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Sheldon identified three main reasons for which textbooks are heavily utilized. These are: 1.

Developing their own classroom materials is an extremely difficult, arduous process for teachers 2. Teachers have limited time in which to develop new materials due to the nature of their profession 3.

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External pressures restrict many teachers. Garinger adds a number of reasons for which teachers usually use textbooks. He said that Each of these the reasons identified by Sheldon, is an accurate analysis of the strains teachers feel and using a textbook is one of the most efficient and readily available ways in which to relieve some of these pressures. Graves lists the following as some of the advantages of using a textbook: 1.

It provides a syllabus for the course 2. It provides security for the students because they have a kind of road map of the course 3. It provides a set of visual, activities, readings, etc. It provides teachers with a basis for assessing students' learning 5. It may include supporting materials e.

It provides consistency within a program across a given level, if all teachers use the same textbook. If textbooks follow a sequence, it provides consistency between levels Graves, , p.

Graves discusses the disadvantages of using a textbook as well. He identified a list of eight disadvantages: 1. The content or examples may not be relevant or appropriate to the group you are teaching. The content may not be at the right level. There may be too much focus on one or more aspects of language and not enough focus on others, or it may not include everything you want to include.

There may not be the right mix of activities too much of x, too little of y. The sequence is lockstep. The activities, readings, visuals, etc. The material may go out of date. The timetable for completing the textbook or parts of it may be unrealistic. Graves, , pp. Similarly he asserts it is significant to view the images that teachers have as this reflects their attitudes and beliefs toward textbooks which will impact on how teachers use textbooks.

Criteria for Textbook Evaluation The evaluation of textbooks within education by different people has engendered a diversity of reasons in conducting themselves in such a process. To others, it designates the annual assessment of a language program for improvement and to the others, it gives the opportunity to determine whether or not adopt a particular book for use in class Arikan, Textbooks are, undoubtedly, one of the fundamental components of curriculums.

Richards expresses that in some situations, textbooks serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. So, when it comes to evaluating textbooks, on the other hand, such points as layout and design, activities, language skills, language type, and subject and content come to the fore.

The idea of evaluating textbooks is seen by some to be closely linked to the selection of textbooks. The evaluation helps the selection, which serves as an important decision-making process. However, evaluation of textbooks is also considered to function as a kind of educational judgment.

To put forward the idea of textbook evaluation, Cunningsworth concludes that materials evaluation helps us to make decisions in selecting textbooks, form professional judgments as well as raise awareness of our teaching and learning experience. As the significance of evaluating textbooks, Cunningsworth proposes four criteria for evaluating textbooks.

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One teacher may, therefore, look at a book in terms of its usability, flexibility and adaptability. On the other hand, anther one may look at a textbook much more critically in terms of its theoretical orientation and approach.

To achieve this objective, the research was designed by using descriptive research model. Participants and settings The participants of this study were 45 Bangladeshi school teachers in different experiences who taught in English classes at the secondary school.

They participated in the study from different parts of the country; all of them use Bangla as their native language. The present study consisted of 45 male and female English teachers, and it is classified according to independent variables as in tables Table 1.

All data, except handwritten responses to the two open-ended questions, would be coded and entered into a database for statistical analysis Version The second part of the questionnaire required teachers to rank items from a list of textbook evaluation scale based on their experiences using English for Today for class at the secondary schools of Bangladesh. In the questionnaire, the Likert scale was followed provided in Appendix A. The second part of the questionnaire was grouped under six domains as shown in table 4.

To determine the reliability of the questionnaire, Alpha formula was used as in table 4. Table 4. In presenting the results of the study, the means, standard deviations and percentages of each item were calculated to describe and summarize the responses of students. The results of items that relate to each evaluation criteria were presented in tables and explanations were provided accordingly.

Problem of a pile foundation subjected to eccentric and inclined loads. Subject teachers are the primary audience, although it is expected that teachers will use the guide to inform students and parents about the subject. Students can download these ebook pdf from the links shown further below. Chapter: Appendix Get This Book.

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Take good care not to damage or lose it. Prentice Hall Chemistry Scientific Research Base Page 6 of 10 Assessment in Prentice Hall Chemistry The assessment strategies in Prentice Hall Chemistry will help both students and teachers alike ensure student success in content mastery as well as high-stakes test performance. It may be the most overlooked of the twelve principles, yet it is the logical outcome of many of the other principles. This booklet includes a range of activities for families with children from preschool age through grade 5.

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In this book their are total 13 chapters in PDF file. Also see Organic Chemistry II exams. In contrast, your organic chemistry instructors will present a course in which each new topic uses information from previous topics to raise your understanding of organic chemistry to successively higher levels.

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