Analyzes the content of chapters on education in 22 introductory sociology textbooks. Argues that the texts focus on the northern industrialized nations to the exclusion of developing nations' educational issues. Suggests that textbook coverage of northern influence, cultural factors, alternative developing nations' educational models, inadequate…

Analysis of how 29 British history textbooks, published between 1961 and 1971, covered Britain's struggle to enter the European Economic Community (EEC) reveals that these texts display an Anglocentric bias and overemphasize the impact of Anglo-French hostility on the actions of Britain and the other members of the EEC. (IAH)

Examines the negative implications of special interest group influence on the selection of textbook content for public school students. Suggests guidelines for altering the textbook adoption process to reduce the domination of public testimony by interest groups. Argues that limiting students to one view is not conducive to critical thinking and…

Review of gender messages in education foundation textbooks evaluated explicit content and implicit messages. Most of the texts covertly subscribed to the notion of a dichotomous nature of gender roles, proclaiming a cultural consensus on how educators should treat persons fitting the roles and disregarding action toward gender equity. (SM)

A study investigating the influence of textbooks on teaching strategies in 13 schools compared teaching strategies of 14 secondary teachers using University of Chicago School Mathematics Project secondary mathematics textbooks to those of 14 teachers using other textbooks. Results indicate that textbooks convey pedagogical messages and provide…

This article presents Moral Exclusion Theory as a way to systematize the study of complex issues in peace education and to challenge the thinking that supports oppressive social structures. The authors define its 2 key concepts: moral exclusion, the limited applicability of justice underlying destructive conflicts and difficult social problems;…

Fourteen education students from Southeast Asia evaluated seven unspecified tenth grade social studies texts from five Pennsylvania schools, and made comments on the accuracy of presentations of Southeast Asian culture, customs, history, and topography. (Author/SJL)

The literary merit of American History textbooks is explored with emphasis on inspiring and motivating students. Expert panelists reviewed books from fifth, eighth, and eleventh grades. They criticized the following elements: (1) size/weight; (2) prose style; (3) coverage; (4) group consciousness; and (5) format/graphics. (VM)

An analysis of 11 contemporary secondary U.S. history textbooks showed that the sentences per page devoted to the Black experience represents a substantial increase over more dated textbooks. Not only has the quantity improved, but the range of coverage suggests an improvement in quality as well. (RM)

Traces the decline in importance and scope of invention under the prevalent current-traditional approach to rhetoric. Suggests that as a result students are being taught a writing process and a set of assumptions about discourse that have nothing to do with either how writing gets done or with contemporary thinking about the relation of language…

An analysis of the way 10 high school economics textbooks treat the topics of other economic systems, labor, role of government, and environment showed that the texts present free enterprise principles to the exclusion of other ideas. Topics which, if included, would provide a more balanced overall treatment are discussed. (RM)

An evaluation of the illustrations in elementary and secondary education textbooks reveals that: (1) Males dominate occupations illustrated in contemporary health textbooks; and (2) females are generally portrayed as assistants (nurses, technicians, dental hygienists) to males in higher-level roles or in occupations with low levels of power,…

Evaluates how U.S.-Latin American relations are presented in high school U.S. history textbooks. An examination of 10 textbooks published between 1977-81 revealed inadequate coverage of Latin American cultural diversity and United States foreign policy from the Latin American perspective. (AM)

Describes a study of currently available introductory chemistry textbooks for nonchemistry majors. Investigators (one philosopher and one chemist) read books and noted instances of value judgments and content. Findings include uniformity in factual content, and an abundance of value judgments on social, political, and economic issues. (DS)

Examines conditions leading to student misinformation and alienation in the teaching of the American political system at the secondary school level. Describes textbooks as idealizing the system and presenting blatant propaganda, dreary descriptions, and sugar-coated politics. Outlines curriculum goals to provide students with a positive but…