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Textbooks and school library provision in secondary education in Sub-Saharan Africa
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.
eBook
Fundamentals of physics. II, Electromagnetism, optics, and quantum mechanics
R. Shankar, a well-known physicist and contagiously enthusiastic educator, was among the first to offer a course through the innovative Open Yale Course program. His popular online video lectures on introductory physics have been viewed over a million times. In this second book based on his online Yale course, Shankar explains essential concepts, including electromagnetism, optics, and quantum mechanics. The book begins at the simplest level, develops the basics, and reinforces fundamentals, ensuring a solid foundation in the principles and methods of physics.
Book
Introduction to probability and stochastic processes with applications
An easily accessible, real-world approach to probability and stochastic processes Introduction to Probability and Stochastic Processes with Applications presents a clear, easy-to-understand treatment of probability and stochastic processes, providing readers with a solid foundation they can build upon throughout their careers. With an emphasis on applications in engineering, applied sciences, business and finance, statistics, mathematics, and operations research, the book features numerous real-world examples that illustrate how random phenomena occur in nature and how to use probabilistic techniques to accurately model these phenomena. The authors discuss a broad range of topics, from the basic concepts of probability to advanced topics for further study, including Itô integrals, martingales, and sigma algebras. Additional topical coverage includes: Distributions of discrete and continuous random variables frequently used in applications Random vectors, conditional probability, expectation, and multivariate normal distributions The laws of large numbers, limit theorems, and convergence of sequences of random variables Stochastic processes and related applications, particularly in queueing systems Financial mathematics, including pricing methods such as risk-neutral valuation and the Black-Scholes formula Extensive appendices containing a review of the requisite mathematics and tables of standard distributions for use in applications are provided, and plentiful exercises, problems, and solutions are found throughout. Also, a related website features additional exercises with solutions and supplementary material for classroom use. Introduction to Probability and Stochastic Processes with Applications is an ideal book for probability courses at the upper-undergraduate level. The book is also a valuable reference for researchers and practitioners in the fields of engineering, operations research, and computer science who conduct data analysis to make decisions in their everyday work.
eBook
Opportunity-to-learn context-based tasks provided by mathematics textbooks
Based on the findings of an error analysis revealing that Indonesian ninth-and tenth-graders had difficulties in solving context-based tasks, we investigated the opportunity-to-learn offered by Indonesian textbooks for solving context-based mathematics tasks and the relation of this opportunity-to-learn to students' difficulties in solving these tasks. An analysis framework was developed to investigate the characteristics of tasks in textbooks from four perspectives: the type of context used in tasks, the purpose of context-based tasks, the type of information provided in tasks, and the type of cognitive demands of tasks. With this framework, three Indonesian mathematics textbooks were analyzed. Our analysis showed that only about 10 % of the tasks in the textbooks are context-based tasks. Moreover, at least 85 % of these tasks provide exactly the information needed to solve them and do not leave room for students to select relevant information by themselves. Furthermore, of the context-based tasks, 45 % are reproduction tasks requiring performing routine mathematical procedures, 53 % are connection tasks requiring linking different mathematical curriculum strands, and only 2 % are reflection tasks, which are considered as tasks with the highest level of cognitive demand. A linkage between the findings of the error analysis and the textbook analysis suggests that the lacking opportunity-to-learn in Indonesian mathematics textbooks may cause Indonesian students' difficulties in solving context-based tasks. Based on the results of this study, recommendations are given for improving the opportunities-tolearn to solve context-based tasks as well as for doing further research on this topic.
Journal Article
Researching English language textbooks: A systematic review in the Chinese context (1964–2021)
A new wave of developing English textbooks for compulsory education in China demands for more attention on the integration of textbook research and practice. While increasing research has investigated the design and implementation of English textbooks for Chinese learners, there is a lack of a systematic review on the structural development of this field, leaving prominent research areas, research methods, and enlightening findings unclear. This paper addresses the above issues by systematically reviewing 530 research concerning English textbooks in the Chinese context. As a data-driven study, we applied content analysis and developed a coding scheme, manually annotated all data and cross-checked our annotations. Findings from descriptive statistics and content analysis showed increasing attention on textbooks research from Chinese researchers, inadequate empirical studies, insufficient effort on English textbooks for compulsory education, and three research themes, i.e. textbooks production, textbooks implementation, and textbooks evaluation. Future directions and implications are further discussed.
Journal Article
The construction of history and nationalism in India
Most studies on nations and nationalism argue that history, or more precisely a 'common past', is crucial for the process of national identity building. However, the existence of one or more concurrent narratives for the construction of this identity is often not accounted for, and there are cases where the ‘common past’ or a ‘collective memory’ is no longer shared.
This book centres on the construction, elaboration and negotiation of the narratives that have become official history in India. These narratives influence politics and the representation of the nation. Depending on the chosen definition of the nation, over 160 million Muslim Indians are either included or excluded from the nation, and considered as ‘foreigners from inside’. The author shows that beyond the antagonism of two representations of history, two conceptions of the Indian nation – secular and Hindu nationalist – confronted each other during the history textbook controversy between 1998 and 2004. The diverging elements of the two discourses are underlined, and surprising similarities are uncovered. Yet, in contemporary India this convergence remains overshadowed in political debates as the definition of the political has been shaped by the opposition between these two visions of the nation. This book analyzes and questions the conception of the school textbook as a tool of national construction and more generally highlights the complexity of the link between historiography, nation-state and nation-building.
\"In her concise, well-written and well-balanced book on the Indian textbook debates Guichard draws attention to aspects and dynamics beyond the simplifying dichotomy of Hindu nationalism and secularism, which have been widely neglected to date.\" - Tobias Delfs; Internationales Asienforum, 43 (2012).
Introduction 1. Nation, Religion and History 2. Textbooks, Teachers and Students 3. The Debate in Context 4. Enemies and Defenders 5. Perspectives and Silences 6. General. Conclusion
Sylvie Guichard received her PhD from the University of Geneva and Science Po. Paris, France. She is currently Assistant Professor in the Department of Legal History at the University of Geneva, Switzerland.
eBook