The ultimate goal of this study is to enhance the cultural competence of the Syrian
students at both the school and university phases throughout the teaching of English. The
first part of this study provides what many researchers think about the ro
les of the textbook
and the teacher in strengthening the relationship between the learner and his/her own
culture and/or the other cultures including the target culture. In the second part of this
study, an analysis from a cultural perspective of the Syrian context is provided. This
analysis focuses on the English language textbooks used at the Syrian schools and at
Tishreen university. Then it moves to both the Syrian teachers and leaners. The last part of
this study gives some suggestions that could be helpful in strengthening the cultural
awareness in the Syrian educational system.
The study aimed to identify types of questions (Problems, Objective,
Short Answers), knowing at comprehension extent of questions to the
domains: the affective, psychomotor, and cognitive, and distribution
extent of cognitive questions on level of cognitive domain in a content of
Mathematics two textbooks, determinants for the Second Grad from basic
Education in Syria.
The purpose of this study was to evaluate the twelfth grade (science
stream) mathematics textbook from the teachers’ perspective in light of
(the economy of knowledge). The study also explored the effect of
gender and experience within the sample.
The sample consisted of 75
male and female teachers all of whom were randomly selected from
government schools in the five directorates in Amman during the
academic year of 2009/2010. In order to achieve the purpose of this
study, the researcher developed a questionnaire that was made up of 30
items which were distributed over 5 domains. The results revealed that 4
of these domains received high scores (high quality) in which the average
was over 3.7. However, the content domain received the lowest scores
(medium quality). In addition, the results showed that there were no
statistical differences in the sample with regard to gender. On the other
hand, there were statistical differences regarding the teachers’ experience
wherein the more experienced teachers gave a higher evaluation of the
textbook than the less experienced ones.
This study aims to investigate the work values embedded in the
Arabic language textbooks taught in the first and second cycles of basic
education in the Sultanate of Oman. The number of textbooks analyzed is
18. The study adopted a quantitative as well as a qualitative approach to
content analysis.
