TEXTBOOK EVALUATION APPROACHES
ZEITSCHRIFT FÜR DIE WELT DER TÜRKEN
Makale Bilgileri
| Makale Başlık | TEXTBOOK EVALUATION APPROACHES |
| Makale Başlık İngilizce | TEXTBOOK EVALUATION APPROACHES |
| Cilt / Sayı | Cilt: 12 / Sayı: 1 |
| Yazar | Berker KURT Mustafa CANER |
| Makale Dili | English |
| DOI |
Özet Türkçe
The textbook evaluation has appealed to the interests of the researchers in various contexts, and numerous studies have been conducted on this specific issue. The review of available literature on textbook evaluation, especially the ones held in the Turkish context, revealed that most of the studies did not follow a theoretical framework for their textbook evaluations. Additionally, it is observed that some studies were conducted employing document and content analysis techniques without a robust conceptual framework, or they have evaluated the textbooks through the views of teachers, students, and parents using a checklist developed by researchers for textbook evaluation. It is a fact that evaluating the textbooks without a theoretical framework might violate the reliability and validity of the reached decisions. Thus, the present paper intends to review the frequently employed textbook evaluation approaches in the literature and provide some background knowledge to its readers, especially to the teachers, researchers, and pre-service teachers who are interested in the textbook evaluation approaches.
Özet İngilizce
The textbook evaluation has appealed to the interests of the researchers in various contexts, and numerous studies have been conducted on this specific issue. The review of available literature on textbook evaluation, especially the ones held in the Turkish context, revealed that most of the studies did not follow a theoretical framework for their textbook evaluations. Additionally, it is observed that some studies were conducted employing document and content analysis techniques without a robust conceptual framework, or they have evaluated the textbooks through the views of teachers, students, and parents using a checklist developed by researchers for textbook evaluation. It is a fact that evaluating the textbooks without a theoretical framework might violate the reliability and validity of the reached decisions. Thus, the present paper intends to review the frequently employed textbook evaluation approaches in the literature and provide some background knowledge to its readers, especially to the teachers, researchers, and pre-service teachers who are interested in the textbook evaluation approaches.
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