Textbook Research

History Teaching, Imperialism and Decolonization in the Anglo-Egyptian Sudan (1945-1958)

by Iris Seri-Hersch

PhD dissertation defended on May 17, 2012 at Aix-Marseille Université. Written in French.

Situating the Anglo-Egyptian Sudan in the wider frame of British imperial history, this dissertation investigates... more Situating the Anglo-Egyptian Sudan in the wider frame of British imperial history, this dissertation investigates school history in late colonial Sudan. Didactic materials, prescribed contents and pedagogic practices are analyzed against the background of five major developments of the 1945-1953 period: the shifting of British imperialism in Africa towards “paternalist-progressive” policies aiming at preparing colonial peoples for self-government; the polarization of British and Egyptian positions on the Sudanese issue; mounting rivalries between the independentist and unionist wings of Sudanese nationalism; the hasty unification of Northern and Southern Sudan after more than half a century of separate rule; and Northern Sudanese policies of Arabization and Islamization in the South as a tool for achieving “national unification”.
In a second part, the innovative character of post-WWII history teaching in Sudan is assessed by examining earlier patterns of Sudanese school history. History teaching in late colonial Sudan is then compared with history teaching in other territories of the (ex-)Empire (Uganda, North Rhodesia, Nigeria, Egypt, India, Great Britain). Two central postcolonial issues are further explored, namely the decolonization of school historical narratives after independence (1956) and the role of history teaching in fuelling the North-South conflict in Sudan.

Textbook publishing, textbooks, and democracy: A case study.

by Laura Pinto

Journal of Thought, 40 (3), 99-121

High school philosophy teachers’ use of textbooks: Critical thinking or teaching to the text?

by Laura Pinto

With McDonough, G. & Boyd, D. in Journal of Curriculum and Instruction, 5 (2), 45-78

Ontario’s incredible shrinking textbook supply chain.

by Laura Pinto

Our Schools/Our Selves, 14 (4) (80), 61-74

Working with textbooks: Reconceptualising student and teacher roles in the classroom

by Keith Barrs

IN INNOVATION IN LANGUAGE TEACHING AND LEARNING. CO-AUTHORED WITH LUKE ROWLAND. A paper about role-based textbook book in reading classes

Student reactions to different methods of in-class textbook use have received little attention in the literature on... more Student reactions to different methods of in-class textbook use have received little attention in the literature on English language teaching. This article explores the responses of 57 Japanese university students to the replacement of teacher-led textbook lessons with small group, role-based textbook work in regular English reading classes. Insights into the challenges and opportunities presented by small group, role-based work were gained through a qualitative analysis of the students’ written lesson reflections. The findings reveal that although the students tended to view the new approach favourably, there were underlying issues related to responsibility, pressure and collaboration that emerged from the students’ lesson reflections. Conclusions point to the context-dependent and individually realised nature of classroom enterprise. In this article, the authors also contend that insights into classroom activity are best gained through research methodologies that allow for inquiry into teaching/learning environments without disturbing pedagogical endeavour.

Research methodology review: The use of textbook analysis, questionnaires and interviews to evaluate EFL textbook implementation.

by Simon Humphries

Reference: Humphries, S. (2008). Research methodology review: The use of textbook analysis, questionnaires and interviews to evaluate EFL textbook implementation. Research reports: Kinki University Technical College, 2, 69-74.

In April 2006, Kinki University Technical College implemented three new textbooks with the aim of increasing the... more In April 2006, Kinki University Technical College implemented three new textbooks with the aim of increasing the communicative competence of the students. The researcher compared the effectiveness of the new textbooks by using three approaches: firstly, a textbook analysis based on the Littlejohn Approach; secondly, a questionnaire completed by teachers who used the textbooks; and thirdly, semi-structured interviews with four practitioners who used both one of the new and one of the traditional textbooks. This paper reviews these three methodological approaches.

The Challenges of Communicative Pedagogy in Kosens

by Simon Humphries

Reference info:
Humphries, S. (2011). The challenges of communicative pedagogy in kosens. The Council of College English Teachers, 30. 93-102

全国高等専門学校英語教育学会、研究論集、30. 93-102.

Researchers often blame university English entrance test washback as an obstacle to communicative teaching in Japanese... more Researchers often blame university English entrance test washback as an obstacle to communicative teaching in Japanese high schools (Kikuchi, 2006; Watanabe, 2004). However, after graduation, kosen students can enter university without an English test through the recommended transfer admission system. To maximise the opportunity from this latter situation, the researcher’s college partially implemented communicative textbooks. Following several exploratory interviews and classroom observations, this paper describes the challenges faced by four kosen English teachers who experienced the curricular change. Moreover, based on questionnaire responses, the author describes the attitudes towards textbooks of teachers in other kosens.

Pedagogies of Space: (Re)Mapping National Territories, Borders, and Identities in Post-Soviet Textbooks

by Michael Mead

Co-authored with Dr. Iveta Silova (Associate Professor, Lehigh University) and Garine Palandjian (MA, Lehigh University)

Kalogiannakis, Μ., & Bouda, E. (2009). Illustration analysis of the biology textbooks of the first and third grade of Greek secondary school, Science Education Research and Praxis, 31, 19-30 (in Greek).

by Michail Kalogiannakis

This study investigates the characteristics of the illustrations in biology textbooks of A and C high school year in... more This study investigates the characteristics of the illustrations in biology textbooks of A and C high school year in order to formulate conclusions about the source imaging and the relationship created with the student. For this purpose 240 images are analyzed from the biology textbooks of the first grade and 172 images of the third grade in High School. The images are classified, first according to human visual perception in realistic and conventional hybrids and then according to their function in the narrative, taxonomic, and detailed transport. The classification of images according to the specialization of their content, in images with strong and weak classification and depending on the formality of the code display, to shape the four areas of educational practice: domestic, transportive, public and mythical.
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Καλογιαννάκης, Μ., & Μπουντά, Ε. (2009). Ανάλυση της Εικονογράφησης των Εγχειριδίων Βιολογίας της Α΄ και της Γ΄ Γυμνασίου, Διδασκαλία των Φυσικών Επιστημών - Έρευνα και Πράξη, 31, 19-30.

Η παρούσα μελέτη διερευνά τα χαρακτηριστικά της εικονογράφησης των σχολικών εγχειριδίων της Βιολογίας Α΄ και Γ΄ Γυμνασίου για να διατυπωθούν συμπεράσματα σχετικά με τον απεικονιστικό τους κώδικα καθώς και τη σχέση που δημιουργείται με το μαθητή. Για το σκοπό αυτό αναλύονται 240 εικόνες του εγχειριδίου βιολογίας της Α΄ Γυμνασίου και 172 εικόνες του εγχειριδίου της Γ΄ Γυμνασίου. Οι εικόνες ταξινομούνται, αρχικά σύμφωνα με την ανθρώπινη οπτική αντίληψη σε ρεαλιστικές, συμβατικές και υβρίδια και στη συνέχεια σύμφωνα με τη λειτουργία τους σε αφηγηματικές, ταξινομικές, αναλυτικές και μεταφορικές. Η κατάταξη των εικόνων ανάλογα με την εξειδίκευση του περιεχομένου τους, σε εικόνες με ισχυρή και ασθενή ταξινόμηση και ανάλογα με την τυπικότητα του κώδικα απεικόνισης, συνδιαμορφώνουν τα τέσσερα πεδία της εκπαιδευτικής πρακτικής: εσωτερικό, μεταφορικό, δημόσιο και μυθικό.

Bir Kitap İnceleme Çalışması Örneği: MEB.10.Sınıf Biyoloji Ders Kitabının Eleştirel Olarak İncelenmesi

by Ümit YAPICI

I.Uluslararası Eğitim Araştırmaları Kongresi.Çanakkale,2009.

Proportion in mathematics textbooks in upper secondary school

by Anna Lundberg

Article in Cerme 7 proceedings, Page 336-345 (of 3041)

Proportional reasoning and knowledge of proportion are prerequisites for success in higher studies in mathematics. The... more Proportional reasoning and knowledge of proportion are prerequisites for success in higher studies in mathematics. The aim of this paper is to investigate what possibilities Swedish upper secondary school textbook tasks offer students to develop knowledge about proportion during the first course in mathematics. The three textbooks investigatedin this paper show a variation in "know – how" of proportional reasoning but less variation regarding knowledge about proportion.

Entre el campo y la ciudad: la construcción de espacios geográficos en libros de texto de texto de Lengua y Ciencias Sociales para la enseñanza media argentina

by María Beatriz Taboada

The creation of the European Citizen – the contribution of Portuguese Geography textbooks for the teaching of European Citizenship in the last two decades

by Cristiana Martinha

in (2010) - IJUP 2010 – 3.º Encontro de Jovens Investigadores da U. Porto – Livro de Resumos. Porto, Universidade do Porto, p. 179.

From curriculum to geography textbooks in Portugal - a journey from intentions to realities

by Cristiana Martinha

in MIRALLES MARTINEZ, Pedro, MOLINA PUCHE, Sebastián, SANTISTEBAN FERNÁNDEZ, Antoni (coord.) (2011) - La evaluación en el proceso de enseñanza y aprendizaje de las Ciencias Sociales. Murcia, Asociación de Profesores Universitarios de Didáctica de las Ciencias Sociales, p. 169-174.

An Analysis of Competence Development in Portuguese Geography Textbooks

by Cristiana Martinha

in (2011) Review of International Geographical Education Online. vol. 1, n.º 1, p. 26-40.

Teaching European Culture in the Pages of Portuguese Geography Textbooks

by Cristiana Martinha

in DEMIRCI, Ali, CHALMERS, Lex, ARI, Yilmaz, LIDSTONE, John (ed.) (2011) – Building Bridges between Cultures through Geographical Education – Proceedings of the IGU-CGE Istanbul Symposium. Istanbul, IGU-CGE e Fatih University, p. 51-57.

Europe’s mirror: Some notes about European images as presented in Portuguese Geography Textbooks 1980-2006

by Cristiana Martinha

in RODRIGUEZ RODRIGUEZ, Jesús, HORSLEY, Mike, KNUDSEN, Susanne (ed.) (2011) – Local, National and Transnational Identities in Textbooks and Educational Media – 10th Internacional Conference on Textbooks and Educational Media. Santiago, USC e IARTEM, p. 383-391.

Serão os Manuais Escolares de Geografia suficientemente competentes para desenvolverem as competências geográficas nos nossos alunos? – um estudo centrado em manuais escolares de Geografia de 3.º ciclo do Ensino Básico

by Cristiana Martinha

(in press) Actas do XII Colóquio Ibérico de Geografia. Porto, FLUP.

Media Politcs

by Peter John Chen

Chen, P, 2012, "Media politics", in Rodney Smith, Ariadne Vromen, and Ian Cook (eds) Contemporary Politics in Australia, Port Melbourne: Cambridge University Press

Educating for a multicultural Germany in a global era

by Debora Hinderliter Ortloff

co-authored with Luise McCarty