Abstract
The chapter explains the state of development of assessment methods for the quality of educational media within the general context of the current discourse about educational quality. Several theoretical approaches and the corresponding evaluation designs developed in recent years in different countries are presented and compared in order to outline common factors, methodological principles and directions. This demonstrates their primarily deductive nature, based upon their relationship to various academic disciplines, their foundation in textbook and media theories and their relationship to political, ethical or religious concepts, linguistic perspectives and methodologies and pragmatic and administrative needs. Finally, the chapter summarises benefits and new directions of textbook evaluation, focusing on its functional role regarding educational policy systems, cultural development, guiding pedagogical values and potential applications.
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Fey, CC., Matthes, E. (2018). Textbook Quality Criteria and Evaluation. In: Fuchs, E., Bock, A. (eds) The Palgrave Handbook of Textbook Studies. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-53142-1_11
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DOI: https://doi.org/10.1057/978-1-137-53142-1_11
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