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How Schools Meet Students' Needs
Meeting students' basic needs – including ensuring they have access to nutritious meals and a sense of belonging and connection to school – can positively influence students' academic performance. Recognizing this connection, schools provide resources in the form of school meals programs, school nurses, and school guidance counselors. However, these resources are not always available to students and are not always prioritized in school reform policies, which tend to focus more narrowly on academic learning. This book is about the balancing act that schools and their teachers undertake to respond to the social, emotional, and material needs of their students in the context of standardized testing and accountability policies. Drawing on conversations with teachers and classroom observations in two elementary schools, How Schools Meet Students' Needs explores the factors that both enable and constrain teachers in their efforts to meet students' needs and the consequences of how schools organize this work on teachers' labor and students' learning.
eBook
Woman against a Woman? Inherited Discourses to Reproduce Power: A Gender Discourse Analysis of School Textbooks in the Context of Georgia
This study conducted a critical discourse analysis of research studies on school textbooks conducted in Georgia. The research aimed to address the following questions: What specific discourses are identified in school textbooks developed under the first, second, and third generations of the National Curriculum in Georgia? What factors contribute to the development of these identified discourses in the context of Georgia’s educational system? A total of ten published research studies in this field were selected for analysis. Feminist Critical Discourse Analysis (FCDA), developed by Lazar was used for the categorization of discourses. This discourse analysis yielded significant findings and carried both theoretical and practical implications. First, the study uncovers a noteworthy pattern in school textbooks and contributes to the development of a framework for analyzing school textbooks. Second, the study identified the formation of specific discourses through the omission and invisibility of women. This pattern is termed the development of “language-free” discourses. Third, the study demonstrated that the structural power of women in education alone is insufficient for transforming power relations through discursive practices. Therefore, in order to achieve transformation and change, it is important to challenge and transform the learned and inherited discourses of those who hold power in education. Fourth, the value of this research study is its contribution to identifying future research directions in the field.
Journal Article
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
A large-scale database of Chinese characters and words collected from elementary school textbooks
Lexical databases are essential tools for studies on language processing and acquisition. Most previous Chinese lexical databases have focused on materials for adults, yet little is known about reading materials for children and how lexical properties from these materials affect children’s reading comprehension. In the present study, we provided the first large database of 2999 Chinese characters and 2182 words collected from the official textbooks recently issued by the Ministry of Education (MOE) of the People’s Republic of China for most elementary schools in Mainland China, as well as norms from both school-aged children and adults. The database incorporates key orthographic, phonological, and semantic factors from these lexical units. A word-naming task was used to investigate the effects of these factors in character and word processing in both adults and children. The results suggest that: (1) as the grade level increases, visual complexity of those characters and words increases whereas semantic richness and frequency decreases; (2) the effects of lexical predictors on processing both characters and words vary across children and adults; (3) the effect of age of acquisition shows different patterns on character and word-naming performance. The database is available on Open Science Framework (OSF) (
https://osf.io/ynk8c/?view_only=5186bd68549340bd923e9b6531d2c820
) for future studies on Chinese language development.
Journal Article
Narrative Simplification in Primary School Textbooks: A Comparative Analysis of Indonesian Folklore
Background/purpose. Folklore has been simplified in the official elementary school textbooks in Indonesia. The simplification of folklore could alter its narrative structure and diminish its cultural significance. Simplification can become an educational paradox: teaching character but eliminating local identity. This study identifies the pattern of simplification of folklore texts and their implications for culture and education. Materials/methods. Three folktales in two versions (complete and simplified) were analyzed qualitatively and descriptively using a narrative method. Folklore sourced from elementary school textbooks is analyzed using Vladimir Propp's theory, with simplification analysis rubrics, instruments, and narrative structure tables. Results. Simplification causes folklore to lose its narrative structure: complications, climaxes, and resolutions. The characters' roles are reduced, the plot is streamlined, and the dominant elements of local culture are eliminated. Eliminating local terms, distinctive geographical settings, and cultural symbols makes folklore more universal, but it loses cultural substance. Conclusion. The simplification of folklore texts in elementary school books leads to deculturation. Without strong pedagogical mentoring, students do not fully understand cultural values. This research emphasizes a simplification strategy that maintains a balance between educational goals and the authenticity of Indonesian culture. This research recommends developing simplification strategies that preserve essential cultural elements while enhancing students' narrative comprehension.
Journal Article
Water as A Transversal Axis of Learning in School Textbooks For Chilean Primary Education Students
Objective: The objective of this study is to investigate the presence of water as a transversal learning axis in the activities of Natural Science textbooks in Chilean Basic Education. Theoretical Framework: The theoretical framework is associated with the 2030 Agenda and the Sustainable Development Goals, the Chilean science curricular bases, as well as the didactic management associated with school textbooks. Method: The mixed method is followed, through content analysis, the elaboration of a priori categories, supported by quantitative elements to describe and interpret the data obtained from the analysis of school textbooks. Results and Discussion: The results obtained revealed the presence of activities, still insufficient, that deal with the topic of water in the texts. The highest frequencies of educational activities are found in the fifth and sixth grades. The skills promoted are intellectual capacities (operations to acquire, recover, solve problems and retain different types of knowledge); on the other hand, the skills that demand a process of practice (mastery of the technique or skill), attitudes and habits, such as ways of acting and behaving, are the least promoted. Research Implications: The implications of the study are referred to the methodology of science teaching in Basic Education and the respective teacher training. Originality/value: The results of the study contribute to filling a gap in the literature related to the teaching of water proposed in school textbooks. With this, guidelines are provided to improve the activities suggested in the textbooks, promoting awareness of water, its reuse and conservation.
Journal Article
Spanish adaptation of a cloze procedure to assess reading comprehension beyond the sentence level
The Hybrid Text Comprehension cloze (HyTeC-cloze) (Kleijn et al. Lang Test 36:553–572, 2019) is a procedure developed for the Dutch language that has been proved to be a valid and reliable measure of text comprehension beyond the sentence level. Given its advantages, including its relatively rapid construction and scoring and performance compared to standardized tests, we adapted the HyTeC-cloze procedure to create a version for the Spanish language. Therefore, this study aims at validating our adaptation. We extracted 18 texts from different school textbooks (Science, Language and History) and grades (6th, 7th, and 8th) and turned them into cloze tests, which were administered to 316 sixth to eighth graders from Chilean primary schools through an online platform. We also used a Chilean standardized reading comprehension test to evaluate the validity of our test. The correlations ranged from a low of 0.20 (for 7th grade) to a high of 0.58 (for 8th grade). Taken collectively, our data show a moderate positive correlation between both tests, which provide further evidence of cloze tests as a valid measure of reading comprehension beyond the sentence level.
Journal Article
Translating global norms on crime to schools: analysing textbook lessons on the trafficking of humans in the United States, Nigeria and Germany
How are global norms translated to school settings across countries? Schools teach global norms, but how exactly these norms are presented in this setting is rarely analysed. In this article, we compare how human trafficking, a global crime defined at the UN level, is depicted in more than a hundred textbooks for secondary schools in the United States, Nigeria and Germany. Human trafficking is linked to a multitude of different criminal activities, ranging from child trafficking to modern slavery, organ trafficking, and forced prostitution, each with varying implications regarding underlying social problems and possible counter-efforts. What textbooks depict concerning global norms on global crime thus differs substantially across countries, underlining arguments of norm research on translation and hybridity. We show how textbooks translate global normative debates to the school context in a way that shows some commonalities but also significant national variations, for example, regarding where exploitation occurs, what exactly constitutes trafficking, and how it relates to slavery. These findings raise questions on common normative understandings regarding crime and current and future threat perceptions.
Journal Article
Informational Design and the Promotion of Multiliteracy at School: Multimodal Resources in Portuguese Second-Cycle Textbooks
This article discusses the promotion of multiliteracy in educational artifacts from the perspective of information design. In the current social context of multiple languages and media, there is a dialogue about the emerging presence of multimodal resources in school environments. From this perspective, the objective is to identify which of these are most present in Portuguese textbooks for the Second Cycle, adoptable for 2022/2023. The aim is also to indicate which characteristics contribute to the development of multiple literacy in children. The theoretical, interdisciplinary path between design and education is based on precepts about the modes of symbolization of graphic language, social semiotics, and multimodality in learning. The exploratory research in the collected textbooks made it possible to check the symbolic modes in 4,396 pages. The examples presented went through direct observation and description of the structural characteristics of the contents. As a result, the most present multimodal ecosystem, whether to represent process cycles, timelines, spatial or quantitative data, was the infographics. This, however, requires urgent investigations into its construction, analogue-to-digital relationship, and decoding with the target audience.
Journal Article