This systematic review explores the evolution and impact of corpus-based methodologies in textbook analysis within the field of language education between 2010 and 2024. Utilizing the PRISMA framework, 29 studies were identified and analyzed, highlighting the transition from basic frequency analyses to sophisticated examinations of lexical,…

This article explores how ideology is embedded in the cultural content of textbooks used in Germany's integration courses for migrants. Using critical multimodal discourse analysis, I analyze two dimensions of meaning in linguistic and visual (multimodal) texts: meaning as representation and meaning as inter/action. I analyze how social actors are…

Just because a school has adopted a social and emotional learning (SEL) program does not mean it will work. This book explores the conditions needed to implement, strengthen, and sustain effective SEL, and identifies paths that schools, districts, and states have taken to create those conditions. Major themes include equity of access to…

This book critiques dominant discourses and debates pertaining to cultural identity, set against the current backdrop of growing social stratification and unequal access to quality education. It addresses current discourses concerning globalisation, ideologies and the state, as well as approaches to constructing national, ethnic and religious…

This book focuses on appropriate English for Academic Purposes instructional concepts and methods in the Japanese context. It investigates a variety of pedagogical techniques, addressing the fundamental academic English skills -- listening, speaking, reading and writing -- as well as assessment and materials development. All the research included…

In the fall of 1984, the Education Commission of the States (ECS) was awarded a grant from the U.S. Secretary of Education's Discretionary Fund to identify alternative state roles for improving instructional materials in mathematics. To help state leaders define an appropriate and effective role in upgrading these materials, ECS proposed first to…

Most secondary science courses in North America are designed to use textbooks as the primary or exclusive source of information about the content or processes of science, and most science teachers focus their instruction on a single text. Although there are many serious issues raised by the overwhelming reliance on text-based teaching/learning in…

The hard-cover basal textbook continues to dominate teaching and learning in elementary social studies, particularly as a reaction to reduced budgets, the back to basics movement, state-wide testing, and criticism of less traditional teaching practices. Two problem areas encountered by children when using social studies textbooks include lack of…

This report describes a project which analyzed science and social studies textbooks to determine how well they accommodate the learning needs of mainstreamed hard-to-teach students. A textbook analysis tool was developed, and eight teacher-reviewers examined the instructional design of teachers' and students' editions of 12 leading elementary and…

In a "College English" article, B. M. Kroll describes the educational and philosophical foundations of three perspectives on the teaching of writing: interventionism, maturationism, and interactionism. These three developmental perspectives offer a useful way of reviewing, evaluating, and classifying textbooks written for basic writers.…

This article describes textbook adaptations for special needs students. The article offers suggestions for detecting the compatibility of the textbook with students' reading and interest levels and presents four categories of adaptations: substitute the textbook, simplify the textbook, highlight key concepts in the textbook, and structure…

Proposing two major shifts in how to involve low readers more effectively in textbook learning, this book suggests that students, even those with low reading skills, can learn to use mainstream textbooks, and that textbooks can be designed to make them more usable for all students. The book presents a series of instructional techniques that…

Discussed is the status of textbooks in science instruction. Described are ways in which teachers can use the textbook more effectively. A multilevel approach to science textbooks is described. A list of easy-reading science textbooks for earth, general, and physical science is included. (KR)

This manual presents teaching practices that are appropriate when using textbooks to teach history-social science to students with learning disabilities and others at risk for school failure. The approach is to improve the quality of regular text materials and the way text information is presented and processed, rather than reducing reliance on…

Considers the ubiquitous use of textbooks in social studies classrooms and recommends constructing critical-thinking exercises revealing textual bias. Suggested exercises concern issues of emotional or ambiguous language, geographic and cultural inclusion/exclusion, and accuracy of data. Includes several examples of critical-thinking activities.…