Several years ago I had to select a new textbook for my calculus-based introductory physics class. I subscribe to Just-in-Time Teaching methods,1 which require students to read the book before the material is covered in class. Thus, the readability of the text by the students is critical. However, I did not feel that I was the best judge of this…

Six physics teachers describe their experiences in selecting physics textbooks. Issues addressed include fitting text to students, involving more people in the selection process, need for periodic text changes, text change resulting from physics curriculum study, making text fill student needs, and problems faced when asking for a new text. (JN)

Presents a summary review of 36 introductory college level astronomy textbooks for nonscience majors. References to more detailed reviews published elsewhere are provided where they exist. (SL)

Discusses reading levels of books in the sciences, and explains the use of the Readability Graph. Also reported are reading levels of selected high school physics texts. (GA)

Discusses criteria for writing, designing, and selecting a physics text including topics covered, target students, diverse problems, and focused content. (YP)

Reports the results of a national survey on teaching introductory physics at the college level. Lists the names of the most frequently used textbooks, reasons for changing textbooks used earlier, information regarding laboratory manuals, and instructor's comments on this type of course. (YP)