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В статье обосновывается актуальность использования информационных технологий и степень разработанности проблемы в научных исследованиях. Рассмотрены принципы педагогической целесообразности применения информационных технологий в процессе обучения. Выделены три направления использования информационных технологий в образовании, каждое направление реализовано в процессе обучения дискретной математике в военном вузе. Особое внимание уделяется таким информационным технологиям как демонстрации, тесты, интерактивная доска и электронное учебное пособие. В работе рассмотрены и адаптированы требования для создания указанных информационных технологий. На основании этих требований автором разработаны тесты для рубежного контроля и электронное учебное пособие «Дискретная математика». Приведена структура учебного пособия. В статье отражены положительные результаты использования информационных технологий в учебном процессе. ; The article explains the relevance of the use of information technology and the extent of a problem in research. The principles of pedagogic appropriateness of the use of information technology in the learning process are examined. The author identifies three areas of information technology in education, every direction is implemented in discrete mathematics training in military high school. Particular attention is paid to in formation technology as demonstrations, tests, interactive whiteboard and the electronic textbook. The paper discusses the requirements and adapted to create these information technologies. Basing on these requirements, the author has developed a test for the boundary control and electronic textbook "Discrete Mathematics". The structure of the training manual. The article reflects the positive results of the use of information technologies in educational process.

"Women, Gender and Sexuality in China serves as a focal textbook for undergraduate courses on women, gender, and sexuality in Chinese history. Thematically structured, it surveys important aspects of gender systems and gender practices throughout Chinese history, from the earliest period to the modern era. Topics include the concept of yin-yang, life course and gender roles, kinship systems and family structure, marriage practices, sexuality, women's work and daily life, as well as gender in Chinese mythology, religions, medicine, art, and literature. In narrating how various traditions and practices were formed and evolved throughout Chinese history, this textbook draws heavily on personal stories and historical records. Features in this textbook include: Primary source sections for each chapter, introducing students to types of documents that have been used by scholars in conducting research 33 translated texts of various genres, including epitaph, bronze inscription, medical text, imperial edict, legal case, family letter, ghost story, divorce paper, poetry, autobiography, etc Dedicated biography sections for five distinguished women Offering richly layered accounts of women, gender, and sexuality, this textbook is essential reading for students of Chinese history, gender in world history, or the comparative history of gender"--

Introducing East Asia is an ideal textbook for those new to the study of one of the most exciting and important regions in the world. East Asia is a complex and culturally rich region, with the Chinese, Korean and Japanese civilizations among the oldest in the world. Over the past 50 years, Japan, South Korea, Taiwan and China have become economic powerhouses and leaders in the commercialization of science and technology. The countries are economically and culturally intertwined while at the same time burdened by a history of war and conflict. This textbook focuses on the historical and cultural roots of the contemporary political and economic ascendency of East Asia and explores the degree to which East Asian cultures, values and history set up the region for 21st century global leadership. Features in this textbook include: Chapters on each of the countries and special economic zones that make up the region. Rich illustrations and timelines to guide the student visually. Focused textboxes on key figures and events, useful as research assignment and revision materials. Providing undergraduate students with a solid introduction to East Asia, this textbook will be an essential reading for students of East Asian studies, global studies and international studies.

English language textbooks are widely used as one of the essential resources in education. In Ecuador, local authorities created specific course books for state schools and high schools called pedagogical modules. Hence, the terms pedagogical textbook, course book, and modules will be used interchangeably. This study aims to explore perceptions of Ecuadorian English as a Foreign Language teachers on implementing the pedagogical modules to state schools, which were provided by the Ministry of Education. Besides, participants will provide perceptions on the connection of the mentioned textbooks with the Ecuadorian National Curriculum. The study includes an exploratory qualitative design using a focus group interview with eight EFL teachers from primary and secondary schools. The focus group interview findings indicated that teachers have both positive and negative perceptions towards using these pedagogical textbooks. Teachers agree that these pedagogical modules promote English learning success in a contextualized and authentic way by connecting aspects from the curriculum and current ELT principles. Nonetheless, all of the teachers indicated that integrating the pedagogical modules to state schools was, in many ways, disorganized. Based on the results, this study suggests constructive changes to specialists in charge of creating and editing EFL pedagogical modules.

Students often see pictures before reading a text. Hence, pictures in the textbooks influence the attitude of students toward a group that were represented with the pictures. The main objective of this research was to investigate the representation and portrayal of old people in 1st and 2nd cycle students' textbooks of Ethiopia with its policy implication. A total of 32 primary school textbooks were analyzed within the scope of this study. Document analysis were used as a major data collection method. It was found out that old people were portrayed with positive character that describe their activity in the society, have normal physical appearance, have minimum wrinkles, and socially cooperative. Parent role and grandparent role was used in the portrayal of old people while describing old people in the text books. All these show that variables associated with parental role like love and care were used as unique character of parents and grandparents indicate positive meaning given for the elderly in these text books. Finally, was recommended that curriculum planners should give due attention to pictures in text books since they have hidden agenda that they message to students. Moreover, since male and female were not equally represented in these text books it was recommended to consider it during textbook preparation.

The author aims to provide a testimony, the first one, as he knows, about the people who published the first post-communist history school textbooks and the circumstances that made this possible in the years 1991-1992. The subject is written now, 25 years since occurred. These three textbooks has ensured continuity of studying history in a confusing time for the Romanian school, before curriculum reform at the mid 90s. Publication of those textbooks produced two waves of appeals, in part justified, between the years 1992-1995, and later, in 1997. The first one, caused by many reasons, including political ones, did not cause short-term expected consequences. The school textbooks in question remained in use until they were replaced using procedures established by financial institutions for education reform, and enjoying support from the ministry. The second wave, however, caused by the change of political power in autumn 1996 associated with this criticism and everything was done in previous years, to launch such new curriculum reform, which they appropriate it then exclusively. Winning or losing, history has been the engine of post-communist restoration school, thus gaining an indisputable priority. The text below is seeking an honest reconstruction of those years, for a more accurate reinstatement of truth in his rights.

Textbook is the handbook used by teachers in teaching. In addition, the text book is also used by students as a supporting book in learning activities both in school and outside of school. Textbooks basically have a very important role for teachers and students in the learning process. But in reality, many textbooks are found that do not meet the requirements of many textbooks used in the Senior High School Level. The researchers took several textbooks compared to the completeness of the material. This research examines the differences of the structure and content of the description text book material of the History learning of Senior High school class X in the process picture changes, facts, concepts and principles in the history of motion. The type of research was a library research, collection techniques and conducting a review of the study of books, literature, records and reports that are related to the problem being solved. Data were taken from the existing instruments in the history textbooks. The results show that the components of change in motion events based on facts concepts and principles includes four components, namely changes in the beginning, development, backward and finished. Completeness of the materials at the eleventh grade history textbook in this research material examined the influence of religion and Hindu-Buddhist culture in Indonesia and the influence of the religion and culture of Islam in Indonesia. From the analysis, it is shown that each textbook has some differences in the completeness of the material on Hindu and Buddhist kingdoms. The book outlines eight royal grants, Yudhisthira, Earth Literacy and Platinum each of the seven kingdoms. While the analysis for the development of each book has its advantages and disadvantages, there is a book which describes the initial process completely and there is not. To evolve from the four aspects of political, social, economic and cultural, one book with another book also has its advantages and disadvantages, so that the backward and end process. ; Buku pelajaran atau buku teks merupakan buku pegangan yang digunakan oleh guru dalam mengajar, selain itu buku teks juga digunakan oleh siswa sebagai buku penunjang kegiatan pembelajaran baik di sekolah maupun di luar sekolah. Buku teks pada dasarnya memiliki peranan yang sangat penting bagi guru dan siswa dalam proses belajar mengajar. Namun dalam kenyataannya banyak ditemukan buku teks yang belum memenuhi persyaratan tersebut dari sekian banyak buku teks yang digunakan di Sekolah Menengah Tingkat Atas, peneliti mengambil beberapa buku teks yang dibandingkan kelengkapan materinya. Penelitian ini mengkaji bagaimana perbedaan struktur isi dan uraian materi buku teks pembelajaran Sejarah SMA kelas XI dalam gambaran proses perubahan, fakta, konsep dan prinsip dalam gerak sejarah. Jenis penelitian ini adalah studi pustaka yaitu teknik pengumpulan data dan mengadakan studi penelaahan terhadap buku-buku, literatur-literatur, catatan-catatan dan laporan yang ada hubungannya dengan masalah yang dipecahkan. Data diambil dari instrument yang ada pada buku teks sejarah. Hasil penelitian menunjukkan bahwa komponen-komponen gerak perubahan peristiwa berdasarkan fakta konsep dan prinsip meliputi 4 komponen perubahan yaitu awal, perkembangan, mundur dan habis. Kelengkapan materi pada buku teks sejarah kelas XI dalam penelitian ini materi yang dikaji adalah pengaruh perkembangan agama dan kebudayaan Hindu-Budha di Indonesia dan pengaruh perkembangan agama dan kebudayaan Islam di Indonesia. Dari hasil analisis tergambar bahwa masing-masing buku teks terdapat beberapa perbedaan dalam kelengkapan materi pada kerajaan Hindu dan Budha, buku Erlangga menguraikan 8 kerajaan, Yudistira, Bumi Aksara dan Platinum masing-masing 7 kerajaan. Sedangkan analisis untuk proses perkembangan masing-masing buku memiliki kelebihan dan kekurangan, ada buku yang menguraikan proses awal secara lengkap ada yang tidak, untuk berkembang dari 4 aspek kehidupan politik, sosial, ekonomi dan budaya buku yang satu dengan buku yang lain juga memiliki kelebihan dan kekurangan bagitu juga dengan proses mundur dan berakhir.

Le manuel est universel. C'est un livre pas comme les autres. C'est un instrument de communication écrite entre le professeur, l'étudiant et le contenu d'enseignement. C'est aussi un ouvrage véhiculant les politiques d'alphabétisation. Il constitue un indicateur de scolarisation et un accès à l'éducation. C'est le véhicule d'un système de valeurs, d'une idéologie, d'une culture qui influence les esprits malléables des apprenants. Notre article veut s'intéresser à l'utilisation du manuel de langue généraliste de FLE au Moyen-Orient en général et en Jordanie en particulier. Depuis de longues décennies, cette région ne possède que rarement des manuels contextualités de FLE et utilise généralement des manuels universels véhiculant différentes valeurs sociétales et éducatives autres que celles de la langue-culture réceptrice. Ils ne prennent pas en compte l'identité culturelle des apprenants qui doit être un préalable nécessaire. Que pensent les apprenants arabophones des manuels universels ? Y aurait-il actuellement des tentatives de conceptions de manuels locaux mieux adaptés au profil de l'utilisateur et à ses besoins. Dans l'affirmative, la recherche en contextualisation didactique met-elle en avant les traits culturels et linguistiques de l'utilisateur arabe et valorise-t-elle la culture locale et l'identité nationale ? ; Textbook is universal. It's a book like no other since it is an instrument of written communication between the teacher, the student and the teaching content. It also conveys literacy policies and reflects schooling and access to education. A text book is considered as vehicle of a system of values, an ideology, a culture that influences the malleable minds of learners. This article aims at focusing on the use of the generalist language textbook in the Middle East in general and in Jordan in particular. For many decades, this region has rarely had contextual manuals of French as a Foreign Language (FLE). It generally uses universal textbooks, delivering different societal and educational values other than those of the receiving language-culture, without any regards to the cultural identity of learners which must be a necessary consider. This paper attempts to answer the following questions: What do Arabic-speaking learners think about universal textbooks? Are there any current attempts to design local textbooks that are better appropriated to the user's profile and needs? If so, does research in didactic contextualization highlight the cultural and linguistic traits of the Arab user and enhance local culture and national identity?

The present study intends to examine various manuals of 3rd course of Educación Secundaria Obligatoria of the subject of Lengua castellana y literatura (specifically the topics dedicated to the literature of the Golden Age) in Spain to check to what extent the guidelines set by educational legislation are followed in the curriculum. To do this, four textbooks from leading publishers will be used as a sample, which will be examined from several fragments extracted from a study designed by Braga Blanco and Belver Domínguez (2016). Its emphasis will be placed on the analysis of the messages, especially the content, as well as on the comparison of the curricular proposal of the manuals against the one decreed by the official curriculum and the comparison between materials from different publishers. As a result, it will be possible to observe how a corpus of authors and works inherited from the 19th century continues to be maintained, with canonical figures and other excessive forgotten, even today, as the women writers who carried out their artistic work in the Spanish 17th century. ; El presente estudio tiene la intención de examinar diversos manuales de 3º Educación Secundaria Obligatoria de la asignatura de Lengua castellana y literatura (en concreto los temas dedicados a la literatura del Siglo de Oro) en España para comprobar hasta qué punto se siguen las directrices marcadas desde la legislación educativa en el currículo. Para ello, se utilizarán como muestra cuatro libros de texto de destacadas editoriales que pasarán a ser examinados a partir de varios fragmentos extraídos de un estudio diseñado por Braga Blanco y Belver Domínguez (2016). El énfasis del mismo se situará en el análisis de los mensajes, en especial del contenido, así como en la comparación de la propuesta curricular de los manuales frente a la decretada por el currículum oficial y el cotejo entre materiales de distintas editoriales. Como resultado, se podrá observar el modo en que siguen manteniéndose un corpus de autores y obras heredado del ...

Cover -- Title -- Copyright -- Contents -- List of Illustrations -- Introduction to Cities and Citizenship -- Notes -- Chapter 1: Urban Autonomy and Effective Citizenship -- The Urban State and Urban Autonomy -- Urban Autonomy and Effective Citizenship in the United States, 1830-1950 -- Urban Autonomy and Ineffective Citizenship in the United States, 1950-1990 -- Conclusion -- Notes -- Chapter 2. Putting the City Back into Citizenship: Civics Textbooks and Municipal Government in the Interwar American City -- Civics Textbooks as Sources

This study compares social studies textbooks used in elementary schools of Canada, China, Mexico, Taiwan, and the U.S. in terms of how multicultural education is integrated into the curriculum. Based on Banks' framework of multicultural curriculum reform, the researchers examined the dimensions of content integration, knowledge construction, and prejudice reduction to assess the level of multicultural education represented in each textbook. The results were interpreted in the cultural, historical, and political contexts of each society.

The changing proportion of science and education in the works of A. Smith, J. Mill, A. Marshall and P. Samuelson is considered in the article. The accent is also made on the shift of the economists' attention from "the life of things" to the life of people and to the problem of its adequate reflection in the textbooks. The author makes some assumptions on the further evolution of beginner's textbooks on the economic theory.

The book contains a brief summary of "Sustainable Development: Natural and Scientific Principles" textbook. The connection of sustainable development with the fundamental laws of the nature - society - man system, the logic of the transfer to sustainable development in ecology, economics, finances, politics and education are principally new in the mentioned textbook. A special attention is paid to synthesis and comparison of interconnections and knowledge in the creative process of research and projection of various systems.

During the interwar period, a number of organisations started to look into education as part of an attempt to understand how nationalism was fuelled through education and to what extent it had forced the outbreak of the Great War. These efforts coincided with a more general internationalisation of educational systems as part of the progressive movement. In response to nationalism and a perceived need for reformation of national narratives, the school subjects of history and geography became the primary suspects as advocates of chauvinism and militarism. In 1919, associations for the promotion of understanding and cooperation between the Scandinavian countries – the Norden Associations [föreningarna Norden] – began investigating history textbooks. The notion behind these efforts was that the Scandinavian peoples had especially strong natural and historical bonds that a false nationalism had eradicated, and in the zeitgeist of the time such bonds should be resurrected. This revision of textbooks was expanded in the 1930s to explore, assess, and develop the entire teaching of history in the Nordic countries. The Norden Associations converged on many levels with the disparate international movements for educational change that, in a broader sense, led to standardisation of not only history education, but also the whole educational system. This article presents the Norden Associations as part of a process of hegemonic isomorphism in which cultural hegemony set the institutional boundaries within which the organizations could work in order to attain legitimacy. The network of educators, researchers, organisations, and politicians that was involved in this process was vast. This article demonstrates how an organisation with a specific political agenda, and with only limited international objectives came to be – not only a part of – but, to some extent, an organisational role model for loftier efforts aimed at global and cosmopolitan history teachings.

This project was made possible by a grant from KU Libraries' Parent's Campaign with support from the David Shulenburger Office of Scholarly Communication & Copyright and the Open Educational Resources Working Group in the University of Kansas Libraries, with a contribution by the University of Kansas Student Senate. Portions of this text were updated, remixed, and adapted from Exploring Public Speaking: The Free Dalton State College Public Speaking Textbook by Barbara G.Tucker & Kristin M. Barton, licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License ; "Speak Out, Call In: Public Speaking as Advocacy" is a contemporary, interdisciplinary public speaking textbook that fuses rhetoric, critical/cultural studies, and performance to offer an up-to-date resource for students. With a focus on advocacy, this textbook invites students to consider public speaking as a political, purposeful form of information-sharing.