Like all school textbooks, geography textbooks are authored. Almost all textbook research in and beyond geography has neglected their authors. This questionnaire-based multinational research project investigated the perceptions of 71 primary and secondary school geography textbook authors from seven countries in five continents. Though not…

The international situation of history didactics as an academic discipline is characterized by the fact that many basic disciplinary concepts often differ considerably: The same or similar terms denote different concepts or vice versa comparable concepts not only have various names but also hold different positions in the respective disciplinary…

For decades now, researchers and academics have lamented the mismatch between the representation of English in the classroom and the way the language is used in real-world contexts. Much of teaching is bound by curricula that determine not only the contents of their teaching but also the materials and assessment methods they use, they are crucial…

Our paper analyses the genetics and gene technology contents of German (Bavarian) and Portuguese biology textbooks, as fields common in science-technology-society-environment (STSE) issues. Our aim was to determine the extent to which textbooks from both countries contribute to students' understanding of the STSE issues and therefore to students'…

This paper examines the Europeanization of citizenship education policy through a comparative analysis of two European states, Germany and Spain, with strong traditions of regional control of education policy. While previous studies have tended to focus on national responses to and implementation of EU initiatives, they often disregarded the…

Asserts that school textbooks are significant factors in the school curriculum and, therefore, in curriculum reform efforts. Reports on a case study of textbook development for the new subject of education in German secondary schools. Finds that even in a new subject area, textbook content is uncritical and conforms to state-issued guidelines.…

"What happens to domain knowledge on its way into the school curriculum?" The article explores this question from a systems view of the knowledge transformation process. This process is not only bound to "contextual knowledge" about "social forces" but also to the school's own "educational knowledge"…

In Germany during the 1970s, a largely descriptive and encyclopedic approach to geography instruction was replaced by a global approach which used world regions as vehicles for examining themes. The role of three instruments of curriculum change--an official syllabus, a textbook series, and a curriculum project--is examined. (Author/RM)

Discusses the need to increase emphasis upon European countries, particularly Germany, in geography and social studies instruction. Cites research indicating that postwar Germany has been ignored in the classroom. Expects textbook coverage of Germany to increase, but recommends student and teacher exchanges to broaden U.S. awareness of Germany.…

Educational practices and problems in secondary and higher education in Germany are discussed in these nine articles. Topics discussed include language instruction in the gymnasium, the deficit of university students, foreign students in Germany, curriculum development, colleges of advanced technology, women in higher education, and textbook…

These proceedings contain the papers of the International Conference e-Learning 2014, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the…

Maintains that most history textbooks contain little information on the Holocaust. Asserts that short stories and poetry should be added to the nonfiction accounts to provide unique insights for students. Provides teaching suggestions and recommends two short stories and poetry selections on the topic. (CFR)