Textbooks and quality learning for all : some lessons learned from international experiences / edited by Cecilia Braslavsky ; in collaboration with Katya Halil.

Contributor(s):

Series: Studies in comparative education | Studies in comparative education (Paris, France)Publication details: Paris : Unesco : International Bureau of Education, 2006.Description: 404 pages : illustrations ; 21 cmContent type:

text

Media type:

unmediated

Carrier type:

volume

ISBN:

9231040278
9789231040276

Other title:

Textbooks & quality learning for all

Subject(s):

Genre/Form:

Additional physical formats: Textbooks and quality learning for all.DDC classification:

371.32 22

LOC classification:

LB3045 .T495 2006

Contents:

Ch. 1. The role of textbooks in a modern system of education: towards high-quality education for all / Stephen Heyneman -- ch. 2. Research findings on textbooks and education for all / Jens Naumann, Rainer Jansen and Nicole Franke -- ch. 3. Five case histories of textbook development (Romania, Macedonia, Sri Lanka, Azerbaijan, China) / Timothy Hunt -- ch. 4. School textbooks in Brazil: a general review / Roxane Rojo and Ant onio Augusto Gomes Batista -- ch. 5. Textbook development in the Russian Federation / Elena Borovikova and Olga Barnashova -- ch. 6. School history and mechanisms for the construction of exclusive identies: the case of Rwanda from 1962 to 1994 / Jean-Damasc ene Gasanabo.

Summary: Focused on the dual aspects of access and quality, this publication discusses the role of textbooks in facilitating quality education for all. The book consists of two reviews with international perspectives: the first focused on supply, access, and content and the second on didactics and impact; two chapters, one on Brazil and the other on the Russian Federation, that review the challenges of developing, evaluating, and distributing high-quality, affordable, and relevant textbooks for all in these federal contexts; a sixth element that analyses the impact of development interventions on textbook provision; and an exploration of the relationship between textbook content and identitybased conflict in Rwanda. The authors document strategies that could help to optimise procedures of textbook development, production, and evaluation; enhance textbooks' pedagogical impact; improve teachers' selection of textbooks; raise textbook supply efficiently; and constructively manage textbook and identity development in federal contexts, countries of transition, or zones of post-conflict reconstruction. This book aims to be of interest to academics and practitioners in this area, including teachers, specialists in pedagogy, curriculum developers, policy-makers, professionals in textbook production, and development agencies.--Publisher's description.

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Holdings
Item type	Current library	Shelving location	Call number	Status	Date due	Barcode
Books	OCLC Data	Unknown		Available		0000000011735

Includes bibliographical references.

Focused on the dual aspects of access and quality, this publication discusses the role of textbooks in facilitating quality education for all. The book consists of two reviews with international perspectives: the first focused on supply, access, and content and the second on didactics and impact; two chapters, one on Brazil and the other on the Russian Federation, that review the challenges of developing, evaluating, and distributing high-quality, affordable, and relevant textbooks for all in these federal contexts; a sixth element that analyses the impact of development interventions on textbook provision; and an exploration of the relationship between textbook content and identitybased conflict in Rwanda. The authors document strategies that could help to optimise procedures of textbook development, production, and evaluation; enhance textbooks' pedagogical impact; improve teachers' selection of textbooks; raise textbook supply efficiently; and constructively manage textbook and identity development in federal contexts, countries of transition, or zones of post-conflict reconstruction. This book aims to be of interest to academics and practitioners in this area, including teachers, specialists in pedagogy, curriculum developers, policy-makers, professionals in textbook production, and development agencies.--Publisher's description.

NLJCols20082021

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