Surveys children's information books. Finds that the language of the books is very diverse. Suggests that readers experience diversity of language from a very early age and that such books fall well short of any standard that is desirable of informative texts. (RS)

This resource guide is an annotated bibliography of books and other print sources relevant to the content specified in the Core Knowledge Sequences for grades 1 through 6, which are curricular guidelines published by the Core Knowledge Foundation. Entries are organized by subject area and grade level. Within each grade and subject area, entries…

Pressure is mounting in California to abolish state approval of school textbooks and grant full autonomy to local districts. (Author/MLF)

The first four books of the Economy spelling series, "Spelling Growth," are reviewed in this paper in terms of content and, to a lesser degree, method. The Economy series is teacher-directed and emphasizes discrimination and identification of sounds. These two skills are clearly useful for spelling, but it is claimed that the series…

A content analysis of 48 elementary school health textbooks was performed to identify and describe hearing health information and to assess its usefulness in preventing hearing loss. While containing roughly equal amounts of theoretical information, the texts lacked sufficient mobilizing information, that which allows readers to act on their…

The Educational Products Information Exchange (EPIE), a nonprofit national education materials review organization, analyzed 10 elementary social studies textbook series. Results, which are discussed in this article, show that elementary-level social studies textbooks are not good enough. Recommendations are made. (RM)

As much as 90 percent of classroom instructional time is structured by instructional materials, especially textbook. Research shows, however, that textbooks alone are not enough. Analyses of elementary grade social studies textbooks reveal that the breadth is too wide and the depth too shallow. Specific examples are provided. (RM)

Presents guidelines for use in examining the comprehensibility of a textbook, questions to ask about the book, and suggestions for using the guide questions. (FL)

Recognizing that textbook adoption procedures and evaluation criteria vary from state to state or district to district, the authors present some general guidelines on screening and evaluation that should prove helpful to any elementary textbook adoption committee. (Author/SJL)

Reviews 12 recent texts, supplements, kits and professional references for composition instruction at various grade levels from kindergarten to eighth grade. (SJL)

Reports a study to assess the professional productivity of the primary and secondary authors of the 10 available elementary science textbook series as 1 criterion in evaluating textbooks for adoption by school districts. Professional productivity based on presentations at professional meetings and articles published in professional journals was…

Analyzes the content of South African history text books from the primary level upwards and from the 1980s to the most recent publications. The considerable changes in the content of these books seem to be based on two different theoretical models: the multicultural model and the notion of the universality of humanity. (Contains 40 references.)…

This study examined the authorship and discourse types of Canadian basal anthologies to determine whether the lingering centrality of the basal anthology in Canadian programs controls students and teachers by controlling language and reading. Each selection within five Canadian basal series (Gage Expressways II, Ginn Journeys, Holt Impressions,…

It was hypothesized that elementary school science textbooks do not impart a clear image of the nature of science and the activities of scientists, that they do not consider the explorability of natural phenomena and answerability of science questions. Results of a survey indicate that elementary school texts do present an aberrated view of…

This study, undertaken in 1963, analyzed the references made to religion in elementary social studies textbooks. The report was intended to inform authors, publishers, and teachers and enable them to correct errors, supply omissions, and omit irrelevant material. The textbooks used in the study consisted of 120 elementary (grades 1-6) public…