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Open textbooks, freely available open educational resources, have an ever-growing presence in learning environments around the world, though detailed studies of their development are rare. The challenges of tracking textbook writing activity in a precise manner over time may account for this sparsity. To highlight how process-tracing research can contribute insight to the textbook development literature, particularly that focused on open textbook writing, this study addresses the roles that think-aloud protocols (TAPs) played during the construction of an open corequisite writing textbook. The volume, which was designed with underprepared university students in mind, stresses the growth of academic and workplace writing skills together with effective study techniques, and its two novice coursebook authors used self-recorded concurrent verbalization and interviews to document its creation. By analyzing the data collected via means of qualitative content analysis, they found that concurrent verbalization exposed actual textbook writing behaviors, logged instances of metacognitive awareness, and documented project reflections, and herein they frame TAPs as spaces abundant with opportunities to view reflexivity (reflective practice) and learning during open textbook production. The research evidences the various functions concurrent verbalization may serve in process-tracing studies of textbook writing and demonstrates that the method can be deployed in flexible ways to address research objectives and make progress on writing projects that demand considerable time and focus. It also explains the advantages of collecting TAP data over successive writing sessions to detect reflexivity during materials development. Plain Language Summary Thinking aloud as a Way to Prompt Reflection on Practice While Creating an Open Textbook Concurrent verbalization is a method that can be used to gather information about research participants’ thoughts as they carry out activities. During a concurrent verbalization session, a participant thinks aloud, and what they say is recorded so that it can be examined to address a study’s objectives. In the research project described in this paper, the authors used concurrent verbalization along with interviews to communicate their thoughts as they wrote an open (freely available) textbook for underprepared university students looking to improve their writing and study skills. They sought to track their writing processes in detail to increase understanding of how open textbooks are created since few such studies exist. So, while writing chapters, the inexperienced textbook authors audio recorded themselves thinking aloud and then looked for relationships amongst points mentioned in the recorded and transcribed material. Prominent in this material was the notion that concurrent verbalization played different roles during the textbook’s creation, and that is the research focus addressed here. In particular, the method brought to light how the authors behaved while writing, how they reacted to thinking aloud as they wrote, and how they remarked on textbook content already composed. In doing so, concurrent verbalization offered opportunities for exploration of and reflection on writing practices, as well as chances to learn from those activities. The paper emphasizes that concurrent verbalization can perform different functions in studies that track writing processes, can be used in flexible ways to fulfill research and writing project aims, and can encourage writers to reflect on their practices.

This introduction contains three parts: First, a presentation of the timeline, including the selection of target languages. Second, an overview of trends of development in the international research field from the 1960s up until today. Third, a list of categories used in the subsequent table of annotated works.

The development of English as a global language has urged the field of Teaching English to Speakers of Other Languages (TESOL) to implement some reforms in relation to textbook design and curriculum development as well as the approaches to and goals of English language teaching (ELT). From the multilingual perspective, Global Englishes (GE) and translanguaging have both challenged the traditional native-oriented goal of ELT. Based on the level of language policy planning in the multilingual Greater Bay Area of China, this paper addresses the need to incorporate GE and translanguaging into textbook design and curriculum development. Referring to Byram’s framework of cultural content in textbooks, and to the GE proposal of exposure of multilingualism/multiculturalism and respect of diverse culture and identity in ELT, the paper further reports a case study to analyse the cultural content of the textbook, Speaking Critically: Intercultural Conversation . The paper also explores university students’ attitudes towards the integration of Chinese local culture into textbooks. The paper ends by addressing some challenges associated with translating GE and translanguaging into textbook design and curriculum development, and it provides further implications of such a proposal.

History textbooks influence students' interpretations through the structure of arguments and the meanings they contain. This article attempts to answer the question, what is the narrative structure of argument and meaning in the textbook? This article explores narrative arguments using Toulmin's model framework and the use of lexicogrammatical features to detect diction and word choice to identify the contrasting language in textbooks. We explore the Indonesian history textbook in senior high school class XI (eleven). The material analysed is the confrontation between the Netherlands and Indonesia from 1945-49. The study found that the textbook narrative argument identifies the claim that the early conditions of Indonesian independence were fraught with obstacles. The textbook claims that the arrival of the Allies and the Netherlands caused resistance, so the Indonesian struggle occurred in two ways: war and diplomacy. Indonesian history textbooks have become a tool of persuasion to benefit students' national identity formation. Using lexicogrammatical features also reinforces the claim that the Netherlands is on the \"bad\" side and Indonesia is on the \"good\" side. Thus, the narrative argument validates the official state-sanctioned history of the Netherlands as a colonialist state and exhibits antagonistic behaviour toward the Indonesian people's decision for independence.

Interest is vital for students’ learning in mathematics. Over the course of the Chinese mathematics curriculum reform in the past 30 years, cultivating students’ positive emotions, attitudes, and values has gained growing attention. In the current study we examined the trajectory of Chinese mathematics textbook development by analyzing textbook content that stimulated students’ mathematics learning interest through the curriculum reform in the past three decades. First, we selected textbooks that represent each phase of the curriculum reform (the Incubation Phase, the Reform Phase, and the Conditioning Phase). Then, taking eighth grade as an example, we used Hidi and Renninger’s model to identify content that focus on stimulating students’ learning interest. Finally, we explored the trajectory of textbook development in this aspect within the scope of curriculum reform. Results show that attention to strategies developing positive emotions and values towards mathematics has been emerging in recent times. Interest-stimulating strategies directed toward the triggering and maintaining of situational interest have been integrated more frequently into textbooks since the Reform Phase, while text content employing strategies that may lead to rote memorization is generally decreasing. Using Chinese curriculum reform as a context, this study demonstrates how mathematics textbooks have been revisioned and revised with a focus on stimulating students’ learning interest. The reform of mathematics education has been successfully implemented in more than thirty provinces in China, despite significant differences in geographical, cultural, and economic development. It is hoped that this study can provide practical evidence of interest stimulation in mathematics for the international education community.

This paper adopts a multimodal approach to the latest generation of digital mathematics textbooks (print and online) to investigate how the design, content, and features facilitate the construction of mathematical knowledge for teaching and learning purposes. The sequential organisation of the print version is compared to the interactive format of the online version which foregrounds explanations and important mathematical content while simultaneously ensuring a high level of connectivity and coherence across hierarchical layers of mathematical knowledge. For example, mathematical content in the online version is linked to definitions, theorems, examples and exercises that can be viewed in the original context in which the material was presented, and the content can also be linked to mathematics software. Significantly, the development process for the new generation of mathematics textbooks involves using a 'design neutral' markup language so that the books are simultaneously published as both print books and online books. In this development process, the structure of the chapters, sections, and subsections with their various elements are explicitly marked-up in the master document and preserved in the output format, giving rise to new methodologies for large-scale analysis of mathematics textbooks and student use of these books. For example, tracking methodologies and interactive visualisations of student viewings of online mathematical textbooks are identified as new research directions for investigating how students engage with mathematics textbooks within and across different educational contexts. [Author abstract]

As the OER movement expands in higher education, libraries are increasingly seeking to add OER librarians to their organizational charts. As an emerging subfield, OER librarianship takes many forms, and there are many paths to OER work. This study examines OER librarians' paths to the field, including their motivations for entering and remaining in the field, their day-to-day work, and the barriers that they experience. The results of this study have implications for administrators seeking to develop or sustain OER programs in their libraries and on their campuses.

Purpose This study aims to explore gender equality in school textbooks in Georgia. Design/methodology/approach The research had the following questions: To what extent are women and men visible and represented equally in school textbooks? How do school textbooks promote gender socialization of boys and girls to be treated equally in terms of power and privileges, superiority and inferiority? Do school textbooks promote critical thinking and analysis of gender issues and problems? The content analysis of the qualitative research method was used to answer the research questions. Findings The research revealed that males remain more visible in school textbooks; however, the authors mainly attempt to balance the gender representation in textbooks quantitatively. The textbooks do not socialize girls and boys as equals in power, privileges, superiority and inferiority. The textbooks do not provide room for discussing gender and social justice issues. Originality/value The study is an original work. The study contributes to the development of the field of multicultural education, as it develops the three levels model of gender socialization based on the empirical research data. The first, detection level, implies the visibility of both boys and girls equally in school textbooks. The second, the recognition level of gender socialization, acknowledges gender equality in occupations, activities and power and privileges. The third, the affirmation level, develops a critical understanding of gender issues and gender equality in society.

Eğitimde ölçme ve değerlendirme, eğitimin en temel unsurlardan birini oluşturmaktadır. Ölçme ve değerlendirmede geleneksel ve tamamlayıcı araçlardan yararlanılmaktadır. Özellikle 2005 yılı ve sonraki yıllarda uygulanan öğretim programlarında, geleneksel araçların yanı sıra tamamlayıcı araçların kullanılması önerilmektedir. Bu çerçevede Türkçe öğretmenlerinin geleneksel araçların dışında Türkçe dersi öğretim programlarının belirttiği tamamlayıcı ölçme ve değerlendirme araçlarını kullanma durumları, önemli bir konudur. Bununla birlikte Türkçe öğretiminin temel materyali ve programın uygulama biçimi olan ortaokul Türkçe ders kitaplarında tamamlayıcı ölçme ve değerlendirme araçlarına yer verilme durumunun belirlenmesi de konunun materyal boyutunu oluşturduğu için önemlidir. Bu nedenle dil becerileri öğretiminde tamamlayıcı ölçme ve değerlendirme araçlarının kullanılma durumunu, uygulayıcı ve materyal boyutlarıyla ortaya koymak gerekmektedir. Araştırmanın amacı, dil becerileri öğretiminde tamamlayıcı ölçme ve değerlendirme araçlarının uygulayıcı ve materyal boyutlarıyla kullanılma durumunu belirlemektir. Yapılan alan yazını taraması sonucunda, konuyu çok boyutlu ve güncel olarak ortaya koyan herhangi bir araştırmaya rastlanmamıştır. Yapılan bu araştırmanın dil becerileri öğretiminde tamamlayıcı ölçme ve değerlendirme süreçlerine, Türkçe öğretmenlerinin bu araçlara yönelik farkındalık oluşturmasına katkı sağlayacağı düşünülmektedir. Araştırma, nitel araştırma desenlerinden biri olan durum çalışması ile gerçekleştirilmiştir. Araştırmanın çalışma grubunu, 2022-2023 eğitim-öğretim yılında aktif olarak görev yapan 33 Türkçe öğretmeni oluşturmaktadır. Araştırmanın çalışma materyallerini, çalışma grubunda yer alan öğretmenlerin görev yaptığı okullarda 2022-2023 eğitim-öğretim yılında öğretim materyali olarak kullanılan ortaokul Türkçe ders kitapları oluşturmaktadır. Araştırmada veri toplama aracı olarak araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu ve doküman inceleme çizelgesi kullanılmıştır. Araştırmanın verileri nitel veri analizi tekniklerinden olan içerik analizi ve betimsel analiz ile gerçekleştirilmiştir. Çalışma grubundan elde edilen verilerde içerik analizi, çalışma materyalinden elde edilen verilerde ise betimsel analiz kullanılmıştır. Araştırmanın analizleri, nitel veri analizi programı olan MAXQDA 2020 ile yapılmıştır. Türkçe öğretmenleri çoğunlukla dinleme izleme becerisinde gözlem formu; konuşma becerisinde değerlendirme formu ve akran değerlendirme; okuma becerisinde gözlem formu ve kontrol listesi; yazma becerisinde değerlendirme formu, öz değerlendirme ve akran değerlendirmeden yararlanmışlardır. Tamamlayıcı ölçme ve değerlendirme araçları çoğunlukla okuma ve yazma becerilerine yönelik kullanılmış, konuşma ve dinleme/izleme becerilerinde ise diğer iki beceriye göre daha az tamamlayıcı ölçme ve değerlendirme aracı tercih edilmiştir. Ortaokul Türkçe ders kitaplarında yer alan tamamlayıcı ölçme ve değerlendirme araçları; öz değerlendirme, akran değerlendirme ve proje ödevidir. Ders kitaplarında en fazla, öz değerlendirmeye yer verilmiştir. Ders kitaplarında yer verilen tamamlayıcı ölçme ve değerlendirme araçlarının çoğunluğu yazma ve konuşma becerilerine yöneliktir. En çok tamamlayıcı ölçme ve değerlendirme aracı sekizinci sınıf düzeyi ders kitabında, en az ise altıncı ve yedinci sınıf düzeyleri ders kitaplarında yer almaktadır. Tamamlayıcı ölçme ve değerlendirme araçları açısından en çok çeşitlilik ise yedinci sınıf düzeyi ders kitabındadır. Bu sonuçlardan hareketle uygulayıcılara, ders kitaplarının hazırlayıcısı olan kuruma ve Türkçe öğretimi üzerine çalışma yapacaklara çeşitli öneriler sunulmuştur. Measurement and evaluation constitute one of the most basic elements of education. Traditional and supplementary tools are employed in measurement and evaluation. It is recommended to use supplementary tools alongside traditional tools, especially in curricula implemented in 2005 and subsequent years. In this regard, Turkish teachers' use of supplementary measurement and evaluation tools specified by Turkish course curriculum is of significant importance. Moreover, it is essential to determine whether supplementary measurement and evaluation tools are included in secondary school Turkish textbooks, which are the basic material of Turkish teaching and the implementation of the curriculum. This analysis is crucial as it represents the material dimension of the subject. Hence, it is necessary to reveal the use of supplementary measurement and evaluation tools in language skills teaching in terms of practitioner and material dimensions. This study aims to explore the use of supplementary measurement and evaluation tools in teaching language skills considering both their practitioner and material dimensions. On analyzing the relevant literature, no research was found that addresses this subject in a multi-dimensional and up-to-date manner. This study is expected to contribute to supplementary measurement and evaluation processes in teaching language skills and to raise awareness among Turkish teachers towards these tools. The study employed a qualitative case study. The working group consisted of 33 Turkish teachers who were actively teaching during the 2022-2023 academic year. The study materials involved secondary school Turkish textbooks used as teaching materials in the 2022-2023 academic year in the schools where the teachers worked. This study deployed a semi-structured interview form and document review chart developed by the researcher as data collection tools. Content analysis and descriptive analysis, which are qualitative data analysis techniques, were used during data analysis. Content analysis was applied to the data obtained from the working group, while descriptive analysis for the data on the study material. The data analysis was conducted using MAXQDA 2020, a qualitative data analysis program. The findings reveal that Turkish teachers mostly use observation forms for assessing listening and watching skills; evaluation form and peer evaluation for speaking skills; observation form and checklist for reading skills and an evaluation form, self-evaluation and peer evaluation for writing skills. Supplementary measurement and evaluation tools were mostly used for reading and writing skills, while fewer tools were preferred for speaking and listening/watching skills compared to the other two skills. Secondary school Turkish textbooks incorporate self-assessment, peer assessment, and project assignments as supplementary tools, with self-evaluation being the most prevalent. The majority of these tools included in textbooks are aimed at writing and speaking skills. The most supplementary measurement and evaluation tools are included in the eighth grade level textbooks, while the least in the sixth and seventh grade level textbooks. The seventh-grade textbook demonstrates the greatest variety in these tools. Based on these findings, various suggestions are provided for practitioners, textbook preparation institutions, and those who will work on Turkish language teaching.