Measuring Textbook Content Coverage: Efficient Content Analysis with Lesson Sampling

Zhang, Jiahui; Cogan, Leland S.; Schmidt, William H.

doi:10.1111/emip.12300

Cited by 5 publications

(8 citation statements)

References 19 publications

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“…The metaphors obtained from the forms filled out by the participants were analyzed using the "content analysis" method. As Zhang et al ( 2020 ) stated, the basic process in content analysis is to gather similar data within the framework of certain concepts and themes to interpret them by organizing. Within the scope of the study, metaphors containing similar elements, which were produced by teachers for the relevant questions, were organized under certain categories and interpreted for the reasons created by the participants.…”

Section: Methodsmentioning

confidence: 99%

“…Positive and negative metaphors were divided into categories involving their reasons. Zhang et al ( 2020 ) stated that informing the individuals accurately about the study in a detailed way and not changing the answers given to the questions in the qualitative research increase the validity of the study. In this context, in order to increase the validity of the study, the studies carried out in the process have been explained in detail.…”

Section: Methodsmentioning

confidence: 99%

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A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition

Kazu

Kuvvetli

2023

Educ Inf Technol

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This research aimed to explore the views of 8 th grade students on digital game-based English language learning as a foreign language (EFL). A total of 69 students between the ages of 12 and 14 participated in the study. Students' vocabulary acquisition skills were tested using a web 2.0 application called "Quizziz." The study utilized a triangulation method in which the results of a quasi-experiment and the metaphorical perceptions of the learners were obtained. The results of the tests were recorded at two-week intervals, and students’ reactions to the results were collected using a data collection tool. The study used a pre-test, post-test, and control group design. The experimental and control groups took a pre-test before the study began. The experimental group then practiced vocabulary using Quizziz, while the control group practiced vocabulary by memorizing it in their mother tongue. The post-test results showed significant differences between the control and experimental groups. In addition, content analysis was used to analyse the data, with metaphors being grouped and frequencies calculated. The students generally expressed positive views on digital game-based EFL, stating that it was highly successful and that in-game power-ups, competing with other students, and receiving rapid feedback improved their motivation.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition

Kazu

Kuvvetli

2023

Educ Inf Technol

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“…In terms of time and content dimensions, there was a significant rise from ten days to twenty days, after which the increase plateaued. This study also drew inspiration from sampling methodologies in mathematics textbook content analysis (Zhang et al, 2020), in which two types of sampling schemes were explored: random sampling similar to Kurz et al (2014) and systematic sampling. Within systematic designs, teachers are subjected to stratified sampling based on weekly, monthly, or quarterly strata.…”

Section: Within-teacher Sampling Schemesmentioning

confidence: 99%

“…Within systematic designs, teachers are subjected to stratified sampling based on weekly, monthly, or quarterly strata. As per Zhang et al (2020), sampling 1 day per week and coding the respective lessons provided adequately accurate depictions of a textbook's overall content.…”

Section: Within-teacher Sampling Schemesmentioning

confidence: 99%

What Mathematics Content Do Teachers Teach? Optimizing Measurement of Opportunities to Learn in the Classroom

Zhang,

Schmidt

2024

Educational Measurement

Self Cite

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Measuring opportunities to learn (OTL) is crucial for evaluating education quality and equity, but obtaining accurate and comprehensive OTL data at a large scale remains challenging. We attempt to address this issue by investigating measurement concerns in data collection and sampling. With the primary goal of estimating group‐level OTLs for large populations of classrooms and the secondary goal of estimating classroom‐level OTLs, we propose forming a teacher panel and using an online log‐type survey to collect content and time data on sampled days throughout the school year. We compared various sampling schemes in a simulation study with real daily log data from 66 fourth‐grade math teachers. The findings from this study indicate that sampling 1 day per week or 1 day every other week provided accurate group‐level estimates, while sampling 1 day per week yielded satisfactory classroom‐level estimates. The proposed approach aids in effectively monitoring large‐scale classroom OTL.

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“…They are less innovative in developing student worksheets (Leasa et al, 2016) so that analytical content related to science textbooks is needed to develop better science textbooks. Many have conducted a content analysis on science textbooks, such as textbook content analysis on the topic of scientific literacy (Ardianto & Pursitasari, 2017) (Zakiya et al, 2017), textbook content analysis on high order thinking skills (HOTS) (Pratama & Retnawati, 2018), content analysis on textbook related to nutrition (Grommet & Tkachenko, 2019), teacher's book content analysis (Güven, 2010), mathematics textbook content analysis (Vicente et al, 2020;Zhang et al, 2020), physics textbook analysis (Bancong & Song, 2018), content analysis on assignments in elementary science textbooks (Andersen, 2020), and many more. However, the content analysis of primary school science textbooks in Indonesia related to the low-carbon topic of the prior studies has not been analyzed.…”

Section: Introductionmentioning

confidence: 99%

How Low-Carbon Issues are Addressed in Primary School Textbooks

Hudha

Hamidah

Permanasari

et al. 2021

JPII

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This study aims to examine the existence of learning material related to educational issues regarding low-carbon levels. Through the content analysis, 26 primary school science textbooks from ten publishers in Indonesia were reviewed, focusing on the study covering the selection, presentation, provision of supporting materials, and low-carbon issues. The research method used is the qualitative content analysis process method with research steps: 1) Data collection; 2) Data analysis textbook; and 3) Ethical considerations. The results showed that sixty one point six percent of teachers said the book was under the curriculum's coverage. The sixty point six percent of the relevance of content to student experiences was appropriate, so is the fifty three point five percent of the relevance of examples and exercises with learning objectives and the material presented. It is also found that fifty five point six percent of various questions and discussions were adequate for testing students, the other fifty one point five percent had included supporting questions and exercises, and sixty point six percent of teachers said there was a teacher's guide. Then fifty point five percent, according to the teacher, students' awareness of low carbon is still relatively low, and forty six point six percent of the content coverage regarding low carbon is still considered sufficient by the teacher. This study concludes that there was too little coverage of low-carbon issues and a lack of additional material related to the low-carbon content in primary science textbooks. The topic of low carbon is still implicit in the environmental literacy found in textbooks. The follow-up that can be done is providing a low-carbon concept to science textbooks in primary schools so that our students and society will have low-carbon awareness and increased environmental literacy.

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Measuring Textbook Content Coverage: Efficient Content Analysis with Lesson Sampling

Cited by 5 publications

References 19 publications

A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition

A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition

What Mathematics Content Do Teachers Teach? Optimizing Measurement of Opportunities to Learn in the Classroom

How Low-Carbon Issues are Addressed in Primary School Textbooks

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