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This article explores the discussions concerning history textbooks that occurred within the Swedish State Approval Scheme for Textbooks (Statens läroboksnämnd) from 1945 to 1983. By focusing on the negotiation of nationhood and the process of textbook approval as an arena for the renegotiation of ways in which history was taught in schools, the article reveals that nationalistic sentiment associated with the historical discipline was challenged by intercultural and materialist discourses during the period under examination. However, much of the debate within the State Approval Scheme for Textbooks indicates that an ethnic nationalist discourse and competing discourses introduced in new syllabi for history education after 1945 tended to converge.

Being a multicultural country is a goal enshrined in the Constitution. This implies the importance of promoting diversity, whether in the areas of legislation, administration, or justice. As individual differences in cultural backgrounds form different values, affirming diversity in the Constitution can be regarded as valuing multicultural values. The Constitution of our country was founded on liberalism; therefore, it values multicultural perspectives. As the supreme document over the land, it impacts all national power, including the textbook review and approval system. To clarify the prescribing functions of multicultural values in the Constitution, this paper employs literature review as it explores the implications of being a multicultural country as set forth in the Constitution. Based on such a view, it also examines the legitimacy of the national textbook review and approval system and analyzes the multicultural values in textbook editing and review. It concludes that the textbook review and approval

Textbooks determine the thinking and direction of education in developing democratic countries. In Taiwan, especially, since the implementation of the grades 1-9 curriculum reforms, the textbook opening-up policy has become a key issue that must be squarely faced as curriculum reforms are carried out. Following implementation, however, the pragmatic advancement of textbook approval policies, including a parallel system which includes both textbooks compiled by government and private organizations, should be allowed to serve as a fine-tuning mechanism employed by the Ministry of Education(MOE) to mitigate the impact of the textbook opening-up policy. Building on earlier studies, this paper collected reports published between 2002 and 2008 reflecting opinions on this subject, including a number of articles with different slants taken from the China Times, the United Daily News, the Liberty Times, Legislative Yuan communiqués, and official MOE documents to understand trends in the development of textbooks for pr

This study is based on research on secondary textbook and school library provision in Botswana, Cameroon, Cote d'Ivoire, Ghana, Kenya, Malawi, Rwanda, Tanzania, and Togo, as well as existing recent country reports on textbook provision and an extensive desk research. Considerable variations exist in Sub-Saharan African textbook requirements needed to meet secondary curriculum specifications just as significant differences exist between and within countries in regard to the average price of recommended textbooks. Some countries have no approved textbooks list. This World Bank Working Paper aims to discuss the textbook situation in Sub-Saharan Africa with a special focus on secondary textbook availability, cost and financing, distribution and publishing, and the status of school libraries. Its objective is to analyze the issues in secondary textbook and school library provision and to provide some options and strategies for improvement.

目前我國納入審定制度的教科書類別，計有國民中小學、高級中學、職業學校三者；其中，前二者之教科書均以組成審定委員會的方式進行審定，至於職業學校部分則未採取此等審定組織。然而，同屬負責「教科書審定工作」的前述兩種委員會，在相關法規中卻有不同的規範方式與內容，其「決議」對審定機關是否具有相同的行政處分拘束力？將是本文首要探討之核心問題。其次，行政機關本於妥適執行法定職權的依法行政義務，審定委員會在組織法上應具備何等基礎？行政機關又究應如何參與委員會運作方屬合宜？則為本文所欲探討的另一面向問題。因此，本文將針對我國教科書審定法制進行分析，同時援引對照教育及其他不同領域委員會之組織運作方式，並進而參酌日本教科書審定組織程序內涵，以據此提出結論，俾提供制度興革之參考。

課程改革理念必須經過逐步轉化才能成為師生具體可用之教科書。本研究以文獻探討及文件分析等方法，針對九年一貫課程發展中最重要的三個環節：課程改革理念、課程綱要以及教科書編審之間的轉化銜接進行探究，藉以了解其中所出現的課程轉化議題與因應之道。研究主要發現有六：一是九年一貫課程主要有四個改革理念：課程統整、學校本位、能力本位和留白課程；二是教育部長頻繁更迭不利課程理念之推動與落實；三是課程綱要已某種程度成功地將課程改革理念予以轉化，具有規範作用；四是中央宜善盡課程管理權責，發展相關釋義文件；五是擬定課程綱要的課程專家宜受邀全程參與課程發展，與學科專家、教學者充分溝通理念，期能協商出理想與現實間的均衡點；六是宜正視教科書趨同現象，再思開放民編教科書之初衷

This paper examines changes between 1992 and 2010 in Japanese junior high school history textbooks’ representations of imperial Japan's colonialism and aggression in Asia, using documentary study and interviews with actors in the textbook production process. Following a trend to increase textbook material on Japan's wartime aggression in the mid-1990s, after 2000 publishers approached this topic in contrasting ways, some expanding and some reducing their coverage, with dramatically varying results in terms of market share. Publishers’ decisions on content were related to their market position and to changes in local textbook adoption procedures that have increased the decision-making power of appointed boards of education at the expense of teachers. Increased market share since 2000 is associated primarily with a progressive pedagogy in tune with recent curriculum reforms. The recent spotlight on textbook adoption has exposed weaknesses in the system, such as inadequate representation of the local community and insufficient guarantee of teachers’ expert input in the adoption process. With the introduction of new textbook approval criteria requiring their conformity with the patriotic emphases of the revised Fundamental Law on Education of 2006, the content of future textbooks will clearly be strongly influenced by both approval and adoption processes.

本研究的主要目的係為了解中小學教科書編者與審定委員認知審定基準重要性的看法。首先透過文獻分析建構教科書審定基準各層面、項目與內涵，接著以模糊問卷調查蒐集教科書審定委員與編者之意見，並應用反模糊公式計算區間之數字解，以比較各層面與各項目基準之平均重要性，最後以t-test、ANOVA等差異性考驗，進一步了解不同背景之受試者之重要性認知的差異。主要研究發現如下：一、本研究建構之審定基準，包含兩項必要基準與17項一般基準，皆具備高度重要性。二、審定委員與編者在重要性看法上大致相同。三、大學教授與中小學教師編審人員在重要性看法上大致相同。四、高中、高職、國中、國小之編審人員在重要性看法上完全相同

The book offers insight into the publication history of eighteenth-century English grammars in unprecedented detail. It is based on a close analysis of various types of relevant information: Alston's bibliography of 1965, showing that this source needs to be revised urgently; the recently published online database Eighteenth Century Collections Online (ECCO) with respect to sources of information never previously explored or analysed (such as book catalogues and library catalogues); Carol Percy's database on the reception of eighteenth-century grammars in contemporary periodical reviews; and so-called precept corpora containing data on the treatment in a large variety of grammars (and other works) of individual grammatical constructions. By focussing on individual grammars and their history a number of long-standing questions are solved with respect to the authorship of particular grammars and related work (the Brightland/Gildon grammar and the Bellum Grammaticale; Ann Fisher's grammar) while new questions are identified, such as the significant change of approach between the publication of one grammar and its second edition of seven years later (Priestley), and the dependence of later practical grammars (for mothers and their children) on earlier publications. The contributions present a view of the grammarians as individuals with (or without) specific qualifications for undertaking what they did, with their own ideas on teaching methodology, and as writers ultimately engaged in the common aim presenting practical grammars of English to the general public. Interestingly - and importantly - this collection of articles demonstrates the potential of ECCO as a resource for further research in the field.

Mr. Graff, a 63-year-old Columbia University history professor, was hired by Boston's Houghton Mifflin Co. in June 1983 to write the new textbook. He says the changes in regard to Mrs. Adams came about because raising two daughters made him more aware of women's contributions to history. In addition, he says, recent scholarship has better illuminated the role of women and minority groups in shaping the nation. Whatever the reasons, Houghton Mifflin has cause to be pleased: It is now in the process of trying to sell the book to schools around the country, and the fact that women's-rights groups are pleased is a definite asset for its sales effort. A look at the company and its new product tells much about the industry. Besides being a leader in math textbooks, Houghton Mifflin has an important stake in the $300 million elementary-reading market, which is by far the largest in school publishing. The company also publishes college textbooks, general fiction and nonfiction, and it is very profitable. In 1983, Houghton Mifflin earned $13.2 million, or $2.16 a share on a primary basis. About 60% of its $219.2 million in revenue came from school textbooks, estimates J. Kendrick Noble Jr., an analyst for Paine Webber Mitchell Hutchins, making it the second-largest school-textbook publisher, after SFN Cos. For the first nine months of 1984, Houghton Mifflin's earnings increased 28% to $17.9 million, or $2.79 on a primary basis, on a 15% sales gain to $202.8 million. Mr. Graff initially proposed to write a history textbook during a luncheon meeting in February 1982 with Marlowe G. Teig, a Houghton Mifflin senior vice president. Mr. Teig was interested and later that year commissioned a study of the U.S. history-textbook market, which led the company to conclude that the leading book in the $10 million 11th-grade history market, Harcourt Brace Jovanovich Inc.'s \"Rise of the American Nation,\" was vulnerable. Revised six times since it was introduced in 1961, the Harcourt Brace book \"suffers from rewriting and reediting,\" Mr. Teig says. (Ralph Caulo, a Harcourt Brace Jovanovich executive vice president, denies that; his company's textbook, he says, is \"very well-written by good historians.\")