Shows that a wide variety of textbook characteristics play a role in influencing teachers' selection process, and that some of these interact with teacher characteristics. (FL)

An analysis of 12 secondary economics textbooks revealed that the economic issues of poverty, unemployment, and labor as they relate to Blacks and Hispanics are often ignored. Economics texts would be greatly improved if critical work led to the inclusion of even such rudimentary information as race-specific employment data. (RM)

Concludes that it is necessary to consider text frequency and standard frequency index and to discriminate technical words from technical support and nontechnical words to obtain a reliable indication of a science text's readability. (AEA)

This investigation attempts to determine if the congruity in textbook-test content varies as a function of different styles of textbook use. Across all standardized tests, instructional validity of the five styles of textbook use was far lower for the management-by-objectives model than for any other styles. (Author/PN)

Results indicated considerable difference in total number of running words among series; an increase in different words for grades two-three in each series; repetition of most words in each series between one and nine times; and no high degree of word overlap between series or grades in any given series. (Author/CM)

To provide a rationale for textbook evaluation, a study examined the major and minor topics covered in 20 selected college-level business communication textbooks, the readability level presented for each text, and the number of schools currently using the text. (HOD)

Examines the impact of nationalism on six leading secondary level U.S. world geography textbooks. Specific examples of nationalistic bias are cited. Particular emphasis is given to the parallel between changes in American foreign policy and the focus of textbooks published over several decades. (AM)

Concludes that there is a need for a broader-based compensatory reading program at the college freshman and sophomore levels. (FL)

Reports that introductory textbooks about special education used at the college level differ in readability and that the cloze procedure can be used as an objective measure to use in selecting these textbooks. (FL)

Presents a study on the process involved in the "Canadianization" of U.S. textbooks for the domestic market. Explores whether disciplinary values have been shaped by the United States in the field of communication. Focuses on the experience of developing the Canadian edition of the book "Public Speaking: Strategies for Success"…

Discusses the importance of U.S. First Ladies. Focuses on the roles these women have filled and the changes that have occurred, such as social hostess, presidential confidante, and co-campaigner. Presents the results from a content analysis of the coverage of the First Ladies in U.S. government and presidency textbooks. Lists references and books.…

Examines the foreign language learning needs of undergraduate and postgraduate learners of Russian, focusing on their need to develop reading skills and on the effectiveness of traditional instructional materials designed to foster the development of foreign language reading skills. Alternative strategies for integrating reading into the total…

Describes discussion practices recommended in 15 postprimary reading methods textbooks published before and after 1970. Focuses analysis on (1) function of textbook in discussion; (2) questioning-discussion relationship; and (3) teacher-student relationship in discussions. Finds that earlier authors granted texts more status as arbiters of ideas…

Analyzes six high school U. S. government textbooks. Discusses method of evaluation. Compares textbooks based on the following criteria: content, physical characteristics, understandability, and fairness. Concludes that all of the textbooks studied competently meet the aforementioned research criteria. (RW)

Presents findings from a systematic analysis of elementary-school science textbooks in terms of content domain, method of information presentation, types of questions, and considerateness. Found substantial differences between programs and suggests five further research questions. (YP)