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Andrés Chiappe

The world is fast becoming increasingly digital, networked, and mobile. The use of mobile devices is a growing educational trend and determines how knowledge is taught and used when teaching and learning. This article presents the results of a comparative analysis of web and mobile educational content, which focuses on instructional issues that affect learning in a mobile context—namely, length, density, complexity, purpose, and structure. It then demonstrates that mobile content is shorter, denser, and more complex than the content of other types of educational media, and it proposes a critical assessment of how such content should be designed.

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Verena Stürmer

The ban on almost all previously approved textbooks in occupied Germany in 1945 brought about a turning point in the history of reading primers in this country. This article examines the requirements that textbooks had to fulfill in order to be approved by the authorities of the various occupation zones. In spite of differing sociopolitical and pedagogical attitudes and conditions, reading primersin all occupied zones shared the theme of children’s play and harmonious everyday life. However, a comparative analysis of the primers reveals significant differences that cannot be explained exclusively as a consequence of influence exerted by occupying powers. Rather, these differences resulted from the context in which each primer appeared.

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Esilda Luku

Holocaust in the main text, the number of practical activities and/or projects related to the Holocaust was also considered. The qualitative aspect of the study involved a content analysis of representations of the Holocaust based on the narrative patterns

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Raymond Nkwenti Fru and Johan Wassermann

'Afrique indépendente: Histoire classes terminales (1991), which was written by three French historians. The study was undertaken using qualitative content analysis, which Jan Nieuwenhuis conceptualizes as a “systematic approach to qualitative data analysis that

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Militarization via Education

A 1945 Primer from Socialist Macedonia

Darko Leitner-Stojanov

This article examines the textual and visual content of the first postwar primer in socialist Yugoslav Macedonia in order to understand the messages that it contains relating to techniques of militarization. After outlining the historical context in which this primer was developed, with reference to teachers’ memories and archival sources, the article analyzes the role of teaching materials in connection with the experience of the Second World War and the politics of the new communist state. This content analysis identifies six militaristic messages and values communicated to the pupils, who are addressed as future soldiers.

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Nurturing Romanian Socialists

Reading Primers Before, During and After the Second World War

Simona Szakács-Behling and Mihai Stelian Rusu

Drawing on a sample of children’s reading primers published between 1938 and 1953 in Romania, this article explores ways in which both the monarchic and the communist regimes used primary education to fashion political subjects before, during, and after the Second World War. Theoretically grounded in a sociological approach and empirically grounded in textual and visual thematic content analysis, the findings reveal significant semantic shifts in understandings of the “nation” in relation to internal and external anchors, including religion, monarchy, and work, but they also indicate important continuities relating to an ethos of political submission (toward God and king, or the party and the Soviet Union) and patriotic solidarity (with the Romanian Orthodox nation or the workers’ proletarian nation).

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Between the Old and the New World in Poland

Marian Falski’s <em>Elementarz</em>

Joanna Wojdon

Marian Falski’s “Reading Primer” (Elementarz) was the first textbook to be published in Warsaw in 1945 by the newly established State School Publishing House (Państwowe Zakłady Wydawnictw Szkolnych). It was officially approved by the Ministry of Education and by the Censorship Office, but nevertheless had an interim character, unlike other editions published before, during and after the war, both in Poland and abroad. The core of the book was reprinted from the prewar edition. However, in his depictions of war trauma and postwar circumstances the author was apparently trying to comply with the propaganda model developed during the Stalinist period. These findings are empirically grounded in a content analysis of the primers following archival research conducted in the files of the Ministry of Education and the Censorship Office, both of which are housed in the Modern Records Archive (Archiwum Akt Nowych) in Warsaw.

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Marc Kropman, Carla van Boxtel, and Jannet van Drie

narratives of the Dutch Revolt? Method In order to answer these questions, we conducted a content analysis of two Dutch history textbooks used in upper levels of the Higher General Continued Education ( Hoger Algemeen Voortgezet Onderwijs , HAVO), the

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Haifaa Majadly and Aharon Geva-Kleinberger

2011). 19 Ole R. Holsti, Content Analysis for the Social Sciences and Humanities (Reading: Addison Wesley, 1969). 20 Robert Weber, Basic Content Analysis (Beverly Hills: Sage, 1990). 21 Muḥammad Mīʿārī, ed., Manāhij al-Taʿlīm al-ʿArabī fī

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Z. Hidayat and Debra Hidayat

Content analysis of documents was carried out via a detailed and systematic examination and interpretation of coding in order to identify patterns, themes, assumptions, and meanings 62 based on the research objectives. 63 Samples were taken from 285