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|Title||An Analysis of the Incorporated Values in English for Palestine 12|
This descriptive analytic study aims at identifying the existed values in the content of English for Palestine- grade twelve textbook, as it was applied in the scholastic year 2006-2007 for grade twelve students in West Bank and Gaza Strip. The purpose for the study is to investigate the existence of the list of values in the content of the targeted textbook as they are very important for guiding and engaging learners into life to be active members in their societies. Based upon previous studies, literature review and international models, the researcher created a model for classifying values which suits Palestinian students and it also matches international models. She came out with eight main domains. They are theoretical, economic, aesthetic, social, political, religious, cultural and patriotic. In the content analysis, the researcher depended upon the eight domains of values. These involved surveying the textbook so as to analyze the activities that match the eight domains of the study. A panel of expert validated the eight domains of values. They examined the reliability by reanalyzing the textbook after 30 days and analyzing it by a twelve grade teachers. The findings showed variation in the frequencies of the eight domains and in each domain as well. Cultural values domain reached the highest score of 20.8%, 48 frequencies. The next score was the theoretical values that reached a score of 20%,46 frequencies. economic values domain was the third position with 17.8%,41 frequencies. The fourth was represented in the social values that reached 13.9%,32 frequencies. Aesthetic values was the fifth position with 10%, 23 frequencies. The sixth was patriotic values that reached 8.6%, 20 frequencies. The lowest score was religious and political with only 4.3%, 10 frequencies. The researcher recognized the distribution of the domains and their items among the content of the textbook. She indicated that there should be a balance in distributing the domains and the items among the activities and units. Balance does not mean equality, but distributing them according to criteria of a balanced scale that matches the importance and need of every value. The findings showed variety of topics distributed within the content of the units of the textbook. Variety indicated positive points in the content of the textbook. Recommendations were drawn to make balance in distributing the eight domains of values in the content of the textbook. Therefore, the researcher also recommended reviewing the existed material associated with the different models for classifying values. Workshops should be held in order to discuss strengths and weakness of the textbook to support strong points and develop weakness.
|Publisher||the islamic university|
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