Summarizes research for teaching writing to students with learning problems. Develops, from the literature review, a checklist of instructional features and uses of the checklist to examine two fifth-grade basal textbooks. Concludes by recommending modifications: add modeling to the instruction, make parts of the instruction more explicitly…

This guide is based on one published by the National Council of Teachers of Mathematics in 1980. The guidelines are presented in an effort to assist in the selection of textbooks. There are two major sections. The first, How to Get Started, has sections on: Reviewing Objectives; Assessing the Program; Selecting the Evaluation Committee; Developing…

Evaluates five basal reading series used in Australia according to the criteria set forth by R. Brimble in the preceding article. (HTH)

The author reviews some research on the ethnic content of United States history textbooks; examines published guidelines and checklists on ethnic balance in instructional materials; and considers the role of the curriculum director in local textbook review. (SJL)

Presents a three-phase process for selecting instructional materials: (1) screening materials; (2) matching screened materials to identified district characteristics and needs; and (3) decision-making. Part I of this three-part article appeared in "Curriculum Review," January 1981, pp9-14. (SJL)

In writing textbooks on Africa for university and postgraduate students and educational materials for elementary and secondary school students, authors should consider factors such as language, objectives, financing, publication control, and the relationship of the teacher to the textbook. (DB)

Gives insights from a writer's agent into the crucial importance of the first paragraph of a short story. Alerts the teacher that he or she almost certainly employs a similar procedure for assessing suitability of a story for classroom use. Admonishes teachers to begin at the beginning when guiding students through a work of fiction. (SG)

Examines 10 hardback college-level writing handbooks published in 1985 and 1986 by 9 major publishers. Finds that word processing has assumed a place in college writing but that authors and publishers have not found a substantial place for word processing in composition instruction. (RS)

An extensive basal evaluation form--written in a series of 73 questions, each requiring a short narrative response and many with specific references to notes in the appendices--is presented in this paper. The evaluation form is divided into two sections: general questions on teacher's guides and general questions on student books. The questions on…

Intended for teacher educators in reading, this paper provides criteria for evaluating texts for reading methods courses. The first part of the paper discusses some considerations in choosing a text, including course format, how frequently the text will be used, and whether the text will be a supplemental, companion, or principal resource. The…

Recent Tennessee and Alabama court decisions raise similar issues involving (1) fundamental rights protected by the First Amendment and (2) the process of public education. Outlines the effects these decisions have on teachers and in classrooms. The supporters would suppress critical thinking and imagination while opponents would promote critical…

A series of grids for the evaluation of study guides and instructional materials according to presentation and construction, supporting materials and documentation, linguistic content, notional/thematic content, and tests and evaluation methods is presented and discussed briefly. A list of references for specific aspects of materials evaluation is…

Mathematics textbooks should encourage students to understand--as well as to memorize--problem-solving processes, to think about the reasonableness of an answer, and to "see" mathematics through real-life applications. Eight questions are given which can help schools determine whether a textbook truly emphasizes problem-solving. (PP)

Hearing-impaired students need exposure to materials that present accurate and encouraging portrayals of people as unique individuals of equal worth and varied talents. Presented are a checklist for evaluating textbooks for fair representation of characters with disabilities and suggestions for compensating for gender, ethnic, and disability bias…

This paper discusses steps that high school foreign language teachers can take to select appropriate textbooks for their classes. Teachers should: (1) determine their department's philosophy; (2) look at their students' needs; (3) ask department members for suggestions; (4) review school district guidelines; (5) examine as many textbooks as…