The Soviet Union collapsed in 1991, and Russia, the largest of the countries formed in its place, has gone through notable changes in the period since then. This paper is devoted to the study of how (and whether) the mathematics curriculum has changed. At one time, before the revolution of 1917, Russian mathematics education was closely connected…

The aim of the study was to analyze the narratives of the Solidarity movement in upper-secondary level history textbooks, published between 1991 and 2018. Quantitative methods were used to measure different categories of historical figures in terms of their frequency and textual space, as well as any changes in representation over time. To explore…

Contemporary educational reform discourses in Taiwan call for the modernization of education to meet the needs of society of the 21st century. The principles and rules of 'reason' that historically order educational discourses can't be taken for granted. This article uses Popkewitz's notion of alchemy to think about the principles. The notions of…

This study explores how faculty members select and use the educational materials employed in their courses. The primary sample represents all teaching faculty across all types of degree-granting higher education institution in the United States. Two subgroups of faculty are called out for detailed examination: those teaching large-enrollment…

This article draws on experience both within commercial textbook publishing and on textbook-development projects at the UCL Institute of Education to interrogate the current dynamics of 'neoliberal' edu-business (after Ball, 2012). The author discusses some damaging limitations inherent in publishing coursebooks predicated on what Young and Muller…

The widespread use of commercially produced coursebooks tailored to a global market remains a reality within English language teaching (ELT) across a broad range of teaching contexts. Most of these coursebooks profess to being vaguely communicative in their approach, while at the same time attempting to package and present language as a…

As a result of China's geography education reform, the Geography Standards for Senior Secondary Schools was released in 2003. Being the first kind over the past seven decades, the Standards put forward some changes for senior geography education. For the textbooks' crucial role in Chinese educational system, the changes in geographical education…

Despite students' interest in informational text, it has played second fiddle in literacy instruction for years. Now, though, nonfiction is getting its turn in the spotlight. The Common Core State Standards require that students become thoughtful consumers of complex, informative texts--taking them beyond the realm of dry textbooks and…

Research about social studies textbooks overwhelmingly supports the conclusion that these books are unpopular and often the subject of intense criticisms. These criticisms concern anything ranging from the language they employ, to the way they are utilized by teachers, to the undue influence they exert on shaping and defining curriculum. This…

This article describes how a textbook has traced 30 years of evolution in instructional technology. One of the book's key continuing features is the ASSURE Model. To connect technology to learning, the Classroom Link was developed. As standards were formulated for teachers and students, they were included in the textbook. Other evolutionary…

The article draws on an analysis exploring how the content and aims of secondary school political education have been framed in official Croatian policy documents following the country's war for independence, with particular focus on the underlying conception of citizenship promoted in such a post-conflict setting. The article also addresses how…

Integrity in the search for truth is not the aim of the textbook business. Pressures are put on publishers by various political groups. The result is monotonous, bland, glossy, vapid textbooks. The system is largely to blame. Choice and competition must be brought into the textbook business. (RM)

Asserts that the move to create more challenging textbooks abandons the lower-ability students, resulting in high dropout rates. Cautions that all students will not naturally gravitate toward higher academic levels simply because standards and expectations are upgraded. (MM)

A discussion of the change-agent role of the textbook. The changes sweeping vocational education are also examined in terms of their effects on the market for vocational education textbooks. (HD)