Curriculum Textbooks Research Articles

Critical analysis On Korean Grammar textbook of 7th Curriculum

Critical analysis On Korean Grammar textbook of 7th Curriculum

A Comparative Study of Grammar Selection and Grading between the Newly Revised Korean English Curriculum and ELT Commercial Textbooks

A Comparative Study of Grammar Selection and Grading between the Newly Revised Korean English Curriculum and ELT Commercial Textbooks

An Analysis of Inquiry Themes, Process, Activity and Context on the Eighth Science Textbooks in the 7th Curriculum

An Analysis of Inquiry Themes, Process, Activity and Context on the Eighth Science Textbooks in the 7th Curriculum

Making the Most of a One-Semester General, Organic, Biochemistry Course: A Novel Integrated Curriculum

The one-semester general, organic, and biochemistry (GOB) course at Georgia Southern University has been revised from a standard follow the textbook curriculum to an integrated curriculum, which ...

صورة المرأة في كتب التربية المدنية لصفوف السابع، والثامن، والتاسع الأساسي في المنهاج الفلسطيني

This Academic study aimed at investigating woman’s image and how it was dealt with in civic education textbooks for 7th, 8th, and 9th grade in the Palestinian curriculum. the researcher analyzed the syllabus into pictures, concepts, drawings, activities and evaluation to investigate woman’s image in family, work, educational and learning process, political participation, and job images distribution, in order to investigate the range of her representation comparing to man. The research indicates that woman was represented but in a random and unmethodological way in civic education textbooks. Regarding the results the research recommends to pay more interest to the quality in which woman is represented taking her away from traditional stereotype, and to pay more attention to the distribution of job images fairly between both male and female which will reflect to some extend a realistic and practical society. هدفت الدراسة الى التعرف إلى صورة المرأة وكيفية تناولها في كتب التربية المدنية لصفوف السابع والثامن والتاسع الأساسي في المنهاج الفلسطيني، حيث تم تحليل المحتوى من صور ومفاهيم ورسوم وأنشطة وتقويم للتعرف إلى صورة المرأة في الأسرة، وفي العمل، وفي التربية

The Cultural Politics of Curricular Reform in China: a case study of geographical education in Shanghai

This article will examine the development and implementation of the new geography curriculum in secondary schools in Shanghai. Analysis of the processes and mechanisms which underlie curricular change in China reveals how embedded bureaucratic, social and cultural norms have profoundly influenced the degree to which reforms to the geography curriculum have achieved the desired results. The analysis begins with a detailed examination of the wider institutional hierarchies which initiated and managed curricular reforms in Shanghai. Interviews with teachers and extensive classroom observations, and a review of the new curriculum and geography textbooks are utilised to evaluate the practical outcomes of curricular change in Shanghai. The findings reveal a deep dichotomy between the intended goals of curricular reform, the processes of curriculum development and implementation, and an examination system which compels teachers to cling to traditional teaching methods of lecturing and rote learning. These findings are discussed in the context of the established educational hierarchies, the cultural politics of curricular reforms in Shanghai and the nature of geography teaching in China. A more balanced approach which addresses the provision of adequate resources and professional development for teachers, and which recognises the need for a fundamental restructuring of the examination system, is suggested.

Democratic citizenship in textbooks in Spanish primary curriculum

This paper analyses how textbooks deal with the issues of education for democratic citizenship encompassed within the European framework and Spanish educational reforms. The sample comprised the 24 individual texts in social science, natural science, and technology for 6–12‐year‐olds. This paper delimits and defines the six themes for analysis: responsibility, participation, conflict resolution, diversity, and human rights. It offers a qualitative description of the content of each theme as well as a quantitative assessment of the frequency with which they appear. The results indicate that European ideals of citizenship education are dealt with unevenly, and in some cases barely, in these textbooks.

Fifth graders' science inquiry abilities: A comparative study of students in hands-on and textbook curricula

A large number of American elementary school students are now studying science using the hands-on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands-on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands-on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands-on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple-choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple-choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006

2P1-B16 二足歩行ロボットを活用したエンジニア育成教材の開発 : 二足歩行ロボットe-nuvo ver.2.5の開発とその展開

Introduction of a bipedal walking robot "e-nuvo ver.2.5", which has 12 DOFs (6 for each leg) and 4 CPUs' distributed architecture. This material also has 300 pages curriculum textbook of interdisciplinary robotics fields. Students can enthusiastically learn fundamentals of robotics such as mechanism, electronics control and also ECU programming with a unique two leg robot.

Differences Between a Standards-Based Curriculum and Traditional Textbooks in High School Earth Science

This study investigates differences between a curriculum based on the National Science Education Standards and curricula following two traditional textbooks. Earth System Science in the Community (EarthComm) and the “most used” high school earth science textbooks in the United States and Korea were analysed in terms of general features, questioning style, and level of laboratory activities by two experts using Textbook Questioning Strategies Assessment Instrument and Herron's four levels of activities. The inter-rater reliability varied from 0.91 to 0.97 for questioning style depending on each individual book and 0.99 for laboratory activities. The results showed that the standards-based curriculum EarthComm included the largest number of pages and laboratory activities with the least number of chapters and concepts among the three textbooks compared. The standards-based curriculum included by far more questions and the largest percentage of experiential questions compared to both of the most-used traditional textbooks. Non-experiential questions tend to be “open-ended” in standards-based curriculum, “direct information” in the Korean textbook, and both “open-ended” and “direct information” in the most used U.S. textbook. Higher-order questions are featured in standards-based curriculum, which call for inferences and application. These findings explicitly stress that high school earth science textbooks should be inquiry-oriented in teaching and learning. The study further discusses its meanings and implications for student learning in earth science.

E-Curriculum at the New York University College of Dentistry

In 1997, the New York University College of Dentistry (NYUCD) began a revision of its DDS curriculum. The new curriculum was developed to emphasize the practice of evidence-based decision-making, foster problem-solving and critical thinking, and promote lifelong learning as the basis for developing a professional life. The new curriculum would also recognize the role of electronic technology and information retrieval by incorporating these parameters into dental education. In 1998, NYUCD started negotiations with Vital Source Technologies, Inc. to produce a DVD that would contain the entire curriculum of textbooks, manuals, lectures, slides, and videos that are used by students and faculty during the four years of the DDS program. The Waldmann Dental Library played a pivotal role in the process of developing and creating this product and teaching students how to search for information.

A ‘Psychology Core Graphics Resource Pack’ for HE: The development of a resource to support blind and visually impaired students in higher education

This project investigated the provision of a set of core tactile and large print diagrams and supporting materials for degree level psychology study, containing diagrams that are central to the majority of UK psychology courses, as an alternative to providing many different bespoke diagrams for individual students. Interviews with 12 blind and visually impaired psychology students and graduates and four psychology lecturers established that such a pack would be a useful resource. After in-depth research of the psychology curriculum and reviews of popular textbooks, a prototype ‘Psychology Core Graphics Resource Pack’ was designed in further consultation with end-users and experts. This contained 33 core tactile and large print diagrams, descriptions of 21 other images, and good practice guidelines for staff and students with a range of visual impairments and tactile diagram experience. An initial evaluation with three visually impaired participants confirmed that the pack was a beneficial resource for blind and visually impaired psychology students and staff at a range of levels. The final challenge for the project is to establish how best to market, produce and disseminate packs to relevant end-users on a larger scale.

Synoptic curriculum texts: representation of contemporary curriculum scholarship

Building upon past studies of curriculum textbooks in the US, this paper presents an analytical framework that classifies curriculum texts according to their representation of reconceptualized curriculum scholarship. It uses four indicators of the representation of curriculum scholarship in the analyses of eight curriculum texts published in the USA in the 1990s: the author’s stated intentions; the organization of the table of contents; the treatment of the forms of reconceptualism; and the ratio of curriculum and non‐curriculum journal citations. The analysis finds that reconceptualized curriculum scholarship has been at least mentioned, if not extensively treated, in most texts since the mid‐1980s, and that this approach is most comprehensively treated in books published in the 1990s.

Analysis and Comparison on Curriculum of Middle Schools and Textbooks in Korea and China : Around the Geometric Field

Analysis and Comparison on Curriculum of Middle Schools and Textbooks in Korea and China : Around the Geometric Field

Recent Important Developments in Secondary English-language Teaching in the People's Republic of China

This paper reports on reforms in English-language teaching (ELT) in the People's Republic of China (PRC) since the mid-1980s. It begins with a brief review of ELT during the Cultural Revolution and in the immediate following years to provide a background against which more recent developments can be examined. It then examines recent important developments in curriculum policy, syllabus design, textbook production, examinations, and research that are producing, and will continue to exert, profound influences on ELT in the PRC. These developments are discussed not only at the national level but also with specific reference to Shanghai, which has been in the forefront of ELT reforms in the country. Also discussed are a number of issues arising from the reforms that include the demands of content-based English instruction (CBEI), teaching about target language culture, teacher training, and lack of solid empirical research.

The Ukrainian History Textbook: Introducing Children to the “Ukrainian Nation”

As Ukraine approaches its tenth year of independence, it seems an appropriate moment to ask what type of nation it has become. The process by which Ukrainians determine the boundaries and characteristics of their national identity is dynamic, and has been the source of debate at many levels of Ukrainian society. The education system can illustrate several aspects of this process of identity formation: what the dominant elite choose to teach to the next generation about nation and citizenship, whether that material is accepted or transformed in its presentation to pupils, and to what extent the pupils internalize what they have been taught. This article begins to analyze the historical narrative and underlying values that together help to define a collective understanding of “nation” through a discussion of the education system in Ukraine. In particular, it focuses on the textbook used for the introductory Ukrainian history course as an example of the values and narrative fostered by the Ministry of Education. Although the analysis focuses on a single textbook, the article also attempts to place the arguments in a broader perspective by paying attention to the context within which the textbook curriculum is created and implemented and by discussing several factors that may affect its presentation to and reception by pupils.

The World According to Geography Textbooks: Interpretations of the English National Curriculum

This article examines how the English Geography National Curriculum promotes the knowledge and understanding of places, and how its changing requirements have been reflected by geography textbooks. It investigates how textbooks teach the location of places, and how they select the places that pupils will study. Analysis of Geography National Curriculum textbooks reveals that it has had a powerful influence on their construction of place; however, notable differences between individual textbooks suggest that authors' decisions also play an important role. For example, there are significant variations in authors' use of maps, and deployment of material based on real places. The distribution of places in the textbooks suggests that pupils will have a particular experience of the world, and are likely to study a very limited range of countries in depth. This development of a narrow range of 'authorised' countries indicates that authors and publishers are very influential in mediating National Curriculum policy.

Curriculum Development and Textbook Design for North American Learners of Irish

During the past decade, the number of institutions of higher education in North America that offer courses in modern Irish has multiplied. However, there is still no standard college level textbook available for Irish language students. This article will provide a brief review of the literature and share results of a survey of Irish language instructors at third level institutions in North America. In the first part of the paper, the author identifies Irish language textbook use, assesses student needs and goals, and refers to research articles involving syllabus design, all within the context of learning Irish in North America. The second part shares findings of the author's current investigations. Three research questions were posed: (1) Do instructors of Irish prefer a course textbook to be in standard Irish or one of the regional dialects? (2) On what language learning approach should such a course textbook be based? (3) How should culture be depicted in such a textbook? Twenty-seven instructors of Irish who have taught at institutions of higher education participated in the survey. The analysis of their questionnaires provided rich data that will serve to inform future textbook designers.

Health Education in a Sample of Seventh-day Adventist Academies in North America

Ninety-three questionnaires were sent out to health-education teachers employed in Seventh-day Adventist academies in North America. Of those sent out, 38 (35.3%) were completed and returned. Consequently, with such a small sample, any generalizations made from the findings should be done with caution. Respondents were asked about their academic preparation, use and evaluation of curriculum guides and textbooks, interest and desire to further their education in health education, and their personal rating of their current knowledge of health issues. In this sample, 40% of the respondents had no direct training in health education, while those with stronger backgrounds expressed more willingness to take continuing education credits to increase their teaching effectiveness. Although teachers are encouraged to use curriculum guides, only 26% admitted to using them frequently or always. Information is used directly from textbooks in 75% of health-education classes, but none of the respondents rated their textbooks as excellent. It would seem that, with the church's emphasis on health, some further discussion should take place regarding both the preparation of health-education teachers, and the amount of time devoted to health education in academies.

Minority‐Inclusive History Curricula in Secondary Schools: Adopting Methods of Comparison and Multiperspectivity

Abstract The study explores from a comparative perspective different strategies for history education reform that European countries have adopted in order to respond to political changes in Europe. Key to an understanding of these reforms are the underlying notions of citizenship reflected in history education. The author presents a set of criteria that could guide curriculum specialists and textbook authors to develop educational material which are based on an active and minority‐inclusive notion of citizenship. More specifically, allowing for multiple perspectives and comparison across and within nations is viewed as crucial for history curricula reform in multiethnic societies. She focuses on six aspects of history curricula that deserve scrutiny when reforming existing history education material and methods: curriculum versus framework, event‐centred versus theme‐centred history education, chronological versus inverse chronological sequence, traditional versus contemporary focus, national versus globa...