577,042 research outputs found
Minutes of a Meeting of the Mississippi State Textbook Purchasing Board (Series 2)
https://egrove.olemiss.edu/txtbk_comm/1004/thumbnail.jp
Minutes of a Meeting of the Mississippi State Textbook Purchasing Board (Series 1)
https://egrove.olemiss.edu/txtbk_comm/1005/thumbnail.jp
Minutes of a Meeting of the Mississippi State Textbook Purchasing Board (Series 3)
https://egrove.olemiss.edu/txtbk_comm/1003/thumbnail.jp
Minutes of a Meeting of the Mississippi State Textbook Purchasing Board (Series 4)
https://egrove.olemiss.edu/txtbk_comm/1002/thumbnail.jp
Minutes of a Meeting of the Mississippi State Textbook Purchasing Board (Series 5)
https://egrove.olemiss.edu/txtbk_comm/1001/thumbnail.jp
User centred evaluation of an automatically constructed hyper-textbook
As hypertext systems become widely available and their popularity increases, attention has turned to converting existing textual documents into hypertextual form. An important issue in this area is the fully automatic production of hypertext for learning, teaching, training, or self-referencing. Although many studies have addressed the problem of producing hyper-books, either manually or semi-automatically, the actual usability of hyper-books tools is still an area of ongoing research. This article presents an effort to investigate the effectiveness of a hyper-textbook for self-referencing produced in a fully automatic way. The hyper-textbook is produced using the Hyper-TextBook methodology. We developed a taskbased evaluation scheme and performed a comparative usercentred evaluation between a hyper-textbook and a conventional, printed form of the same textbook. The results indicate that the hyper-textbook, in most cases, improves speed, accuracy, and user satisfaction in comparison to the printed form of the textbook
State Owned High School Textbooks
https://egrove.olemiss.edu/ms_educ/1086/thumbnail.jp
Do You Always Need a Textbook to Teach Astro 101?
The increasing use of interactive learning strategies in Astro 101 classrooms
has led some instructors to consider the usefulness of a textbook in such
classes. These strategies provide students a learning modality very different
from the traditional lecture supplemented by reading a textbook and homework,
and raises the question of whether the learning that takes place during such
interactive activities is enough by itself to teach students what we wish them
to know about astronomy. To address this question, assessment data is presented
from an interactive class, which was first taught with a required textbook, and
then with the textbook being optional. Comparison of test scores before and
after this change shows no statistical difference in student achievement
whether a textbook is required or not. In addition, comparison of test scores
of students who purchased the textbook to those who did not, after the textbook
became optional, also show no statistical difference between the two groups.
The Light and Spectroscopy Concept Inventory (LSCI), a research-validated
assessment tool, was given pre- and post-instruction to three classes that had
a required textbook, and one for which the textbook was optional, and the
results demonstrate that the student learning gains on this central topic were
statistically indistinguishable between the two groups. Finally, the Star
Properties Concept Inventory (SPCI), another research-validated assessment
tool, was administered to a class for which the textbook was optional, and the
class performance was higher than that of a group of classes in a national
study
An analysis of the role of the textbook in the construction of accounting knowledge
This report examines the role of the textbook and training manual in the teaching of introductory financial accounting. Although it has long been recognised that the textbook plays an important role in the education process, the issue has not been systematically examined in a comprehensive manner with respect to the teaching of introductory financial accounting. Based on research carried out in 2005, the current report addresses this issue. It does so using a research framework proposed by Thompson (1990) which recommends a comprehensive approach to the understanding of texts involving three separate aspects: the production of the textbook/training manual; the content of the textbook/training manual; the usage of the textbook/training manual
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