Textbook Analysis Research Papers - Academia.edu (original) (raw)

2025, Traduction et Langues Vol24N°01

The study examines the grammatical concept of exception as articulated in Arabic and Spanish through various syntactic constructions. This study is driven by the growing need to address structural asymmetries in bilingual and translation-oriented language education. Using a contrastive, functional-syntactic methodology, the study investigates both the structural and semantic characteristics of these constructions in Arabic and Spanish. The objective is to show their functional classification, engage with ongoing categorical discussions, and underline their educational significance within translation studies. The analysis is grounded in constructions that show a predicative relationship between a general set X and a subset Y, where a specific attribute is assigned to X while being denied to Y. The focus is on the syntactic interdependence of these elements and the grammatical encoding of exceptions in each language. Comparing these linguistic models, the paper discusses the shared syntactic restrictions but differing typological mechanisms. Methodologically, the research analyzes linguistic particles of exception—illā in Arabic and excepto, salvo, and menos in Spanish. These particles were used because they are syntactically alike and have similar functional semantic value. It examines how such particles link minimal clauses of opposed types between sentence members, contravening traditional grammatical analysis. The study suggests that these particles function similarly to coordinating conjunctions and advocates for their reclassification as exceptional conjunctions, a designation that more accurately reflects their role in sentence structure. The findings indicate that both Arabic and Spanish conceptualize exception as a binary syntactic relationship, whereby subset Y must be encompassed within set X, adhering to a whole-part logic. Furthermore, the study introduces structures unique to Arabic, revealing the absence of equivalent expressions in Spanish for the Arabic ‘illā’. This has important benefits for translators and educators, emphasizing the need to capture distinctive features during cross-linguistic transfer. The study enhances pedagogical approaches by systematically comparing the syntactic and semantic behaviors of exceptions in Arabic and Spanish. Drawing on illustration examples, it helps students understand grammatical complexity and complex meanings in translation contexts. Overall, this study contributes to refining grammatical analysis in multilingual curricula and opens paths for further comparative linguistic research. In addition, the analysis offers researchers of both languages an enriching perspective for studies of contrastive linguistic typology aimed at capturing the variety and similarities of forms and structures of Arabic and Spanish as regards exceptional constructions.

2025

Diese Masterarbeit untersucht die Darstellung von Geschlecht in aktuell geltenden Leitlinien und Standards der Kultusministerkonferenz, im Rahmenlehrplan Berlin-Brandenburg und in vier Schulbüchern (1. und 5. bzw. 6. Lernjahr) für das Fach Englisch am Gymnasium. Das fast ausschließlich binäre Verständnis von Geschlecht in bisherigen Analysen zu Geschlechtergerechtigkeit wird als überholt herausgearbeitet und die Notwendigkeit des Einbezugs von trans-und intergeschlechtlichen Personen in Analysen zu Geschlechtergerechtigkeit dargelegt. Auswirkungen von Ausschlüssen und Stereotypen (Leistungsabfall durch Stereotypenbedrohung, Aufteilung von Lohn-und Sorgearbeit, psychische Folgen) untermauern diese Feststellung. Die Anforderungen einer dekonstruktiven Pädagogik (Vermittlung eines dekonstruktiven Geschlechterbildes, Dekonstruktion von Stereotypen, Offenheiten/ Leerstellen, Perspektivwechsel), werden herausgearbeitet und auf Curricula und Schulbücher angewendet. Hierbei zeigt sich, dass die Vorgaben der Kultusministerkonferenz überholt sind und einer Überarbeitung bedürfen, der Rahmenlehrplan Berlin-Brandenburg wissenschaftliche Erkenntnisse zum Thema Geschlecht jedoch bereits weitestgehend umsetzt. In den untersuchten Schulbüchern des ersten Lernjahres zeigen sich Stereotypisierungen entlang binärer Grenzen hinsichtlich Aussehen und Aufteilung von Lohn-und Sorgearbeit der Charaktere. Geschlechtergerechte, -inklusive oder -neutrale Sprache wird in den vier Schulbüchern nicht durchgehend verwendet. In Aufgabenstellungen mit thematischem Bezug zu Geschlecht und Stereotypen in Lehrbüchern des fünften und sechsten Lernjahres zeigt sich teilweise eine Reproduktion von Stereotypen, teilweise wird jedoch ein dekonstruktives Geschlechtsverständnis umgesetzt. Nur in einem der Bücher wird in einer Aufgabe Transgeschlechtlichkeit thematisiert; Intergeschlechtlichkeit in keinem der untersuchten Bücher. Abschließend werden Empfehlungen an Lehrkräfte und Schulbuchverlage hinsichtlich einer Implementierung eines dekonstruktivistischen Geschlechtsverständnisses in das Fach Englisch und seine Materialien ausgesprochen.

2025

2025, Journal of Literary Education

This article will look at the relationship of the arts: fine arts, music, song and other kinds of artistic expression in picturebooks, prior to considering how the arts have been used to communicate human rights issues linked to war, conflict and peace in picturebooks. It will briefly consider what is meant by “the arts”, prior to considering how some award winning picturebook creators have been influenced by fine art in their book illustrations, and how others have taken lyrics from songs dealing with conflict, peace and human rights and illustrated them to create picturebooks as art objects which are both emotive and emotional. A particular focus will be on books affiliated to Amnesty International with special reference to Imagine by John Lennon. Keywords: Human Rights, Peace, Music, Picture Books, Art Resum Aquest article fa una mirada a la relació entre les arts: belles arts, música, cançó i altres tipus d’expressió artística en àlbums il·lustrats, abans de considerar com han...

2025, Journal of Literary Education

Article describes types of word-image relationships in Polish literary education and is based on interdisciplinary methodology. The reform of the education system in 1999 was a clear turning point in the history of Polish research on this issue. Use of iconic material in Polish language education, referring to intersemiotic relationships between the word and the image and resulting from tasks performed by the student during Polish language lessons, has been an important topic of discussionamong educationalists for many years. In terms of complementary reading texts that will further develop text interpretation, the authors consider equal treatment of literary and iconic texts. Cultivating interpretation skills open up new horizons to the contemporary young audience of the world in culture, literature, and art. As the next generation the quest for new meaning, initiating mechanisms of new vision and new sensitivity to the reception of arts will also allow a redefinition of the concepts of interpretation, meaning, and significance.

2025

Early childhood social studies students deserve to learn in a powerful, in-depth fashion about their interests with teachers who facilitate cognitive and affective growth. Humanistic teachers offer democratic learning experiences characterized by exploration and inquiry within a challenging and caring environment. Growth toward acceptance of all types of diversity and every classmate is featured. Through discussion about social studies topics, learners proceed to graphically represent what they learn. This powerful social studies learning is found in Reggio Emilia, Italy. The tenets, strategies, and approaches are easily transferable and modified to create powerful and exemplar early childhood social studies learning for social rights and social justice. Early childhood is the perfect place to set social justice learning in motion.

2025, Culture & History Digital Journal

This manuscript presents the genesis and development of the so-called “Mexican socialist” school system of the 1930s, whose leading stakeholder was President Lázaro Cárdenas. At the beginning of the socialist project, Mexico underwent the most politicized and controversial education reform in its modern history. Much has been said about this ambitious project of social change. However, a thorough exam is still needed, especially on how socialist values were globalized and appropriated in the Mexican scenario regarding the new State project of basic education. In this sense we are interested in how science was portrayed in Natural Sciences textbooks, especially focusing in biological evolution.

2025, Anais do 19º Seminário Nacional de História da Matemática e da Tecnologia

Com um vasto currículo e reconhecido em diversas áreas, incluindo a matemática, Carl Friedrich Gauss (1777-1855) é uma figura proeminente na história desta disciplina. Não é de surpreender que ele seja o personagem mais citado nos livros didáticos de matemática do Ensino Médio. Este trabalho visa analisar como Gauss é retratado nesses livros didáticos e compreender as implicações pedagógicas e historiográficas desse retrato.

2025, Узданица

Предмет овога рада је анализа уџбеника Наш језик: дигитални ресурси за учење основа бошњачког, хрватског и српског језика Катедре за славистику Универзитета Колумбија у Њујорку. Циљ рада је утврђивање садржинске и методичке вредности уџбеника са становишта савремених приступа настави српског као страног језика. Коришћена је дескриптивна метода, захваљујући којој су детаљно описани структура и садржај лекција, односно визуелно-графичко и дидактичко-методичко обликовање. Резултати истраживања су указали на то да је реч о хибридној форми уџбеника, који се налази између класичних (штампаних) и електронских интерактивних. Нажалост, уџбеник, упркос високим методичким и технолошким стандардима, садржи материјалне недостатке у погледу представљања садржаја о српском језику, а посебно у погледу његовог историјског развитка и статуса на простору западно од Дрине. Иако у техничко-технолошком смислу представља значајан корак у модернизацији наставних материјала за учење српског као страног језика, неопходно је критички приступити његовој примени због присутности релативизације историјског и културног идентитета Срба и српског језика.

2025, Unpublished manuscript – uploaded to Academic Education

This study aims to analyze the readability level of The Snow Queen and Other Tales by Hans Christian Andersen using the Spache Readability Formula. This formula is designed to assess whether a text is appropriate for young readers, particularly those in lower elementary grades (Grades 1-4). The analysis was conducted by selecting a short excerpt from the story, calculating the average sentence length, total word count, and identifying unfamiliar words not included in the standard word list for children. The result indicates a readability level of Grade 5.45, suggesting that the text is more suitable for readers aged 10 and above or should be read with adult guidance. These findings can serve as a reference for educators and parents in selecting age-appropriate reading materials.

2025, Ignatian International Journal

This study examined the effectiveness of the Genre-Based approach (GBA) in enhancing the writing skills of pre-service teachers at Philippine Women's University Calamba. Utilizing a quasi-experimental design, it assessed whether GBA can significantly improves students' writing performance in cognitive awareness, linguistic awareness, rhetorical awareness, and genre awareness.The study involved an experimental group using GBA and a control group following traditional writing instruction. Both groups underwent pretest and posttest asessing their literature analysis skills across four areas using a 40-item multiple choice test. Results revealed significant improvements in both groups with the experimental group displaying greater progress. Mean differences in the experimental group were: cognitive awareness (-2.08,p=.000), linguistic awareness (16.25, p=.004), rhetorical awareness (-26.67,p= .000), and genre awareness (-13.33, p= .009). The control group also gains: cognitive awareness (-10.42, p = .001), linguistic awareness (-15.83, p = .000), rhetorical awareness (-10.00, p = .013), and genre awareness (-13.33, p =.003). Findings indicate that integrating GBA into writing instruction enhances student performance, particularly for those needing additional support. GBA serves as a valuable supplement to traditional approaches, fostering foundational writing skills. Further research is recommended to explore its long term effects and integration with other instructional approaches. Overall, GBA proves to be an effective strategy for strengthening students' written communication, making it viable option for educators in teacher training programs.

2025

This essay is dealing with the question of the possibility for a non archaeologist to learn something about the Scandinavian Bronze Age by reading novels taking place in the specific period. I have studied novels written by Scandinavian writers between 1980 and present. Before I started I constructed nine different categories that I was to look for in the novels. The categories were constructed in the aim to get as a complete picture as possible of the Bronze Age society. The results were then compared to archaeological evident and theories and discussed in terms of this connection. I also discussed the writers own historical context as a reason for some descriptions of the Bronze Age. At last I put these two questions together in one and discussed if the Bronze Age was described in an adequate way and if there was a possibility of learning from the novels.

2025

Nothing is more certain to guarantee disastrous teaching than an unprepared teacher is. As a part of preparing the teacher is to provide an evaluation checklist enabling him to be aware of the textbook he is using. A particular feature of the book may be inappropriate to the situation in which she/he is using it or there may simply be a feature of the book she/he dislikes and wishes to adapt. For a teacher, thus, to know the appropriateness or otherwise of the book and may wish to adapt it and make it suitable for his/her local setting, a checklist is needed to provide him with an evaluation scheme enabling him to make his/her right judgments. To evaluate the appropriateness and efficacy of a textbook is to know the principles on which the textbook has been designed and how it meets the objectives that it aims to achieve. To help evaluating a textbook, the paper has provided an eclectic evaluation checklist. Firstly, some evaluation models and twelve evaluation checklists have been ...

2025, Turkish Journal of Computer and Mathematics Education

The main thrust of the present study was to explore the Speak Now Series in terms of external and internal characteristics. To this end, Littlejohn's (1998) checklist was utilized in order to investigate the series in terms of Task Analysis Sheets (TAS) and Design. The results of the study indicated that the series has its own strengths among which form-meaning relationships, developing communicative competence, consistency and continuity, the visual and auditory features supplemented with oral-emphasized skills are worth mentioning. Exploring the design of the series, on the other hand, showed that the themes covered in the series are the most related, necessary and crucial ones which motivate the learners to engage in the presented activities. Furthermore, The Speak Now series is apparently suffering from the presented speaking tasks, which do not seem to be challenging and motivating enough. The series also does not engage the learners and teachers in the learning and teaching processes.

2025, Background Essay submitted for Module Two of the Cambridge English Level 7 Diploma in Teaching English to Speakers of Other Languages (DELTA), The Distance Delta, Centre 10239

This essay investigates the challenges learners face in understanding and using the progressive aspect in English, with a particular focus on intermediate adult learners whose first language is Serbian. Despite its apparent simplicity, the progressive aspect carries nuanced meanings influenced by both grammatical and lexical factors. The analysis explores its core functions, form, and pronunciation, highlighting the importance of distinguishing between stative and dynamic situations. Drawing on classroom observations and relevant literature, the essay identifies common learner difficulties, such as omission of auxiliary verbs and confusion with simple present forms due to L1 transfer. In response, three pedagogical interventions are proposed, each grounded in communicative and task-based methodology. These aim to raise learners’ awareness of form and function through meaningful input, guided discovery, and contextualised output. The essay concludes that effective teaching of the progressive aspect requires moving beyond simplified explanations and providing learners with opportunities to engage with its varied uses across different time references.

2025, ELT Journal

This article reports on a study of Norwegian hybrid general study and vocational students' extramural English (EE) engagement and vocabulary acquisition, the synergies they saw between vocabulary gained in this way and the linguistic demands of the classroom and workplace, and how they sought to leverage their EE engagement to support classroom learning. Semi-structured, faceto-face group interviews, together with language diaries, were used to gather data. The findings revealed that EE activities facilitated general and informal vocabulary learning, yet provided minimal exposure to academic and vocational registers. Participants emphasised the critical role of explicit in-class instruction for mastering academic and vocational vocabulary, rejecting the wholesale integration of EE into the language curriculum. Instead, they advocated for specific EE content and extending mandatory English instruction beyond the current one-year requirement to consolidate domain-specific language skills. The study challenges assumptions that EE inherently complements formal instruction.

2025

This is a reading of the Coletivo de Te- atro Alfenim's play Milagre Brasileiro (Brazilian Miracle, 2010) and it aims to analyze the drama construction in the threshold of a contemporary dramaturgical writing facing the mutations operated in the paradigm of drama itself. Takes up this play as a reflection on the historical time, in view of the representation of motifs related on Brazilian dictatorship (1960's and 1970's), that emerges in the discussion about people disappeared in the poli- tical resistance crosses with the Antigone myth.

2025

Trata-se de uma proposta de analise-interpretacao voltada as formas do musical brasileiro, em perspectiva historica e inserida no campo teorico da intermidialidade, com vistas a se definir o modelo generico de tais formas na contemporaneidade. O corpus e constituido de dois textos, a saber, 7 – O musical (2011), de Charles Moeller e Claudio Botelho (com musicas de Ed Motta), e Vinganca (2014), de Anna Toledo (inspirada na obra de Lupicinio Rodrigues). Essa atencao, dada a tal especificidade de textos de dramaturgia, portanto, se compoe de modos de leitura (em construcao) para compreender seus aspectos verbais (o libreto ) e audiovisuais. Busca-se, entao, ampliar a compreensao de que as formas de dramaturgia musical devem ser tomadas como de combinacao de midias.

2025, Pakistan Journal of Educational Research

The study aimed to examine Islamic textbooks considering the Balochistan secondary school curriculum for class 10 th. The study's scope was restricted to the subject of the Balochistan Board's Islamiat textbooks for grade 10 th. Observation and analysis were the study strategies used. A textbook document analysis was carried out. A qualitative analysis of the data was done. The content of the Islamiat textbook used in public schools was found to not accurately represent the 2006 national curriculum's emphasis on Islamic and moral values for children. Specific recommendations were given considering the findings. The objective of this critical study was to examine the educational framework, cultural sensitivity, historical coverage, and impact on students' moral and spiritual growth of the Grade 10 th Islamiat textbook provided by the Balochistan Textbook Board. The study commends the textbook for its skill in promoting cultural relevance and clearly explaining difficult theological themes. It examines the thorough treatment of Islamic history, praising the textbook's chronological structure and making recommendations for improvements to encourage more in-depth discussion. The analysis also emphasized how well the textbook bridges the theoretical and practical divide in Fiqh and how important it was for the growth of morality and ethics. Insights into Quranic studies are included at the end, highlighting the textbook's role in fostering students' spiritual development.

2025, REPORTAŻ KSIĄŻKOWY w świetle językoznawstwa statystycznego. Składnia, styl, gatunek

2025, Historical Thinking, Culture, and Education

The article considers the depiction of colonialism and imperialism in Austrian textbooks (n = 61) and curricula issued since the commencement of the Second Republic in 1945. The analysis indicates that textbooks made use of the freedom afforded them by state stipulations, which, while evidently taking a distinctly Eurocentric point of view, give textbook authors scope for taking decisions on the inclusion or exclusion of particular topics. The textbooks studied covered various aspects of this area of history that curricula did not list expressly, such as the impact of European colonial aggression on Indigenous populations. Simultaneously, the analysis showed a long absence from textbooks of colonialism's implications throughout history to the present day, and demonstrated that textbooks reproduced racist ideas well into the 2000s, with corresponding effects on perceptions of history among Austrian population today.

2025, International Journal of Educational Policy Research and Review

This research is intended to investigate the gender-based pragmatic competence of students in Tourism Vocational Schools and their learning needs of English in West Nusa Tenggara province. The samples of this study were 115 students in three tourism vocational schools in two different regions in the province. This research employed a mixed-method design. To collect the data, three instruments were used: a Multiple Choice Discourse Compeltion Test (MDCT), a questionnaire, and interview. The findings show that as a whole, students' pragmatic competence, in both receptive and productive skills, is still low (with the average score of 44.6 and 24.81 respectively). There is a significant difference between male and female students' performance in the test of English pragmatics. Students prioritize speaking and listening skills in their learning of English. Students list vocabulary and grammar as the most inhibiting factors in expressing themselves pragmatically.

2025

The present study aimed at exploring the level of idiomatic expressions mastery, the strategies for understanding them, the obstacles, English skills and functional English that the students of Hospitality and Tourism Institutes need. The study applied mixed-methods. Data were collected with Needs-analysis, Document, Test, and Interview analyzed with descriptive statistics and qualitative. It indicates that the mastery of idiomatic expressions mastery of the students of Hospitality and Tourism is "Low", no idiomatic expressions teaching, lack familiarity with strategies for understanding idiomatic expressions, the priority English skills include Speaking, Listening, Writing, and Reading; and the primary Functional English needed are General Conversations, Providing Services, Giving information Offering Help and Asking for Co-operation. Therefore, the Hospitality and Tourism educations should improve the quality of the English language teaching.

2025, Soyut Matematiğe Giriş: Matematiksel İspatı Anlamak

"Soyut Matematiğe Giriş: Matematiksel İspatı Anlamak" kitabı, soyut matematiğe giriş yapmak isteyen öğrencilere rehberlik etmeyi amaçlayan, pedagojik ve sistematik bir ders kitabıdır. Kitap, matematiğin yalnızca hesaplama değil; aynı zamanda akıl yürütme, ispat yapma ve mantıklı düşünme sanatı olduğunu vurgular. İlk bölümler, matematiksel dilin temelleri olan mantık, kümeler ve fonksiyonlar gibi konulara ayrılmıştır. Devamında, matematiksel ispat yöntemleri detaylı bir şekilde ele alınır: doğrudan ispat, çelişkiyle ispat, karşıt ters ve tümevarım gibi temel teknikler örneklerle sunulur. Ayrıca, ispat yaparken sıkça karşılaşılan hatalara dikkat çekilir ve açık, anlaşılır matematiksel anlatımın önemi vurgulanır. Kitap, yalnızca teorik anlatım sunmakla kalmaz; her bölüm sonunda yer alan alıştırmalarla öğrencinin konuları aktif olarak pekiştirmesini sağlar. Özellikle “ispat şemaları” başlığı altında, öğrencilerin düşünme kalıplarını geliştirmelerine yardımcı olacak görsel ve yapısal destekler sunulmuştur. Matematik bölümü öğrencileri ve öğretmen adayları başta olmak üzere, soyut matematiğe ilgi duyan herkes için hem kaynak kitap hem de bireysel çalışma materyali olarak değerlidir. Kitap, okura sağlam bir düşünsel temel kazandırmayı ve matematiğe karşı derinlemesine bir anlayış geliştirmeyi hedeflemektedir.

2025, Tạp chí Giáo dục

The skills framework is an important component in building output standards for university-level training programs in the field of translation-oriented linguistics. This article aims to develop an interpretation skills framework for the undergraduate training program of Chinese Language oriented towards Translation and Interpretation in Vietnam according to Gile's consecutive interpretation skills model. The article uses the method of synthesis, analysis, survey, comparison and contrast on interpreting competence along with introducing Gile's consecutive interpreting skill model, thereby proposing a skills framework including: Multitasking skills, Information organization skills, Memory skills, Note-taking skills, and Communication skills. Applying these proposed skills will support the development and implementation of training programs as well as learners' interpretation skills during the course and in their future practical interpretation work.

2025

In our globalized world intercultural competence is increasingly necessary for students of Law as communication with people from multicultural backgrounds has become crucial in their professional practice. It involves expanding their worldview to understand and respect customs and values of other cultures. The paper discusses various models, defines the skills that should be critical for intercultural interactions and assesses intercultural language learning in the context of the needs of students of Law.

2025, Vanda Teixeira

Este relatório de estágio surge no âmbito do Mestrado em Ensino de Português no 3º Ciclo do
Ensino Básico e no Ensino Secundário, da Universidade do Minho, com base numa intervenção
pedagógica que foi realizada numa turma do 10.º ano de escolaridade.
O ensino da Escrita é fundamental para o desenvolvimento de competências nos alunos e para
a promoção do sucesso escolar deles. São necessárias competências de Escrita para desenvolver
atividades académicas e profissionais e, como tal, é necessário ensinar e estimular os alunos para a
prática da mesma.
Numa primeira parte deste relatório, é apresentada uma visão global do ensino da Escrita,
dissertando sobre a teoria cognitivista e a teoria sociodiscursiva, a visão processual da Escrita, a
facilitação processual, a diferença entre os modelos e tipos de Escrita, bem como a importância do
contexto e dos géneros textuais.
A escolha da exposição sobre um tema e da síntese como instrumento de construção e de
expressão de conhecimento para objeto de análise justifica-se, essencialmente, por serem dois dos
géneros textuais que são lecionados no ano de escolaridade da turma em que a prática pedagógica foi
realizada. Estes dois géneros aplicam-se em contexto escolar, evitando-se, desta forma, a artificialidade
no ensino dos mesmos.
Numa segunda parte, reflete-se sobre a intervenção pedagógica, onde as atividades realizadas
foram pensadas e elaboradas com o objetivo de promover e melhorar a capacidade de Escrita dos alunos,
de forma que eles fossem capazes de construir e expressar os seus conhecimentos através da Escrita.
Ao longo da intervenção pedagógica, a Escrita foi sempre abordada enquanto um processo e as
atividades mais bem-sucedidas foram as que envolveram técnicas de facilitação processual.

2025, The 20th Conference of the Israeli Association for the Research of History of Education

שאלת החינוך הלאומי היא שאלה אידיאולוגית ולה השלכות על מדיניות החינוך ועל מסגרות החינוך, על תכניות הלימוד ועל דרכי למידה שנידונו רבות בהקשר החינוך העברי ומערכת החינוך בישראל. כבר בשנותיה הראשונות של המדינה, קברניטי החינוך ראו בהוראת ההיסטוריה שדה לעיצוב הזהות הלאומית וללכידות חברתית, בהיותו מקצוע ההיסטוריה תחום דעת הומניסטי מובהק הפותח פתח להבנת האדם ומעשיו ולפיתוח זיקותיו הלאומיות והכלל-אנושיות.
המחקרים השונים על תכניות הלימוד בהוראת ההיסטוריה שפורסמו בשנים האחרונות עוסקים רבות באירועים ובתימות שההיסטוריוגרפיה הרשמית של מדינת ישראל (הבאה לידי ביטוי בתכניות הלימוד של החינוך הממלכתי והממלכתי-דתי כאחד) בחרה להדגיש, להמעיט ואולי אפילו, להחסיר מהתודעה הציבורית. הדיון בסוגיות אלו נע לרוב סביב שאלות לאומיות בהקשר העימות הישראלי-הערבי או סביב מתחים אידיאולוגים ואחרים בחברה הישראלית: עולים/ותיקים, דתיים/חילוניים וכו'... לא אחת, הדיון בסוגיות אלו חושף הנגדה בסיסית הנעה על ציר הדק העובר בין הצמד "מרכז ופריפריה" (הבדלים מעמדיים בתוך אותה ישות) לצמד "אנחנו והם" (הוצאת השונה מהישות הלכאורה משותפת).
הרצאה זו מבקשת לדון בסוגיה אחרת שכמעט ולא נידונה בשיח על תכניות הלימוד להוראת ההיסטוריה בישראל: סוגיית הנצרות ויחסי יהודים/נוצרים לאורך הדורות. שאלה זו היא בעיקרה שאלה פילוסופית ודתית אך ההיסטוריון מתבקש לדון בה גם בכלים היסטוריים. במרכזה של ההרצאה תוצג "תמונת העולם" (imago mundi) של הנצרות כדת ושל יחסיה ליהודים במאות השנים – כפי שהיא עולה מספרי הלימוד להוראת ההיסטוריה. בשלב שני של הרצאה ארצה לנתח תמונה זו ולבדוק באיזה מידה היא נובעת מעמדה דתית-פולמוסית שאומצה – ביודעין או שלא ביודעין - לצרכים לאומיים.
ברמה העקרונית, הרצאה זו מוספיה זווית ראיה חדשה לדיון הרחב והעדכני על פני ה"אחר(ים)" בהיסטוריוגרפיה הישראלית.

2025, The 23th Conference of The Israeli Association for the Research of the History of Education

"בר מצווה" איננו רק כינוי ליום ההולדת ה-13 של נער לפי המסורת היהודית אלא הוא מסמל מעבר מגיל הילדות לתקופת הבגרות, כאשר הנער מתחייב במצוות כשאר בוגרי. בחברה יהודית מסורתית המקדשת מעל הכל את ערכם של לימוד תורה וחיי מצוות, שלב החינוך היסודי... more

2025, 23th International Conference of the Italian Association for Judaism Studies (AISG) - Universita di Bologna, Ravenna (Italy)

2025, Political Education: Citizenship, Moral Training and Teaching of Religion. International Approaches - Université Lumière, Lyon (France)

Tout au long du XIXe siècle, plus d'une vingtaine de catéchismes différents sont publiés à l'intention de l'instruction religieuse des juifs de France. Les auteurs étant très souvent eux-mêmes instituteurs, leurs ouvrages témoignent sans doute de leur quotidien (ou peut-être, de leur quotidien rêvé) et donc, de la circulation entre théorie pédagogique et pratique scolaire. L’examen de ces différents ouvrages permet donc de retracer dans ses grandes lignes une image de l'instruction religieuse juive en France et enrichit la compréhension de l'intégration des juifs de France dans une société elle-même en mutation.
Cette communication portera particulièrement sur l'exposé des devoirs civils dans ces catéchismes. Sont-ils présentés comme des devoirs religieux ou comme des devoirs moraux ? Sont-ils les conclusions pratiques d'un sentiment patriotique, d'une pensée humaniste ou d'une approche confessionelle?
Les ouvrages sur lesquels nous nous concentrerons représentent deux aspects de cette littérature : d'un côté, des initiatives personnelles au tout début du XIXe siècle, de l'autre, des publications encouragées et diffusée par le Consistoire central israélite de France, affecté également à l'enseignement confessionnel, dont la devise était « Religion et Patrie ». Ces deux orientations permettent de dégager les enjeux conceptuels de l'instruction religieuse dans leur évolution et de comprendre la complexité de la relation entre religion et citoyenneté à cette époque pour les juifs de France.

2025, Docentes que dejaron huellas. Historias y textos de maestros y maestras

La vida magisterial como fuente inagotable de experiencias, nos lleva a encontrar en maestras y maestros cualidades especiales que los hacen únicos, a veces por el arte para diseñar las prácticas, otras por su calidad y calidez humanas, otras más por el ejemplo de vida y de palabras. Como quiera que sea, una maestra o un maestro nos tocan el alma y pervivien en nuestro recuerdo para toda la vida.
Va la dedicatoria especial a quienes han fallecido pero su legado permanece, son docentes que han dejado huella y que ahora contaremos historias y textos que nos pondrán ante el recuerdo.

2025

Autorzy podejmuj ą problematykę, w której kompetencje odbiorcy zbiorowego (student ów podejmujących naukę języka polskiego jako obcego) kształtowane s ą z wykorzystaniem specyficznej formy podawczej – wizerunku polsko ści. Jej obecno ść w analizowanych tekstach i w obrazach niezwykle często przypomina charakterystyk ą i strukturą przekazu komunikaty reklamowe. W światach modelowanych przez dysponentów tre ści dukacyjnych polsko ść jako kategoria opisowa koresponduje z tym, co nowoczesne, dynamiczne, w konsekwencji za ś konotujące wyłącznie pozytywy. Biorąc pod uwagę powyŜsze zmienne, autorzy analizuj ą procesy modelowania polskości oraz ich wizerunkowe efekty, uwzgl ędniając dystynktywne dla metodologii badania wizerunku płaszczyzny: psychologiczn ą, socjologiczną, komunikacyjną.

2025

Objetivo: compreender o contributo do currículo prescrito português para o acesso a determinada narrativa histórica oficial pelos estudantes dos dois primeiros ciclos do Ensino Básico. Isto para se estudar a inclusão de determinados conhecimentos (históricos) e a ocultação de outros, que contribuem para a aprendizagem de certa identidade individual e coletiva, identificando o lugar da realidade portuguesa neste âmbito. Metodologia: concretizou-se um estudo de caso. A partir da leitura das Aprendizagens Essenciais para o 1.º e 2.º Ciclos do Ensino Básico, enquanto documento curricular em vigor, definiram-se as categorias de análise (nacionalista, interativa, controversa, geográfica, genérica) e procedeu-se à explicitação e interpretação das mesmas. Resultados: pela pesquisa concretizada, percebeu-se que parte do currículo oficial tende a privilegiar, com maior ou menor evidência, a aprendizagem de uma narrativa nacional não tão abrangente, democrática e dialogante quanto o desejável no século XXI. Conclusões: será essencial que o processo de ensino e de aprendizagem da História permita a assunção de uma (multi)perspetiva realmente humanista e indagadora.

2025

Objetivo: este estudio evaluó la alfabetización estadística y probabilística, y la educación para el desarrollo sostenible (EDS) en los 11 libros de texto de Matemática de primaria en Chile. El objetivo fue identificar el nivel de demanda cognitiva y el avance de la EDS, examinando la cantidad y tipo de vinculación con los 17 Objetivos de Desarrollo Sostenible (ODS) en las actividades y tareas presentadas. Metodología: se utilizó un análisis de contenido para examinar la vinculación con los ODS, el tipo de contenido y la demanda cognitiva de las actividades y tareas propuestas. Resultados: los resultados mostraron que las tareas propuestas en los libros de texto analizados son en su mayoría procedimentales, realistas y contextualizadas en situación asociada a ODS2, ODS3, ODS4, ODS5, ODS12 y ODS13. Además, se encontró que a medida que los cursos avanzan, aumenta la cantidad de tareas asociadas con los ODS y el nivel de demanda cognitiva es mayor. Conclusiones: aunque los libros de texto ofrecen oportunidades para la enseñanza de estadística, probabilidad y EDS, es necesario integrar actividades de datos con nivel de demanda cognitiva más elevado. Esto permitirá fomentar el trabajo de proyectos estadísticos, desarrollando habilidades cognitivas, comportamentales y socioemocionales desde la educación primaria, en el marco de la EDS.

2025, HAL (Le Centre pour la Communication Scientifique Directe)

Esta versión digital ha sido acreditada bajo la licencia Creative Commons 4.0, CC BY-NY-SA: Reconocimiento-no comercial-compartir igual. Esta permite: copiar, distribuir y comunicar públicamente la obra, mientras se reconozca la autoría original, no se utilice con fines comerciales y se permiten obras derivadas, siempre que mantenga la misma licencia al ser divulgada. licenses/by-nc-sa/4.0/deed.es Presentación complementa las huestes del feudalismo que estratifica y ensambla el entramado general y particular de dicha sociedad. En el capítulo VIII, "Autores de la Generación del treinta", María Mercedes Zuin Ramírez, sostiene que en la década de los 30, el Ecuador experimenta un proceso democrático singular con influencia socialista, tal cual sucedió en Cuba y que hasta ahora los latinoamericanos somos testigos de ello. Al otro lado del mar, Rusia hegemónica, se enfrentaba constantemente con Estados Unidos por este mismo orden. En este sentido, surge un movimiento intelectual de narradores ecuatorianos comprometidos con este tipo de realidad social que es expresado en sus relatos, tal como lo hicieron José de la Cuadra, Joaquín

2025

Objective: This study aims to analyze the reflections of a group of ninth graders from a Colombian high school about their culture during the development of an intercultural-based classroom project. Method: This qualitative action research study was grounded in an intercultural approach for language teaching. The study used a questionnaire and the written production of students to collect data which were analyzed using thematic and frequency analyses. Results: The findings suggested that the inclusion of cultural topics motivated the students and enhanced their awareness of the value of their culture and the impact of racism and discrimination within their sociocultural context. Similarly, a few elements of culturally relevant pedagogies, such as factual knowledge about culture, cultural competence, and critical consciousness, emerged from the voices of the students.

2025, Reading Research Quarterly

The authors present an analysis of bilingual reading textbooks published at the turn of the 20th century. The authors examined the kinds of opportunities for learning offered by bilingual reading textbooks developed for students in Cuba, Puerto Rico, and the Philippines in the aftermath of the Spanish–American War. The analysis revealed challenges to understanding related to both the content and the structure of these textbooks, as well as the coloniality of knowledge embedded in them. The historical record also reveals a rejection of the format and content from scholars and educational leaders, and the subsequent turn toward reading materials, which better reflected the everyday experiences of Cuban, Puerto Rican, and Filipinx children, albeit often monolingually rather than bilingually. Implications are offered for how contemporary literacy materials might support (bi)literacy development of bilingual students across the globe.

2025, Славистика

У раду се анализира уџбеник Говорни српскохрватски језик (1945) Чарлтона Хоџа, са циљем стварања јасније слике о његовим особинама, месту и функцији коју је имао у настави српскохрватског као страног језика након Другог светског рата. Коришћена је метода теоријске анализе са техником анализе садржаја. Резултати истраживања су нам показали да је реч о једном од првих уџбеника објављених за учење српскохрватског као страног језика на простору Сједињених Америчких Држава. Презентација лексичке и граматичке грађе у овом уџбенику почива на постулатима аудиолингвалне методе, која је у време његовог писања и објављивања била актуелна у методици наставе страних језика. Садржаји су осмишљени и представљени на начин који обезбеђује механичко увежбавање језичких образаца кроз дијалоге, а приступ проучавању граматике је имплицитан. У њему су заступљена методичка упутства аутора којим се полазницима течајева олакшава процес учења. Захављујући својој функционалности и примени контрастивних приступа изучавању језичке грађе коришћен је деценијама на многобројним образовним институцијама.

2025, KIMIKA

Evaluation criteria are adapted from previous textbook analyses on the nature of science (NOS) in general chemistry textbooks. These criteria are used to determine how certain NOS dimensions are mentioned and elaborated in those textbooks. Such dimensions emphasize that chemistry is (1) tentative, (2) empirical, (3) model-based, (4) inferential, (5) has technological products, (6) employs instrumentation, and (7) possesses social and societal dimensions. Three book chapters were read and evaluated: the first (on chemistry in general); the second (on atomic structure); and the sixth or seventh chapters (on the electronic structure of atoms). The relevant content in each textbook were rated using the following rubric: Satisfactory and Explicit (S, 2 points); Mention and Implicit (M, 1 point); and No Mention (N, 0 point). Silberberg (2009) has the highest score among the six textbooks with 12 points out of the maximum of 14. It was rated S for five criteria, the most among the six text...

2025

Osvědčený autorský tým vydal v nakladatelství Grada knihu, která vychází z dlouholetých zkušeností s výukou stejnojmenného předmětu na Vysoké škole ekonomické v Praze. Největší autorský podíl na recenzované publikaci má psycholožka a ekonomka Zuzana Hubinková. Nabízí nám interdisciplinární pohled na známá ekonomická témata. V současné době můžeme sledovat psychologické dopady ekonomické krize na jedince i sociální skupiny. I proto by nás souvislosti ekonomicko-společenských změn a psychiky lidí měly zajímat. Autorům se podařilo vytvořit čtivý text plný zajímavostí. Úroveň odbornosti odpovídá cílové skupině z řad vysokoškolsky vzdělaných lidí a zároveň respektuje, že čtenář nemusí být odborníkem v psychologii nebo ekonomii. Podařilo se vytvořit informačně hutnou publikaci, která je plná zajímavých odkazů a příkladů. Příznivě působí také ilustrační fotografie, jejichž autorkou je z větší části Zuzana Hubinková. Kapitoly jsou jednotně strukturované, což přispívá přehlednosti jednotlivých témat. Kapitola je uvedena klíčovými slovy k tématu. Téma je zpracováno od obecného rámce směrem k velmi konkrétnímu z každodenního života. V závěru je graficky odlišené shrnutí do několika podstatných bodů. Následují kontrolní otázky a bohatý seznam použité a doporučené literatury. Témata jsou pojatá stručně, jsou esencí problematiky a sama autorka vybízí a směruje nabídnutými odkazy k dalšímu studiu. Publikace věrná svému původnímu účelu může být využita jako učební text pro školy a předměty, v jejichž zaměření se obory psychologie a ekonomie stýkají.

2025

Hoạt động nghiên cứu khoa học và hoạt động dạy học là hai hoạt động được chú trọng, quyết định đến chất lượng đào tạo của một nhà trường đại học. Tuy đã được tạo nhiều điều kiện, song sinh viên vẫn gặp khó khăn khi tiến hành một đề tài nghiên cứu khoa học/khóa luận tốt nghiệp. Những khó khăn mà sinh viên gặp phải bao gồm: Khó khăn trong xây dựng đề cương nghiên cứu; Khó khăn trong tổng quan vấn đề nghiên cứu; Khó khăn trong tổ chức thực hiện nghiên cứu; Khó khăn trong kết luận nghiên cứu; Khó khăn trong trình bày kết quả nghiên cứu. Nghiên cứu này bước đầu đưa ra tổng quan nghiên cứu các khó khăn mà sinh viên phải đối mặt khi thực hiện một nghiên cứu khoa học xã hội từ đó đề xuất khuyến nghị đến các nhà trường đại học và sinh viên.

2025, International Journal of Global Research Innovations & Technology

The poem Ajamil and the Tigers by Arun Kolatkar is considered a political satire, as indicated in the Woven Words, an English literature textbook for Class XI, published by the National Council of Educational Research and Training (NCERT). However, this study reexamines the poem from an ecocritical perspective, manifesting its deep ecological and environmental themes. By using a qualitative and conceptual research methodology, the study makes a textual analysis of the poem, revealing how Ajamil's actions are not driven by political cunningness but are guided by an inherent understanding of ecological harmony. Ajamil, a shepherd, does not represent the modern corrupt politicians, nor do the sheep represent the people of weaker sections. After the re-analysis, Ajamil instead emerges as a wise shepherd who understands the interdependence of species in an ecosystem. His decision to release the tigers and offer them food, rather than killing them all, points out his knowledge of maintaining ecological balance. The study correlates his actions with real-world ecological principles, including the role of predators in controlling herbivore populations, preventing overgrazing, and sustaining biodiversity. Comparisons are drawn between Ajamil and real-life shepherds, particularly those in Rajasthan's Jawai-Bera region, who coexist with leopards without resorting to exterminating them. The study argues that English literature textbooks, such as those prescribed by the NCERT, have the potential to promote environmental awareness among students.

2025, ערכים ואזרחים - אזרחות בלמידה פעילה – מדריך למורה

"ערכים ואזרחים - אזרחות בלמידה פעילה – מדריך למורה" מאת נפתלי רוטנברג, היפא סבאג ואחרים. הוצאת מכון ון ליר בירושלים ורכס-פרויקטים חינוכיים, 2011. המדריך מסייע למורה לבנייה מתודולוגית של השיעורים, להעצמה פדגוגית ולהרחבה והעמקה בתכנים של... more