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The vast majority of U.S. teachers supplement their officially adopted curriculum materials with unofficial materials. Despite this, the body of supplementation-relevant literature tends not to focus on supplementation specifically, so lacks cohesion, and sometimes fails to capture all aspects the phenomenon. I systematically review supplementation-relevant literature from 2015 to 2020 and report seven areas of consensus in the literature around (1) who is involved in teacher-level curriculum supplementation, (2) important dimensions of supplementation, and (3) the educational value of supplementation. To provide future researchers a common starting point for studying teacher curriculum supplementation, I propose the Teacher Curriculum Supplementation Framework, a flexible yet testable analytical tool for systematizing scholarly inquiry around teacher curriculum supplementation and its effects on teachers and students.

The availability of e-textbooks is increasing along with the variety of electronic readers. According to the “2010 Horizon Report,” adoption of this technology will be widespread in academia in two to three years as it will “… reduce costs, save students from carrying pounds of textbooks and contribute to the environmental efforts…” (Johnson, Levine, Smith, & Stone, 2010, p.6). Will e-textbooks become favored by faculty in higher education? This paper will examine the benefits and limitations of e-textbooks and the attitudes of faculty and students towards using this radical alternative to the centuries-old standard of education. An exploratory case study of faculty attitudes and usages of e-textbooks at a small liberal arts university was performed.

This study examined the comprehension skills and strategies presented in current reading textbooks used within the United States as a means of describing a contributor to the ecological component of reading. The ways in which comprehension skills and strategies are distributed across genres as well as connected to the National Reading Panel recommendations were also examined. Reading textbooks for grades 3, 4, and 5 from the Journeys (Scope and sequence grades K-6. https://www.hmhco.com/programs/journeys/about, 2017), SRA Open Court (Scope and sequence grades 3-5. https://www.mheducation.com/prek-12/program/open-court-reading-20162016/MKTSP-THA14M0.html, 2016), Reading Street (Afflerbach et al. in Reading Street (Grade 3, vol 1). Pearson, Glenview, 2011a, Reading Street (Grade 3, vol 2). Pearson, Glenview, 2011b, Reading Street (Grade 4, vol 1). Pearson, Glenview, 2011c, Reading Street (Grade 4, vol 2). Pearson, Glenview, 2011d, Reading Street (Grade 5, vol 1). Pearson, Glenview, 2011e, Reading Street (Grade 5, vol 2). Pearson, Glenview, 2011f), Reach (Frey et al. in Reach (Grade 3). Hampton-Brown, Jefferson City, 2011a, Reach (Grade 4). Hampton-Brown, Jefferson City, 2011b, Reach (Grade 5). Hampton-Brown, Jefferson City, 2011c), and Wonders (Scope and sequence grades 3, 4, and 5. https://www.mheducation.com/prek-12/program/microsites/MKTSP-BGA07M0/wonders.html, 2020) series were analyzed for the comprehension skills and strategies covered in each lesson. Analysis revealed a lack of coverage of comprehension skills and strategies across most textbooks. Further, comprehension skill and strategy instruction by genre was very sporadic and strategies recommended by the NRP were often inadequately addressed by the textbooks examined. Findings of this study point to the need for educators to critically examine the textbooks used for reading instruction within their classrooms.

In South Korea, education is no longer a place for learning, but a base for preparing ideological warriors, due to left-wing ideology education and fervent and conscientious teachers' union and strong left-leaning media. Since left-wing president Moon took office in 2017, omnidirectional \"leftization\" of education is ongoing in society. According to Prof. Chul-hong Kim, the current left-leaning \"authorized\" textbook system strenuously inculcates students with the appropriateness of materialistic historical views. A high school student engaged in the protest against the campaign of \"state-designated\" textbooks says at a press interview, \"I'm a proletarian class. It's only the proletarian revolution that can change our social structure and its fundamental contradiction.\" For reference, there are three kinds of textbooks: (1) state-designated textbook published by state (so, its copyright belongs to state), (2) authorized textbook published by private publishing companies, on the condition of passing through the government screening system (inviting criticism for its \"poor screening\"), (3) free-published textbook left entirely to the private sector without any state intervention. Prologue The second authorized textbook system is a \"compromise\" plan between state-led and privately-led textbooks. The main motive for adopting authorized textbooks (from previous state-designated textbooks) was to introduce \"diversity of views and opinions\" in Korean education, but a conservative journalist Gap-je Cho concluded - from analyzing 14 authorized history textbooks - that \"promoting educational diversity\" by authorized textbook system ended in failure. Because a great majority of left-wing professors and teachers take part in writing historical textbooks on the basis of Marxist class struggle theory: that is, Koreanized \"popular view of history\" or populism-based historical perspective (language characters omitted). These authorized textbooks are adopted by almost 99% of high schools across the country. Moreover, they tend to implant one \"monolithic\" idea (historical materialism) in the consciousness of young students. According to Cho, the authorized textbook system mired in controversy is degraded into a \"certificate\" of antistate, pro-communist education, in place of diversity.

Research has demonstrated that textbooks exert a considerable influence on students' learning opportunities and that technology has the potential to transform mathematics instruction. This brief report provides a systematic analysis of how technology tasks are integrated into secondary mathematics curricula by analyzing a sample of 20 textbooks. The results indicate that across the entire sample, nearly 15% of tasks incorporated technology, and of those, 21% used it as a reorganizer of students' mathematical thinking; calculators were the predominant technology utilized. Investigative textbooks were not more likely to incorporate technology than conventional texts, but algebra 2 texts were more likely to include technology than geometry texts. Implications for instruction and teacher preparation are discussed.

Can a school or district improve student achievement simply by switching to a higher-quality textbook or curriculum? We conducted the first multi-textbook, multi-state effort to estimate textbook efficacy following widespread adoption of the Common Core State Standards (CCSS) and associated changes in the textbook market. Pooling textbook adoption and student test score data across six geographically and demographically diverse U.S. states, we found little evidence of differences in average achievement gains for schools using different math textbooks. We found some evidence of greater variation in achievement gains among schools using pre-CCSS editions, which may have been more varied in their content than post-CCSS editions because they were written for a broader set of standards. We also found greater variation among schools that had more exposure to a given text. However, these differences were small. Despite considerable interest and attention to textbooks as a low-cost, \"silver bullet\" intervention for improving student outcomes, we conclude that the adoption of a new textbook or set of curriculum materials, on its own, is unlikely to achieve this goal.

From its conception in Australia, subject 'English' has been considered central to the curriculum. The English literature strand in the curriculum does not stipulate specific texts but is more explicit regarding what should be considered as an appropriate 'literary text'. Curriculum documents emphasise the need for texts to have cultural and aesthetic value whilst suggesting that English teachers include texts that are chosen by students, texts from Asia, and texts by Aboriginal and Torres Strait Islander authors. Despite this, the influences of British colonisation manifests in Australian English teachers' text selection as they continue to choose texts from the 'canon'. This paper is framed by Rigney's principles of Indigenism and Indigenous Standpoint Theory (1999; 2017) and will draw on my own lived experience - as an Aboriginal student, English teacher, and now researcher - to examine the presence of colonialism in English and the consequent subordination of Indigenous perspectives. This paper will suggest some of the ramifications of prioritising colonial texts while teaching and learning on Aboriginal land and investigate how the construction of subject English could feel assimilative to Indigenous people. I will explore this by using my own experience of learning William Shakespeare's 'Othello' as a student and of teaching Doris Pilkington's 'Follow the Rabbit-Proof Fence' as a teacher as examples. [Author abstract]

The Kansas State University Open/Alternative Textbook Initiative provides grants to faculty members to replace textbooks with open/alternative educational resources (OAERs) that are available at no cost to students. Open educational resources are available for anyone to access, while alternative educational resources are not open. The objective of this study was to determine the perceptions towards OAERs and the initiative, of students enrolled in, and faculty members teaching, courses using OAERs. A survey was sent out to 2,074 students in 13 courses using the OAERs. A total of 524 (25.3%) students completed the survey and a faculty member from each of the 13 courses using OAERs was interviewed. Students rated the OAERs as good quality, preferred using them instead of buying textbooks for their courses, and agreed that they would like OAERs used in other courses. Faculty felt that student learning was somewhat better and it was somewhat easier to teach using OAERs than when they used the traditional textbooks. Nearly all faculty members preferred teaching with OAERs and planned to continue to do so after the funding period. These results, combined with the tremendous savings to students, support the continued funding of the initiative and similar approaches at other institutions.

Selecting appropriate texts for L2 (second/foreign language) learners is an important approach to enhancing motivation and, by extension, learning. There is currently no tool for classifying foreign language texts according to a language proficiency framework, which makes it difficult for students and educators to determine the precise difficulty/complexity levels of an unclassified text. Taking the Chinese language as an example, this study aimed to create a readability assessment system, called the Chinese Readability Index Explorer for Chinese as a Foreign Language (CRIE-CFL), in order to level-that is, to sort by proficiency level-texts that will be used for instructional purposes. The framework of choice in this project is the Common European Framework of Reference (CEFR). A team of expert CFL teachers first classified 1,578 CFL texts into their appropriate CEFR levels. A set of 30 CFL readability features was then developed or drawn from previous research, and sorted according to importance using F-scores. In addition, a support vector machine model was trained by sequentially integrating the features into the model to optimize accuracy. The empirical evaluation of CRIE-CFL revealed average exact- and adjacent-level accuracies of 74.97% and 99.62%, respectively, for predicting the expert classification of a text. The functionalities of CRIE-CFL are introduced and discussed. (Verlag).

Introduction Visually impaired students (that is, those who are blind or have low vision) have difficulty accessing curricular material in mathematical textbooks because many mathematics texts have visual images that contain important content information that are not transcribed or described in digital versions of the texts. However, little is known about the extent to which this issue exists within texts and what sort of information is contained in visual material in mathematics texts. This article describes a process undertaken to classify images in a selection of math textbooks that are currently being used in grades 5,8, and 11. Methods Representative textbooks were chosen that aligned with Common Core Standards. An exhaustive and mutually exclusive set of image categories was developed, researchers became reliable on coding procedures, and then all images in the representative texts were coded. Results The most common images involved student interest, motivation, and organization, but contained little or no math content. The second most common area of image categories often contained large amounts of math content but were difficult to describe succinctly or might have been described without including important mathematical information. This grouping included tables, line graphs, and images specifically related to a single question. The final group of less frequently appearing images included ray or line diagrams, number lines, pie charts, bar graphs, and maps. Discussion To improve access to visual math content, the focus should be on images that appear frequently and contain math content such as tables, scatter or line graphs, shapes, equations, and images specifically related to a single question. Less common image categories such as models, line diagrams, pictures of calculator keys, and number lines lend themselves easily to description. Implications for practitioners Optimization of limited instructional time would be accomplished by having teachers focus on students’ understanding of the most common types of images, such as tables and line graphs.