Proceedings of the Kansas School Textbook Commission

Mode of access: Internet.

Suomen maantiede : kansakouluja varten : kirjoittanut K. J. Juuti.

Bound with: Suomen maantiede / kirjoittanut K. J. Juuti. Helsingissä : Weilin & Göösʼin Osakeyhtiön kirjapainossa ja kustantama, 1886 ; Suomen maantiede / kirjoittanut K. J. Juuti. Helsingissä : Weilin & Göösʼin Osakeyhtiön kirjapainossa ja kustantama, 1891.

Suomen maantiede : kansakouluja varten : kirjoittanut K. J. Juuti.

Third edition.

Suomen maatiede : [Alexander Gustaf Julius Hallstén] ; suomentanut G. C.

Second revised edition.

Suomen maantiede : kansakouluja varten : kirjoittanut K. J. Juuti.

Fourth edition.

Suomenmaan maan-tieto : [Alexander Gustaf Julius Hallstén] ; suomentanut G. C.

Translated from Swedish into Finnish by Gustaf Cannelin.

Suomen maantiede : kansakouluja varten : kirjoittanut K. J. Juuti.

Second revised edition.

Suomen maanopas, ynnä johdatuksen kanssa yhteiseen maa-tietoon, sunnuntai-kouluin tarpeeksi : K. A. Fineliukselta.

Digital reproduction, The National Library of Finland, Centre for Preservation and Digitisation, Mikkeli

La mémoire en mouvance

Dans ce mémoire, il s’agit de développer et d’appliquer une méthode qui peut saisir le manuel scolaire comme objet de l’analyse historique et de l’analyse du discours. La méthode cible le livre seulement et combine des outils littéraires et historiques, quantitatifs et qualitatifs, en essayant de tenir compte de l’expérience du livre. L’analyse porte sur la narration de la guerre de Corée dans les manuels de six pays (Allemagne RDA et RFA, la Chine RPC, les États-Unis, le Chili et l’Argentine) de deux moments différents (1962 et 1992). La guerre de Corée a été un événement majeur de la Guerre froide entre les mondes capitalistes et communistes et a contribué à la course aux armements nucléaires. Elle a installé le modèle de la guerre par procuration comme solution de conflits entre les deux idéologies. Une comparaison large d’un événement précis peut nous donner des indications sur le fonctionnement des différents niveaux de la mémoire d’une société et expliquer des éléments du fonctionnement des cycles historiographiques.

O livro didático de história: um caleidoscópio de escolhas e usos no cotidiano escolar (Ceará, 2007 2009)

In the first decade of the XXI century, it is possible to assert that school textbook is part of the material culture of most public Brazilian schools by means of National School Textbook Program (PNLD). This research aimed at identifying and analyzing textbooks choice in Ceara, relating it to the uses of such tool within school daily life. The setting for the study was four public schools, two of them placed in Fortaleza, and the other in Quixada. It evaluated the uses of textbooks in the 6th grade. As part of methodology, public managers were interviewed, teachers answered surveys, and a direct observation during History classes in 2008 school year was carried out. The observation was over after round chats with students in the class, in which each one designed draws and sentences concerning to the textbook. Furthermore, the study was based on MEC official documents that regulate the textbook choice process with National textbook Program announcement (PNDL/2008) and PNDL/2008 Textbook Guide, in addition to History textbooks schools used. Roger Chartier‟s concept of appropriation was an analysis category, as well as Michael de Certeau s strategy and tatics‟, and Dominique Julia‟s concept of school culture . The study recognizes textbook in the perspective of Alain Choppin and Egil Borre Johnsen, since it is a complex cultural object. For this reason, the study designs an analogy with a kaleidoscope that sends different images depending on who uses it, within a set of colorful lines, since textbook comprehends nowadays different sources and languages, as it offers countless possibilities of use in teaching History. The study concludes that only the main text of each chapter is really worked in daily class practice. Therefore, although theoretical and graphic changes in textbook production, the textbook is underused, which is central to a later rethought of teachers instruction, since, depending on the conception of teaching and learning, textbook potentialities will be used to improve the development of knowledge in History.

Manuais Didáticos e literatura infantil: as leituras infantis no Brasil e em Portugal

The school textbook is an important pedagogic resource in the classroom, and it is frequently the only one. But, an analysis of the Maternal Language’s textbooks in Brazil and in Portugal allowed us to detect serious didactic obstacles to the learning of the language in its semiotic omnifuncionality. In this paper we are going to present the results of a project that involves the presence of a children’s literature book in the classroom instead of the textbook adaptations. We developed activities before, during and after the reading in a fourth grade class of an Elementary School in Brazil and Portugal having the aim of build readers.

Student poem composed by Jacob Abbot Cummings, 1799 September 16

Handwritten poem composed by Jacob Abbot Cummings when he was an undergraduate at Harvard College. The rhyming poem celebrates morning (as a metaphor for life) and describes the farmer, industrious milk maid, and market man. It begins, “Loud speaks the clarion of approaching day..." The poem is labeled "16 September 1799 Cummings" and is headed with a quote from John Milton's Paradise Lost: "Sweet in the breath of morn, her rising sweet, with song of earliest bird."

Gentle manners : a guide to good morals ...

First edition compiled by Rufus Bishop, Garrett Lawrence and Isaac Newton Youngs, and issued in 1823 under title: A juvenile monitor. Second edition revised by Giles B. Avery, and issued in 1844 under title: A juvenile guide. Third edition revised by Henry C. Blinn. cf. Pref. and McLean, J. P. A bibliography of Shaker literature.

O reconhecimento dado ao manual escolar nas aprendizagens: perspetivas de alunos, encarregados de educação e docentes

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e 2.º Ciclos do Ensino Básico