Sentence examples for textbook analyses from inspiring English sources

Previous textbook analyses of evolutionary content guided our study (Hellman 1965; Swarts et al. 1994).

Moreover, textbook analyses identified the financial sector as central economic content (Lauterbach 2013) and, in the area of vocational schools, FK was also classified as a central component of business knowledge (Preiss 2005).

Consequently, in most of the countries involved, the data on whether the national curriculum covered an item in the period leading up to the assessment relied on expert judgement or textbook analyses, generalized to the entire country.

Textbook analyses, technically known as Content Analysis (e.g., Krippendorff 2004), have long served an important role in biology education by providing a methodology for gathering data on how disciplinary knowledge has been structured through time (Skoog 1979) and across different countries (Swarts et al. 1994).

In the introductions to the history textbooks analysed here, the Surveyor Voice performs a similar function to establish the significance of the events in the chapter so that readers may understand their importance and thus, why they are to read about them.

To improve credibility (internal validity) in a setting with language and logistical challenges we used a flexible multiangle approach, and conducted participant observations, interviews, textbook page analysing and informant validations.

Surveyor Voice was identified in the introductory sections of all four of the textbooks chapters analysed in Myskow's (2015) study.

To do this, first the curricula of different full-time commercial schools (represented in all German federal states) and (the most popular) commercial apprenticeship tracks, as well as widely used textbooks were analysed.

In a landmark paper published in 1992 in the Journal of the American Medical Association, Antman et al. (1992) showed the superiority of systematic review methods by comparing expert opinion-based recommendations for treatment of myocardial infarction published in scientific reviews and clinical textbooks to statistical analyses of the combined results of randomized controlled trials.

In total, 474 textbooks were collected and included in the analyses; 70 textbooks came from Bangladesh, 37 from Cambodia, 63 from Laos, 69 from Nepal, 68 from Sri Lanka, 36 from Benin, 33 from Ghana, 57 from Niger and 41 from Zambia.

For the modeling, the project team conducted subject-didactic based content analyses, from textbooks and curricula for BA in higher education and commercial VET, an online rating (N = 78), expert interviews with professors and lecturers (N = 32) and cognitive interviews (N = 20) to determine item difficulty generating characteristics.