Other” and criminalizes those who did not support the Liberation War, establishing them as Bangladesh’s internal “Other”. Participating students’ strong identification with the nationalist discourses signals intense hostility towards Pakistan which has implications in the given overseas context. Their acrimony towards home-based internal “Other”, and significantly weak identification with other textbook-projected national signifiers i.e., secularism/liberalism, religious/ethnic diversity and female representation has implications for Bangladesh’s national social cohesion, gender relations and multiculturalism.

ANALYSIS OF THE ASPECT CONTEXT OF THEBIOLOGYTEXTBOOK CURRICULUM 2013AT THE CONCEPT OF ENVIRONMENT POLLUTION ON 10th GRADE

Research was conducted to obtain information about the scope of aspects of context in the curriculum biology 2013 used by students class X serang city in the chapter on environmental pollution and waste recycling.Aspects of context that consist of the scope of context (personal, local and global) and discussion of the field of science regarding health and disease, natural resources, environmental quality, hazards and limits of science and technology. This research is a descriptive study that uses document analysis methods to describe the emergence of context aspects in the material component of the environmental assessment chapter contained in the analyzed textbook. Assessment of analysis uses instruments that have been adjusted to the content of scientific literacy in the PISA 2015 draft. Analysis of the research data uses descriptive statistics by calculating the number of analysis components that are in accordance with indicators of aspects of the context. The results of the analysis show, the two textbooks have applied content aspects of context with an unbalanced percentage. The scope of the dominating context is global space of 71.6%, and context of the discussion about hazards is 41.7%. Whereas the aspect of context that is very few emerges is in the local / national context space of 4.6% and in the context of the field of discussion in the field of science which has a slight appearance of natural resources of 4.7%. Keywords : aspects of context, biology textbook curriculum 2013, environmental pollution

A content analysis study of scientific approach and authentic assessment in the textbook of Curriculum 2013

This research aimed to describe the scientific approach and authentic assessment of the textbook based Curriculum 2013, on the theme “save living beings” for grade 6 students of elementary school such as textbooks published by Puskurbuk, Yudhistira, and Erlangga. The design of this study was content analysis. The instrument of the research was the analysis sheet based on theories. The validity of the instrument and the data was semantic validity and expert judgment. The reliability of the data was stability and reproducibility. The techniques of data analyzing consisted of unitizing, sampling, recording, reducing, inferring and narrating. The results of this study were; (1) The scientific approach contents consist of five aspects: observation, questions, trying, reasoning, and communicating, which are not in order. So not all indicators in every aspect of the scientific approach are found in each sub-theme. (2) Authentic assessment contents consist of three aspects: attitude assessment about social attitude and spiritual attitude, the psychomotor assessment contains only practice, product, and project assessment, and knowledge assessment without oral and assignment assessment.

Analisis kesesuaian materi IPA dengan tujuan kurikulum pada buku teks pelajaran IPA SMP/MTS kelas VIII semester 1 untuk diintegrasikan dengan materi banjir

Indonesia is an archipelago prone to disasters such as floods hydrometeorologi. The impact posed by floods almost every year has increased both from loss of life, property or damage to public facilities. One of the causes of the large number of casualties happened i.e. lack of knowledge or understanding of the disaster. So the effort to reduce the impact of the flood disaster that is through education that is integrated with the material glut. This is in accordance with changes in education standards suggesting that the structure of the curriculum for the education unit was the appropriate education with potential local or excellence an area. One of the potential areas that are owned by the province of West Sumatra is disastrous floods. However, the fact there has been no real outstanding textbooks that have been integrated with the material of the flood. So the need for analysis of the suitability of the material science material with flooding. Before integrating the material into a flood of material need for the science analysis of the suitability of the material of the science on a textbook lesson in IPA with the purpose of the curriculum, for the Government's efforts in revising the curriculum lead to changes of national standards Education so that changes the structure and arrangement of the material in the textbook lessons. Then the results of the analysis of the suitability of the material science with the goal of this curriculum is to be used as an ingredient or material that will be seen the suitability of material science material with flooding. Type of this research is descriptive research with qualitative approach. The subject of this research is a textbook lesson in science class VIII semester 1 in books K and E. sampling Technique used was purposive sampling. Instruments for collecting data consists of sheets of material suitability analysis IPA with the goal of curriculum textbook lessons IPA SMP/MTs class VIII semester 1 and sheet material suitability analysis IPA with the material glut. The research results obtained are the suitability of a textbook lesson science SMP/MTs class VIII semester 1 with the goal of curriculum to book K obtained percentage for compliance 79.36% (accordingly) and the book E obtained percentage conformance 88,57% (very appropriate) . Then the level of conformity of the material science class VIII semester 1 with the flood of material on KD 3.1 is inappropriate category with 26.67 KD 3.2 is 66.67% with appropriate categories, KD 3.3 is 20% with a category is not appropriate, KD 3.4 and KD 3.6 are 33,33% with categories is inappropriate, KD 3.5 was 46,67% with quite appropriate category.

BENTUK PENILAIAN ASPEK PENGETAHUAN DALAM BUKU TEKS SISWA BAHASA INDONESIA SMA KURIKULUM 2013

The purpose of this research is to describe the assessment form of the knowledge aspects contained in the Indonesian High School Curriculum 2013 textbooks. The research data are phrases, words, clauses, sentences, paragraphs, and discourses that contain content about assessment forms of knowledge contained in the textbook. Data is obtained by documentation techniques then validated by expert judgment and FGD. Data is analyzed with interactive analysis techniques. The results of the research included assessment forms of knowledge aspects of class X and XI in Indonesian textbooks in Curriculum 2013. Assessment Forms of knowledge aspects of class X textbooks include entries, descriptions, question, and answer, and assignments while in class XI include multiple choices, incorrect, fill, description, and assignment.

From the curriculum to the classroom: The urgent need for preservice human rights teacher education in the United States

Despite recent progress made by the human rights education movement in the United States to bring human rights education into curriculum standards, textbooks, and classrooms, preservice and in-service teachers have few opportunities to receive human rights education themselves. I argue that future teachers urgently need to receive preservice human right teacher education for a number of reasons. First, social studies curriculum standards in forty-two US states include human rights standards (Advocates for Human Rights 2016). Second, human rights education allows learners to engage with the human rights framework and gain skills to advocate to end human rights violations. Third, for human rights education to be effective in ending human rights violations, teachers must teach in a way that can help to dismantle oppression rather than perpetuate it. Thus, teacher educators must implement preservice human rights teacher education thoughtfully. I address challenges to, critiques of, and recommendations for implementation. Following this, I build on these ideas with my own recommendations for implementation. These recommendations are based on interviews I conducted with members of Human Rights Educators USA, a national volunteer network of educators and advocates who promote human rights education in the United States (HRE USA 2018).

All the Best-Laid Plans: A Content Analysis of Textbooks Driving Integrated Reading and Writing Courses in Community College Contexts

ABSTRACT Recent calls for coursework acceleration, reforms efforts, and promising pedagogical practices have resulted in the reemergence of integrated reading and writing (IRW) courses in community colleges nationwide. To answer such calls, a number of IRW textbooks have been published and implemented rapidly, perhaps out of convenience. This study was a content analysis of the most current and popular textbooks on the market for integrated reading and writing (IRW) courses at the postsecondary level from 2002–2017. Findings suggest that there are tensions across theory and curricula as embodied in these textbooks. As a result of the findings of this study, we offer a set of specific principles that we posit should drive curriculum and instruction for postsecondary developmental integrated reading and writing in community college contexts. These principles are not intended to be interpreted as prescriptive, but rather as descriptive of the wealth of a great deal of existing scholarship regarding integrated reading and writing that is too often overlooked in curriculum-development, particularly with textbook curricula.

AN ANALYSIS MATERIALS OF SPEAKING ON STUDENT ENGLISH TEXTBOOK

The purpose of the research is to know if the textbook of senior high school 'Pathway to English' textbook is in accordance with syllabus of Curriculum 2013. To accomplish the result of this research, the researcher used descriptive method and content analysis. The researcher used documentary analysis as technique for collecting data and documentary checklist as research tool. There are some steps for describe and analyses the data, those are: the first step is taking the data from “Pathway to English” textbook and syllabus of Curriculum 2013, the second step is to define criteria of speaking material in “Pathway to English” textbook to syllabus of Curriculum 2013, and the last step are matching, describing and analyzing the speaking material in “Pathway to English” textbook to Curriculum 2013 syllabus. The findings of this research find if speaking materials in “Pathway to English” textbook is in accordance with syllabus of Curriculum 2013. “Pathway to English” textbook is still suitable and it can be used by teacher as references in the classroom. Based on the checklist analysis, the calculation of indicator the percentage of similarity between the materials of speaking in “Pathway to English” textbook is 78% and for the difference from putting material and the given vocabulary is 22%.

Development of Social Studies Learners’ Textbooks for Secondary Schools in Zambia

Learner’s text books are one of the most important teaching and learning resources in most schools in developing countries, Zambia inclusive. This study was triggered as a result of concerns by various stakeholders and scholars regarding the quality of Social Studies learners’ textbooks for the junior secondary school which were developed following the 2013 revised Zambian school curriculum. The embedded research design of the mixed methods research approach was employed for this study. Using interview guides and questionnaires for data collection, information was collected from book publishers and 91 teachers of social studies. The findings of this study revealed that privatization of textbook development resulted in the development of poor quality textbooks. Furthermore, failure to adhere to a specific national textbook policy to guide the development of learners’ textbooks also contributed to the development of poor textbooks. It was further revealed that there was lack of coordination between the Curriculum Development Center and textbook publishing companies. Additionally, findings pointed to the fact that secondary school teachers of Social Studies were not fully involved in developing learners’ textbooks and political interference in textbook development was found to have also contributed to poor quality textbook development. Researchers in this study recommended that the Ministry of General Education (MoGE) through the Curriculum Development Centre should thoroughly revise the textbooks in question, broaden the scope of teacher involvement and stop the privatization of textbook development in Zambia. Keywords : Textbook development, Quality, Social Studies DOI: 10.7176/JEP/10-6-14

Leksikologija u nastavnim planovima i programima i školskim udžbenicima

Leksikologija u nastavnim planovima i programima i školskim udžbenicima

국어교육에서의 ‘내면화’에 대한 비판적 고찰－ 고등학교 교육과정과 문학교과서를 중심으로 －

국어교육에서의 ‘내면화’에 대한 비판적 고찰－ 고등학교 교육과정과 문학교과서를 중심으로 －

Conflict between covers: Confronting official curriculum in Indian textbooks

The article examines the most recent national-level textbook writing process in India during which activists, academics, and government bureaucrats came together to produce texts guided by a progressive vision of education. In the place of textbooks that traditionally relied on rote methods and adopted a conservative stance toward social issues, the new textbooks attempted to utilize a constructivist pedagogy and include content that would directly address inequality in Indian society. Based on interviews with textbook authors involved with the process, I find that while the state was open to changes in pedagogical approaches in the texts, it remained more resistant to content that would force students to confront sources of inequality. The findings indicate divergent possibilities and potential contradictions in countering hegemonic approaches to education, especially in the current political climate.

Discursive construction of Pakistan's national identity through curriculum textbook discourses in a Pakistani school in Dubai, the United Arab Emirates

This study investigates Pakistan's secondary school children's constructions of their national identity in a Pakistani school in Dubai by drawing on data collected from students and teachers from the case school and analysing national curriculum textbooks used in the school. Informed by Foucault's concepts, the article problematises how the curriculum textbooks are employed as a technology of power for inculcating national consciousness in the students. The findings suggest that Pakistan's national curriculum textbooks deploy a specific version of Islam as a major technology, which then influences other national identity signifiers in the textbooks for shaping students' national identity. The school affords a crucial space for the complex interplay of these technologies, which construct students' ethnocentric national identities, encouraging social polarisation. This has implications for Pakistan's national social cohesion as well as the potential for subverting international peaceful coexistence and working relationships, particularly in the selected overseas study context.

The intangible task – a revelatory case of teaching mathematical thinking in Japanese elementary schools

ABSTRACTThis paper deals with the nature of teaching mathematical thinking and presents a case study of a single Japanese lesson where the characteristics of mathematical thinking and the teaching thereof are identified in relation to multiplication. The raison d’être for this teaching is questioned and investigated by looking at how multiplication is described in the curriculum and representative textbook material. It is seen how Japanese teachers are institutionally conditioned to incorporate mathematical thinking in the context of multiplication, something which may appear in contrast to other countries. The lesson is analysed using the notion of praxeologies and didactic co-determination conceptualised in the Anthropological Theory of the Didactic.

Why did Rwanda shift from knowledge to competence based curriculum? Syllabuses and textbooks point of view

The present study aimed at analyzing the goodness of competence-based curriculum and usability of textbooks related to this curriculum. It accommodated a sample of 44 national teachers’ trainers (NTs) on Rwandan new competence-based curriculum. The study accommodated a mixed research design where inferential statistics was used and qualitative data were analyzed thematically. Using a t-test, the comparison between Knowledge Based Curriculum (KBC) and Competence Based Curriculum (CBC) was found to be statistically significant (at .05 level of significance) in a favour of Competence-Based Curriculum in form of practicability to teachers’ needs and interests, well organization and timing, appropriateness of activities, competences of curriculum developers, carrier guidance as well as market orientation. However, it was found to be loaded as it is in the former knowledge-based curriculum. The textbooks were also compared in form of structure, illustration as well as content. Activities in CBC textbooks were found learner based. Therefore, learners interact and work together in acquiring skills; however, some contents are too heavy for learners’ level; so activities needed to be broken down to fit learners’ ability and engagement.Keywords: Knowledge-Based Curriculum, Competence-Based Curriculum, Rwanda Education Board, National Trainers, Syllabuses and Textbooks

A Study of Latent Curriculum in Middle School Chinese Textbooks

A Study of Latent Curriculum in Middle School Chinese Textbooks

A Study on the Curriculum and History Textbook of the Christian World View

A Study on the Curriculum and History Textbook of the Christian World View

Difficulties Facing English Teachers in Teaching Literary Texts at Higher Secondary Level in Bangladesh

The present Study examines the difficulties facing English teachers in teaching literary texts in English for Today (11-12) textbook which has been prescribed by the NCTB (National Curriculum Textbook Board) of Bangladesh from the academic session 2015-2016. Literature has always been an integral part of teaching foreign languages. In the era of CA (Communicative Approach), the aim of reading literature has been changed. From this view point, in July 2015, the NCTB has published a new version of English textbook for classes XI-XII, and included some literary texts in this book. The emphasis of these literary texts is not just on content but on the exploitation of the texts to trigger a variety of language activities. Based on a semi-structured interview with six HSC (Higher Secondary) level English teachers from four colleges of Dhaka city, this study particularly focuses on the newly included literary texts to critically evaluate the effectiveness of the materials; and identifies the difficulties that the teachers may encounter. Finally, some recommendations are drawn by means of valuable opinions of the participants.

The effect of the achievement criteria description of grammar section on content composition of textbook -Focusing on 2015 revised curriculum and high school language textbooks-

The effect of the achievement criteria description of grammar section on content composition of textbook -Focusing on 2015 revised curriculum and high school language textbooks-