Examines Texas adoption process, described by author as having an inordinate impact on textbook market. Creationist opposition to evolution content in biological textbooks is well organized. Author presents 10 arguments made at hearing by creationists that he describes as a monument to scientific illiteracy. Asserts that creationists' confusion of…

Reports a review of 13 genetics textbooks published from 1975 to 1979. Six tables present summaries of the significant data about the books, specific topics covered in the texts, and the number of pages devoted to each of 15 general topics in each textbook evaluated. (CS)

Two books are reviewed which discuss conservative critics of textbooks, especially critics of the presentation of evolution in biology textbooks. The article tells who these textbook watchers are and describes their aversions and preferences. (BB)

Described is the Textbook Questioning Strategies Assessment Instrument and its utilization by teachers in the selection of a secondary level biology textbook. (SL)

Contains statements by five biologists and science educators to the California State Department of Education committee considering the adoption standards for science textbooks with regard to the clause requiring inclusion of creationist viewpoints of species origins. (AL)

Provides a framework for objectively selecting a biology textbook based upon credible recommendations from the professional literature. This framework especially draws from recent research findings in science, learning theory, and instruction. (Contains 25 references.) (PR)

Reprints a biology textbook review that the author asserts to be representative of a review for most biology textbooks. Critiques the role of biology textbooks in the biology curriculum. (MDH)

Discusses findings from a questionnaire survey of 622 biology teachers on: (1) how accurately they can judge readability of instructional materials; (2) what factors they consider when judging readability levels; and (3) if they considered differences in students' reading ability when selecting reading materials for them to use. (JN)

Describes the criteria used for textbook selection or rejection, how the criteria differ depending on the level of students, and how the criteria differ according to the instructor's training. Discusses results and implications for students, instructors, and publishers. (CW)