Fachliches Repositorium

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Enseigner le nazisme et la Shoah. Une étude comparée des manuels scolaires en Europe. Teaching nazism and the Shoah. A comparative study of European school history textbooks
(Göttingen: V&R unipress, 2012-11-11) Lécureur, Bertrand
Comment la période nazie et la Shoah ont-elles été représentées dans les manuels d’histoire publiés depuis 1950, en Allemagne, au Royaume-Uni, en Belgique francophone et en France? Cette étude propose une comparaison des différents contenus et particulièrement de leur évolution depuis plus d’un demi-siècle avec l’apport de la recherche historique et de l’actualité sur ces sujets. Alors que l’opinion publique européenne évoque communément le profond mutisme sur la période nazie et la Shoah jusqu’à la fin des années quatre-vingts, les manuels d’histoire révèlent tout autre chose dès les années cinquante. La présente recherche s’emploie donc à rétablir la vérité et à suivre pas à pas les changements survenus dans la présentation de la politique nazie et de la Shoah. On y découvre en particulier les nettes différences quantitatives et qualitatives entre les manuels de chaque pays, un constat impliquant la recherche de justifications indispensables.
Recent historiographical work on Chilean history textbooks
(Georg-Eckert-Institut. Leibniz-Institut für Internationale Schulbuchforschung, 2014-03-10) Minte, Andrea Renate
This article examines historiographical work in Chilean school textbooks. Hermeneutic analysis was conducted on 16 textbooks issued by a range of publishers between 1980 and 2010 in order to analyse the historiographical perspectives of the books’ various authors. The findings of the analysis reveal that textbooks from the 1980s, published in the period of Chile’s military dictatorship, do not include any historiographical work. Textbooks from the 1990s include organised accounts of events which incorporate views from conservative historians without any critical analysis. Only after 2000 is there evidence of an increasing tendency to incorporate recent historiographical work from a number of different ideological perspectives in secondary school textbooks. We close the article by discussing the implications of these findings.
Assessing educational materials in primary and secondary schools. Four assessment models
(Georg-Eckert-Institut für Internationale Schulbuchforschung, 2010-05-05) Hansen, Hans Jørgen
What characterizes the quality of educational materials – and – how can educational materials be assessed? These questions are central not only in a pedagogical practice but also in research and in educational policy in general, nevertheless, this field seems only examined and discussed very rarely in a theoretical perspective. There is quite a number of models for analysing and assessing educational materials among educators, however, what they seem to have in common is a lack of a theoretical foundation in relation to the concept educational materials and in relation to assessment. Consequently there is an imminent need for a certain degree transparency and structure when assessing teaching materials. Assessment of teaching tools opens to a range of fundamental questions, which can be found in much evaluation theory: What is the evaluation's object? Which method are you to use in order to collect knowledge? What are the evaluation's criteria build on, and what is the evaluation to be used to?
Mathematics textbook analysis: a study on recommended mathematics textbooks in school use in southwestern states of Nigeria
(2014) Sunday, Afolabi Samson
Textbook has been emphasized to be the most important tool in the teaching-learning process of Mathematics. It has been identified as one of the factors affecting students‘ learning outcomes. Few researches available on textbook rarely consider textbook analysis. Many of such have often reported paucity of research on textbooks and further research is thus recommended. This study is one of those on content analysis of Mathematics textbook. The study has provided empirical evidence on the relevance, suitability and adequacy of some recommended Mathematics textbooks in Southwestern Nigeria. Eleven features in the textbooks were analysed directly by the users (teachers). Mathematics teachers were purposively selected from two randomly selected public secondary schools in each of the senatorial districts of all the six states in southwestern geopolitical zone. The study comprised 117 Mathematics teachers as the total respondents from the 36 public secondary schools that were selected for the study. The comparison of the features was in line with the expectations of the Senior Secondary School National Mathematics Curriculum. The features were well provided for in the textbooks. The books were relevant, suitable and adequate in their provisions and capable of bringing forth desirable learning outcomes. The textbooks however, need further provision of Students‘ Workbook, Teachers‘ Guide, progressive hierarchy of tasks, multiple and attractive colours. The establishment of Textbook Standard Content Review Panel (TSCRP) was recommended to approve textbooks for school use after proper screening by this body. Years for reprint, re-editing were to be recommended by the committee or panel.
Gender and sexuality in English language education: focus on Poland
(British Council, 2015) Pakuła, Łukasz; Pawelczyk, Joanna; Sunderland, Jane
This research report looks empirically and critically at gender and sexuality in a selection of primary and secondary Polish EFL classrooms, in terms of representation in textbooks and classroom discourse overall. The data includes perspectives of teachers, students and Ministry of Education advisors. While the authors find much to be concerned about, they also identify progressive avenues. They conclude with a range of constructive and practicable suggestions for different language education practitioners: teachers, teacher educators, materials writers and illustrators, and policy makers.
Schulbuchstudie Migration und Integration
(2015) Niehaus, Inga; Hoppe, Rosa; Otto, Marcus

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