Describes components of new elementary and secondary school textbook packages and reviews criteria for evaluating textbooks. Topics discussed include the development of teaching aids; curricular considerations; evaluating content-area textbooks; the whole language approach to instruction; and the role of librarians and media specialists in subject…

Reviews recent research addressing the problem of matching students' cognitive levels to science textbooks. Suggests that most texts are written above the level of the students for whom they are written. Promotes experiential learning at the middle level and concentration on "right thinking" rather than on "right answers." (CW)

Examines the Macmillan "Spelling" books in terms of the concept of "hyperrationalization": the imposing of unproven techniques and/or the setting of unrealistic expectations. Explicates the assumptions and beliefs implicit in the "Spelling" books and studies children's interests in the words and concepts in the…

Traces the changes in the visuals used in U.S. history textbooks since the 1900s, concentrating on contemporary texts. Provides questions educators can use in assessing the educational value of textbook visuals. Critiques current textbook visuals, and suggests ways that they enhance understanding of educational information. (RW)

Using content analysis, presents a study of 14 U.S. history textbooks. Analyzes textbook treatment of the Declaration of Independence, the atomic bomb, and the Holocaust. Examines nontextual materials. Finds errors of omission, boring writing styles, and a basic similarity between the textbooks. (RW)

Outlines the essential elements of a textbook. Analyzes geography textbooks in terms of their commitment to global interdependence, and treatment of a wide range of geographic concepts. Identifies components of a well-integrated textbook program. (RW)

Refutes the claim that textbooks are responsible for educational difficulties. States that textbooks are a reflection of what teachers want. Provides a behind the scenes look at textbook production. Points out the problems created by the lack of a national curriculum and the textbook policies of state adoption committees. (RW)

Provides step-by-step procedures for developing an index which uses the Gunning Fog technique to evaluate the level of reading difficulty of textbooks. Cites examples, illustrations, and several warnings in the discussion. (RT)

Describes a class project involving citation verification generated by a student's skepticism of the accuracy of a text. Emphasizes the importance of spontaneity and student interest in the success of such a project. Urges teachers to be alert for a spontaneous, student generated challenge to the credibility of texts in use. (DK)

Evaluates the first stage of "Lernpunkt Deutsch," a new three-stage German course designed for upper elementary and early secondary school. Describes the publisher's package of materials and the appropriateness of the course, utility of the different package elements, format of the materials, and assesses whether the course provides pedagogically…

This book examines the difficulty in the United States of educating students about civic ethos. While most educators agree about the importance of civic education, many disagree over how to go about that education. This study concentrates on the role textbooks play in the debate over civic education. It examines education's role in reflecting and…

This collection of materials is designed to assist Indiana educators, administrators, and communities with the textbook selection process. Criteria for making such selections is outlined in the following articles: (1) "Laws, Rules, and Guidelines for Teaching Social Studies in Indiana" (Victor A. Smith); (2) "Indiana's Recommended…

Students in a teaching methods course evaluated a recently published basal reader to see if it conformed to guidelines for the efficacy of such materials already established by the class. A story selection was read to identify (1) essential background information, (2) text features that might cause comprehension problems (subject matter for…

The origins of inquiry activities are discussed in this historical review and assessment of science textbooks. Approximately 80 texts (dated from 1822 to 1910) were analyzed specifically for inquiry teaching strategies. No significant patterns were detected, either by subject or time, which could support an identifiable birth of inquiry. After…

Researchers investigating study strategies have observed that the textbooks themselves often contribute to students' comprehension and learning difficulties. Teachers, by being aware of qualities of inconsiderate texts, can identify poorly written texts, can prepare students for difficulties in upcoming sections of the text, and can instruct…