Development Of Textbooks Research Articles

The Model of Listening CEFR-Based Test Specification for Higher Education

The Common European Framework of Reference (CEFR) for Languages offers a prevalent underpinning for the development of languages syllabuses, curriculum guidelines, assessments, and textbooks. This research aimed to design appropriate CEFR-based for languages English listening test specifications for S1 English Study Program. Descriptive qualitative interpretative was used as research design of this research. The data of this research consisted of the curriculum of English language education program which focused on listening courses of 5 universities in Jakarta. The data showed English language competence or ability for undergraduate graduates of English language study programs and abilities based on CEFR. The result showed that the five universities have the level of CEFR in A1 (9,7%), A2 (11%), B1 (7,3%), B2 (8,6%), C1 (5,9%), and C2 (0%) of CEFR levels. The result is a basis for the writer to design English listening test specifications that range from A1 to C1 alienated into Basic Listening, Intermediate Listening, and Advanced Listening. Based on that, the proposed test specifications were created. The writer adapts IELTS as the standardized test to determine the number of sections, question types, number of items, and time allocation.

Preparing teachers in the professional development system for participation in textbook development in the USA

The article is devoted to the problem of preparing teachers for participation in the development of textbooks in the system of professional development in the USA. The authors analyze scientific works, which discuss the role of teachers in this activity, highlight the challenges teachers face in it and substantiate the importance of their appropriate training. The analysis revealed the peculiarities of the organization, forms and methods of teacher training, which adapt the USA system of professional development to preparing teachers for participation in textbooks development.

Evolution of teaching the probability theory based on textbook by V. P. Ermakov

The paper is devoted to the study of what changes the course of the probability theory has undergone from the end of the 19th century to our time based on the analysis of The Theory of Probabilities textbook by Vasyl P. Ermakov published in 1878. In order to show the competence of the author of this textbook, his biography and creative development of V. P. Ermakov, a famous mathematician, Corresponding Member of the St. Petersburg Academy of Sciences, have been briefly reviewed. He worked at the Department of Pure Mathematics at Kyiv University, where he received the title of Honored Professor, headed the Department of Higher Mathematics at the Kyiv Polytechnic Institute, published the Journal of Elementary Mathematics, and he was one of the founders of the Kyiv Physics and Mathematics Society. The paper contains a comparative analysis of The Probability Theory textbook and modern educational literature. V. P. Ermakov's textbook uses only the classical definition of probability. It does not contain such concepts as a random variable, distribution function, however, it uses mathematical expectation. V. P. Ermakov insists on excluding the concept of moral expectation accepted in the science of that time from the probability theory. The textbook consists of a preface, five chapters, a synopsis containing the statements of the main results, and a collection of tasks with solutions and instructions. The first chapter deals with combinatorics, the presentation of which does not differ much from its modern one. The second chapter introduces the concepts of event and probability. Although operations on events have been not considered at all; the probabilities of intersecting and combining events have been discussed. However, the above rule for calculating the probability of combining events is generally incorrect for compatible events. The third chapter is devoted to events during repeated tests, mathematical expectation and contains Bernoulli's theorem, from which the law of large numbers follows. The next chapter discusses conditional probabilities, the simplest version of the conditional mathematical expectation, the total probability formula and the Bayesian formula (in modern terminology). The last chapter is devoted to the Jordan method and its applications. This method is not found in modern educational literature. From the above, we can conclude that the probability theory has made significant progress since the end of the 19th century. Basic concepts are formulated more rigorously; research methods have developed significantly; new sections have appeared.

IMPLEMENTATION OF SSI CONCEPT MAPPING AS A DYNAMIC LEARNING ENVIRONMENT TO ENHANCE STUDENTS' SCIENTIFIC PERFORMANCE

The presented research focuses on verifying the confluent application of concept mapping (CM) and socio-scientific issues (SSI) according to the value-laden and moral dilemma orientation to construct problem-solving performance. This research sets up some perspectives for all 146 participants, including 139 students and 7 experts. All findings reveal that the design of SSICM contexts includes a rebuttal process and incense claim to improve students' argument response (16.4%), to increase content knowledge and illuminate their science learning by argumentations. To develop an assessment tool with high validity and reliability (Cronbach's α > .9) and find positive presentations of all learning attitudes in the SSICM context, learning environment and results will concern the best argumentation process. Students’ interview responses and SWOT analysis of teachers indicate that SSICM's use of argument in the classroom is a real benefit. The research provided a better paradigm of attempts to combine analytical and academic hypotheses to explain literature sources by teachers, researchers, textbook developers, and editors. Keywords: concept mapping (CM), problem-solving, socio-scientific issues (SSI), SSICM contexts

Ways of protection of interests in family law

Purpose. The purpose of the study is ways to protect the interests of family law and the need to formulate scientifically sound recommendations for improving the current legislation of Ukraine in the field of family law interests. Methodology. The technical and legal method was used in the study of ways to protect interests in family law. Scientific novelty is that the article states that the list of ways to protect family interests should go beyond the Family Code, be open, which determines the possibility of their protection in other ways not prohibited by law. The article also proves that in determining the child's place of residence, the main issue is to decide what is best for the interests of the child, and not the presumption in favor of the mother. It is argued that the essence of the principle of the best interests of the child is manifested in the priority consideration of the interests of the child in the parents, legal representatives of the child, authorities, courts and other persons to meet any of its needs (depending on age, health, gender and specifics of child development). The author proves that the principle of the best interests of the child includes the principle of the welfare of the child, and this eliminates the need to distinguish them as separate legal categories. Results. The article analyzes the problems of using methods of protection of family law interests. The author proves that the interest in family law is protected in the same ways as subjective family law. Practical significance. The results of the study can be used in lawmaking to improve legislation in the field of legal regulation of the category of interest; in the educational process - in the development of textbooks, teaching materials on the subject "Family Law of Ukraine".

An Analysis of Unit Assessments in Elementary-School Mathematics Textbooks

The 2015 revised elementary-school curriculum reduced the number of standardized tests in favor of course-centered assessments. As a consequence, textbook unit assessments have become more central and important. The present study analyzes unit assessments in elementary-school mathematics textbooks, developed in accordance with the 2015 revised curriculum, to determine whether they provide even coverage of mathematical content and competencies. The findings show that main lesson content is covered evenly in unit assessments, although a few topics are omitted and others (not covered in the main lessons) may be unfamiliar to students. The findings also reveal some bias in unit assessments, related to mathematical competencies. Based on these results, the present study identifies issues that need to be considered during the development of future textbooks and unit assessments.

Methodological and cross-cultural aspects of foreign language acquisition by reference to Russian and British textbooks

This paper examines the methodological and cross-cultural aspects implemented in the British textbooks of Russian, Colloquial Russian: the Complete Course for Beginners and Colloquial Russian 2: the Next Step in Language Learning, and in the two volumes of the Russian textbook of English, Angliiskiy Shag za Shagom (English Step by Step). The article presents their structure, advantages and disadvantages. By way of conclusion, the author gives some considerations concerning the development of high-quality textbooks of foreign languages, and demonstrates a personally designed sample lesson.

Războiul de pe Nistru în programele școlare și manualele de istorie din Republica Moldova (ciclul gimnazial) / The war on the Dniester in the curricula and history textbooks of the Republic of Moldova (secondary school)

Working as a history teacher in two gymnasiums in Orhei District and also as a Ph.D. student, in the field of History at the University “Valahia” of Târgoviște (Romania) I had the opportunity to discover the epic of history textbooks. Recently, the scientific concerns are directly related to the study of history textbooks in the Republic of Moldova and Romania, the concepts of war and peace in the historical educational ensemble, and cultural, national, European, and universal values. Recent personal publications highlight elements of natural, cultural, and ethnocultural heritage emanating from all history textbooks. My research and articles are focused on similarities and differences of history curricula on both banks of the Prut and the reform of historical education in these countries with a special focus on the development, production, and dissemination of history textbooks.

Gender in School Textbooks as an Evidence of General Education Policy Approaches

This paper examines gender equality in general education policy of Georgia making emphasis on textbooks development practices under the ongoing third wave National Curriculum. The desk research, content analysis and in-depth interviews were employed as research methods. Six textbooks of math, biology and aesthetic subject group for grades 1-8 were analysed in light of a. gender roles and activities b. Male firstness Porreca (1984) and c. fragmentation and isolation (Blumberg 2007). Moreover, as part of the study, the desk-research of textbook evaluation policy and practices, perspectives of the school textbooks authors in different subject matters and 50 randomly selected evaluation reports for years 2019-2020 were examined. The study should provide answers on the following questions: 1. To what extend do Georgian textbooks provide gender-sensitive content? 2. Does the textbook approval rule and evaluation procedures facilitate development of gender balanced education resources? 3. Are authors of school textbooks empowered to develop gender sensitive materials? The research results were triangulated and reviewed in light of the Social Relations Concept for Policy analysis by Kabeer (1994). Based over the analysis we can conclude that Georgia is adhered to the gender-aware education policy and is manifested in the gender-neutral approach towards the school textbook development requirements and practices.

단위학교 자유발행 교과서 개발을 위한 전문기관 지원 프로그램 개발

The purpose of this study was to refine the process of developing textbooks at the unit school level and to develop support standards programs for professional institutions for developing high-quality free-issuance textbooks. In order to derive the results of this study, five textbook experts were conducted two-time target group interviews (FGIs) and analyzed the results. The results of this study were as follows. The areas of the program to support the development of free issued textbooks at unit schools were divided into management support such as textbook development support, training and seminars, textbook development consulting, textbook development consulting, and textbook modification supplementation. The detailed programmes for each program area were as follows. First, the programs in the textbook development support area were the textbook development idea contest, textbook development support, textbook development pool provision system, and textbook development support design(LAB). Second, programs in the field of training and seminars were curriculum improvement, curriculum development, school-level textbook development specialist training(Basic), school-level textbook development specialist training (deepening), textbook development, copyright, textbook model development, and textbook efficient use. Third, programs in the consulting area were matching consulting such as textbook development consulting, textbook copyright consulting, new textbook use consulting, and textbook development publishing institutions. Fourth, programs in the counseling area include counseling on the design and operation of school curriculum, counseling on online and offline experts by the stage of textbook development, and counseling on dispute response such as copyrights and portrait rights of textbooks. Fifth, programs in management support areas such as revision and supplementation were providing information services for textbooks, on-site monitoring of textbooks, and supporting revision and supplementation of textbooks.

Your online textbook is ready: a shareable, interactive online textbook in response to COVID-19 lockdowns

This article discusses the development of an interactive online textbook for undergraduate teaching, in response to moving teaching online due to COVID-19. The development took place initially for a university with less than 5% of students studying online in 2019. The online textbook was incorporated into a large, diverse, multidisciplinary and predominantly first-year undergraduate research design and statistics course. Digital tools were embedded into the textbook to facilitate student engagement in lieu of face-to-face contact, including online crosswords for low-level statistical literacy, drop-and-drag activities, screencasts, exercises, animations, and videos. The textbook was prepared in markdown format. This approach allows for instant updating of material and provides focussed URLs that educators can use to point students directly to specific learning outcomes. Despite the textbook being developed in response to restricted teaching conditions, it has provided a cost-effective resource, targeted at teaching research design and basic statistics concepts, interpretation, and communication. Having returned to face-to-face teaching, the text is now fully integrated into the course. Importantly, the online textbook is freely available for other educators to use, either in its existing form, or by forking (on Github) the textbook sources to create a bespoke online textbook for other courses.

An analysis of lexicogrammatical development in English textbooks in Turkey: A usage-based construction grammar approach

Abstract This article measures the syntactic development indices in grade 5-12 English textbooks in Turkey. Through a usage-based construction grammar approach, it argues that the textbooks show an inconsistent development in verb-argument constructions (VAC) and other usage-based indices. The study employs an automatic software tool that detects variations in these indices and runs a statistical analysis on a corpus compiled by the author. Statistically significant results demonstrate that textbooks lack lexicogrammatical variation. As such, learners who use these textbooks are likely to experience a limited array of VACs that are limited in lemma-construction combinations. Findings also indicate that learners may not be exposed to the conventional usage patterns and frequencies of VACs when compared against a reference corpus. These findings may have an influence on the learners’ generalization process, their low-proficiency level in English, and poor idiomatic uses of the language.

Semantic Components of the Russian Preposition “Через” in Combination With Different Locums and its Expression in the Persian Language

In the Russian language the preposition “cherez (through)” is used in its typical contexts to refer to spatial characteristics in which an action or movement takes place. However, there are cases in the Persian language when there is no clear boundary among the spatial prepositions corresponding to the preposition “cherez (through)”, which causes difculty for Iranian learners to choose the correct one. At the same time one and the same Persian preposition can be expressed by different Russian prepositions which lead to regular mistakes in the speech of Iranian students. Tus, for instance, Iranian students use the preposition “az miyan-e” / (among) in the meaning of the Russian prepositions “cherez” (through), “mezhdu”, “ckvoz” (within) and “iz” (from), although these prepositions are different in meaning and function. In this article, the locations used in combination with the preposition “through” are systematically classifed to explain their specifc features. In addition, the ways of expressing the spatial meanings of the preposition “through” in the Persian language are addressed in order to raise Iranian learners’ awareness of possible mistakes. Te novelty of the article is in the attempt to compare semantic and spatial features of the Russian preposition “cherez (through)” with its correlates in the Persian language. Te fndings of this study can be of interest to RFL teachers, in particular in Iran, as they will highlight common mistakes in the speech of Iranian learners when using the preposition “through”, and to RFL textbook developers.

A Case Study on School-Level Textbook Development for Implementation of Elementary School Subjects

A Case Study on School-Level Textbook Development for Implementation of Elementary School Subjects

To Whom Are You Writing? Examining Audience in L2 Textbook Writing Activities

A sense of audience is important in the development of student writing (Many & Henderson, 2005). Research shows students need to consider an audience’s attitudes, beliefs, and expectations to be effective writers (Midgette, Haria, & MacArthur, 2007). Therefore, students need learning opportunities in L2 classrooms to develop this ability. Yet, the incorporation of audience in L2 textbook writing activities has not been sufficiently addressed. This study examined textbook activities to whom students write based on parameters of audience influence proposed by Grabe and Kaplan (1996, 2014). Writing prompts from six high school textbooks in Saudi Arabia were analyzed. The results indicate prompts instruct students to write to a single reader, known/unknown readers, as well as write about general topics. However, prompts do not provide information for students about three parameters (age, gender, and social status) which are necessary ingredients in developing a writer’s sense of audience and play a significant role on textual variations. This study also modified a model of audience that can be used for textbook evaluation. The findings benefit textbook developers and teachers by motivating them to consider parameters of audience influence when they design lessons and materials for L2 writing classrooms.

Development and Application of a Digital Textbook utilizing New Cabri: Focusing on Circumcenter and Incenter of Triangle

목적 본 연구에서는 New Cabri를 이용하여 삼각형의 외심과 내심 단원의 디지털 교과서를 개발하고 이를 적용한 교수학습 상황에서 학습자의 개념 형성 정도와 만족도가 어떠한지를 분석하고자 한다. 방법 디지털 교과서 개발의 준거를 설정한 후 이에 따라 개발한 디지털 교과서의 적합성 및 타당성을 검증하기 위하여 수학교육과 석사과정 재학생 및 현직 교사 6명을 대상으로 설문조사를 실시하였고, 이를 분석하여 디지털 교과서의 수정 및 보완에 적용하였다 개발된 자료의 적용을 위하여 충청남도 천안시에 소재한 C중학교 2학년 1개반 학생들을 대상으로 수업을 실시하였다. 결과 New Cabri를 이용한 삼각형의 외심과 내심 단원 디지털 교과서는 총 5차시로 제작되었으며 학습자 개인의 능력과 수준을 고려한 수준별 학습 및 자기 주도학습 환경을 제공할 수 있도록 하였다. 개발된 교과서의 적용 후 실시한 학생들의 만족도 조사의 선택형, 개방형 문항에서 모두 높은 만족도를 확인할 수 있었다. 결론 New Cabri를 이용한 디지털 교과서가 학습자의 정보처리 능력 및 의사소통 능력을 함양시키는 데 도움을 줄 뿐 아니라, 학습자의 수학적 태도 및 실천 능력을 함양하기 위한 교수·학습 환경을 제공하는 데 도움을 준다는 것을 알 수 있었다. 또한 디지털 교과서는 개인차를 고려한 수준별 수업 및 자기주도학습 환경을 조성하며, 나아가 원격수업의 한 방안으로 활용될 수 있음을 확인할 수 있었다.

The Advent of the Europeans and the History of the Development of Tamil Grammar Texts

Grammatical and linguistic history, like Tamil literary history, has its own antiquity and continuity. Grammatical writings have kept on showing up as the literary writing has increased and changed. Grammatical texts based on the knowledge of literature, the knowledge of the language, or the critical objectives of the language, the literature that appears in that language, later become more closely identified with social history. Numerous grammatical works have appeared in Tamil but many of them do not exist. However, many of the available texts are qualified enough to speak of the grammatical richness of Tamil. With the grammatical richness of a language, it is possible to estimate how ancient the literary richness of that language and the origin of the speakers of that language are. Thus, the numerous grammars available in Tamil serve as evidence for measuring the antiquity of the Tamil language. The origin of grammatical texts is not a linear one, but one that is continually developing to suit the occasions, the blend of dialects, and the progressions in the writing. This change sets the stage for the development of language. Thus, Tamil grammar texts have undergone a series of changes. This article sets out to evaluate the background to the development of nineteenth-century grammar textbooks following the arrival of Europeans, who occupy a significant place in this change.

Promises and Pitfalls of the Higher Secondary English Textbook of Bangladesh: A Critical Evaluation

The selection of a textbook, its evaluation, and the implementation of this evaluation are all processes integral to the improvement of students’ proficiency in English. The current evaluation of the higher secondary English For Today (EFT) (Hani & Siddika, 2018) textbook intends to examine if the textbook possesses the credentials and credibility necessary to achieve the aims and objectives of the higher secondary English curriculum. Using interview and document analysis, the current researchers analyzed the higher secondary curriculum, the textbook itself, and other relevant documents. The layout of the textbook, its contents, language level, organization, skills covered, classroom activities, methods of assessment, illustrations, and quality of print are considered. The strengths and weaknesses of the textbook have been identified by the critical evaluation conducted by the researchers. Although the textbook has strengths, such as diverse contents, and the writers’ consciousness of “glocal subjectivity” (Khan & Rahaman, 2019, p.169), it has some limitations, such as, exclusion of listening skills, inadequate communicative tasks and activities, overuse of traditional assessment methods, and poor quality of images and illustrations. To overcome the limitations, the researchers suggest using high quality paper and images, and to integrate diverse communicative tasks and activities, and assessment methods. The researchers also suggest that more attention is required by the policy makers in order to more effectively implement the goals and objectives of the higher secondary curriculum. Furthermore, integration of intended learning outcomes (ILOs) in each lesson, consideration of novelty in designing tasks and activities, involving subject experts in writing textbook, provision of recommended readings, and consideration of 21st century skills in designing tasks and activities will enable the textbook to help learners develop proficiency in English. The findings of the study may inspire the scholars, researchers, practitioners, and textbook developers in Bangladesh and beyond in various academic subject areas at the higher secondary level to be more aware of the curriculum goals and objectives while writing the textbooks.

Linguodidactic potential of the electronic textbook as an innovative means of teaching a foreign language at the technical university

The paper considers the features of development and practical use of an electronic foreign language textbook at the technical university. This study is dictated by the need to resolve contradictions between the provisions declared by the higher education standards of the latest generation and the real level of students knowledge of a foreign language. The authors analyze and systematize the requirements for printed and electronic foreign language textbooks. Attention is paid to the advantages of electronic publications over printed ones. The key advantage of the electronic textbook is the presence of hypertext, which makes it possible to implement a nonlinear form of information organization. The paper formulates basic principles of an electronic textbook development, describes its structure and components and highlights the issues of filling the content with language material. The authors proposed the options for tasks aimed at stimulating students communicative and cognitive activity. It is shown that podcasts can be used as multimedia resources to intensify the development of students listening skills. It is emphasized that the availability of special programs for creating electronic textbooks allows the teacher to carry out its development without any special training in the field of programming. As a result of the analysis, the authors come to the conclusion about a high linguodidactic potential of the electronic textbook as a teaching tool.

Nonverbal communication in the process of teaching Russian as a foreign language

The command of nonverbal communication skills contributes to the establishment of interpersonal contact, creating a favorable atmosphere, including during the classes “Russian as a Foreign Language”. In the context of teaching Russian as a foreign language, nonverbal communication plays a significant role in the communication process. The subject of theis research is the peculiarities of nonverbal communication in the process of teaching Russian as a foreign language. The object of this research is the process of teaching Russian as a foreign language. The article employs comparative, descriptive and analytical methods of research. Methodology is based on the works of the  Russian authors (T. A. Gridina, V. N. Kunitsyn, V. U. Nogaev, and others). Practical importance lies in applicability of the acquired results to the development of textbooks on the topic, as well as “Russian as a Foreign Language” classes. The author examines various aspects of nonverbal communication and determines the means that may complement verbalization, thereby improving the learning efficiency. The novelty of this paper consists in the attempt to broaden didactic methods of teaching Russian as a foreign language from the perspective of effectiveness of nonverbal means of communication as a didactic instrument. The conclusion is made that flexible use of nonverbal communication in teaching Russian as a foreign language may enhance motivation of students; improve the learning process alongside professional competencies of the pedagogue.