Information-based books are available in abundance and popular with students enrolled in the upper elementary and middle school grades. With a growing emphasis on science, technology, engineering, and mathematics (STEM), teachers are including informational texts in the classroom. Preteens are expected to think critically, read more complex texts,…

This article provided a general framework for reviewing mathematics textbooks, including a set of quality considerations organized around three key dimensions--Mathematics Content Emphasis, Instructional Focus, and Teacher Support. The quality considerations are intended to stimulate discussion of issues surrounding textbook selection. (Contains 4…

Briefly describes the process of textbook selection and offers some guidelines to help board members who may serve on selection committees. (IRT)

Presents a standard textbook adoption process orchestrated by a textbook selection committee. The committee conducts a needs survey, reviews materials, selects three series finalists, arranges for the publishers of the selected materials to make presentations to the faculty, visits schools using the materials, and makes a final choice. (Author/WD)

Outlines some procedures for the sensible selection of educational books, products, and other materials for the English classroom. (DD)

Gives a list of guidelines for reading specialists to use in evaluating content area textbooks. (MKM)

Discusses the development of an instrument to be used by elementary teachers in the evaluation of social studies textbooks. The instrument itself is included in the article. (RM)

Presents a point-counterpoint discussion focusing on four issues involved in the positive and negative values of using textbooks: (1) encyclopedic or comprehensive; (2) third-hand sources or efficient compilations; (3) expensive or cost effective; and (4) authors, known and unknown. Suggests that textbook adoption decisions should be based on the…

Encourages educators to carefully examine the textbook adoption process, especially the way in which adoption committees evaluate and select instructional materials. Reviews the available research literature on the textbook adoption process and includes recommendations for improving the process. Discusses guidelines for designing evaluation…

The article examines the historical/contemporary impact of textbooks on the curriculum and the relationship between controversy and textbooks. Specifically, current science and humanities textbooks have become involved in certain controversial issues. (Author/NQ)

Provides guidelines a board of education should follow before a censorship controversy arises. Also includes a brief list of organizations that can assist in the preparation of guidelines for the selection of textbooks and other curricular materials, and, in handling complaints. (Author/IRT)

Suggestions are made for each step in the process of selecting textbooks to support classroom instruction of hearing-impaired students. Steps include conducting a needs assessment, locating potential materials, defining roles of selection committee members, and developing evaluation criteria. An evaluation form and a timeline for the selection…

Presents 30 questions about values in reading that teachers can review when deciding which stories and readers ought to be used with children. The questions are divided into five categories: characters depicted; story philosophy of values; plot development; cultural, social and physical setting; and emotional intensity. (NEC)

This article is designed to help textbook selection committees and personnel make better choices of instructional materials. It outlines the types of information selectors will need about their own districts' curriculum and characteristics and presents a chart for design analysis of this data which can be used in textbook evaluation. (SJL)

Aims to conceptualize issues of text selection and censorship in different terms from those in which it has been constructed by Australian media. Asks how texts get used in classrooms and about the nature of classrooms as sites for negotiating issues of meaning and value. Argues for a culturally inclusive curriculum that is responsive to students'…