Presents two opinions about whether to keep textbooks in the classroom. One states that textbooks are boring, simplistic, and error filled, and they teach children that reading is dull. The other suggests that textbooks are more powerful, more engaging, and better written than ever, filled with ideas for critical discussion. (SM)

Describes the nature and form of knowledge that should be in social studies textbooks. Argues that substantial knowledge can be used by academic reviewers and teachers as a framework for analysis of social studies texts and to encourage dialogue about the purpose and structure of social studies lessons. (BSR)

The controversies over textbook content common in the 1960s and 1970s have been resolved for the most part, but now a new debate over textbook quality is surfacing. The forces for change are led by instructional designers, advocates of educational rigor, and those urging preparation for tomorrow's technological world. (PGD)

A university professor describes his experiences with publishing companies and editors as he wrote the undergraduate U.S. history survey textbook "These United States." (RM)

Presents opposing views concerning the effects of the publishing industry on the English curriculum. (JL)

In his assessment of the current state of e-book technology, David Rothman illustrates the value of e-books for educators, accounts for why the technology has not been more widely embraced, and discusses new developments that suggest a better future for e-books. For educators, particularly distance educators, e-books hold great potential to…

The three papers included in this report address typography for graphic communication, typographic access structures for educational texts, and typography as macropunctuation. The first paper considers the consequences of an aesthetic bias in the literature of typography, and identifies two misleading assumptions about textbooks; i.e., that print…

This document is a position statement of the National Council of Teachers of Mathematics on instructional materials, including textbooks. First the point is made that the content, organization, and style of instructional materials are among the most important factors influencing outcomes of school mathematics programs. Then five standards are…

This article examines the topic of racism in textbooks by reviewing the content of a geography textbook popular in the United Kingdom and Australia. Concludes that the problem of racism in textbooks is pervasive and in violation of United Nations standards for antiracist instruction. (JDH)

Discusses the types of current confrontations regarding censorship in the schools and lists several reasons why issues involving censorship are occurring more frequently in recent years. (CHC)

Controversy has been generated by a right-wing group over the merit of various high school American history textbooks. The author argues that his textbook fits all ethical categories. (JN)

Describes what publishers can do to improve textbooks and teaching, and what teachers can do with inadequate textbooks to repair the "faulty" state of language education. Lists nine "knowns" about language education and explains how textbooks can exploit that knowledge within existing constraints. (RS)

Discusses the textbook protest movement, highlighting themes and materials that have come under attack. Examines how art education might be affected by the movement and presents eight guidelines, adapted from the work of Ken Donelson, as quoted by Edward B. Jenkinson, for the safe selection of course material. (GEA)

Presents a set of "neutral" language guidelines as a way of pointing out the problems of using language guidelines in the first place. (JL)

Describes suitable board procedures and policies needed to clearly define the criteria for reviewing materials with regards to censorship. (CHC)