Proposes that textbook publishers and educators collaborate in producing high-quality curriculum materials. Some of the materials would be customized to deal with the students' own environment. Representatives of two large publishing firms disagree and contend that the problem is school boards' unwillingness to pay for quality products. (MLF)

Study was concerned with whether there is a practical difference between the reading ability of the eight, ninth, and tenth grade students and the readibility levels of their assigned textbooks in English, science and social studies. Findings show that most of the textbooks assigned were too difficult for effective instructional usage. (RB)

Warns teachers to be cautious in accepting the free and inexpensive instructional materials offered by business, utilities, and trade associations because these materials may contain subtle industry propaganda. Describes how industry promotes such materials and suggests guidelines for reviewing them and for counteracting biased presentations. (SJL)

Presents a three-phase process for selecting instructional materials: (1) screening materials; (2) matching screened materials to identified district characteristics and needs; and (3) decision-making. Part I of this three-part article appeared in "Curriculum Review," January 1981, pp9-14. (SJL)

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…

Suggests a framework of criteria against which a teacher may evaluate the appropriateness of prospective foreign language teaching materials for his class. (Text is in German.) (DH)

Intended for teacher educators in reading, this paper provides criteria for evaluating texts for reading methods courses. The first part of the paper discusses some considerations in choosing a text, including course format, how frequently the text will be used, and whether the text will be a supplemental, companion, or principal resource. The…

This publication is designed to assist elementary and secondary schools in strengthening instruction by identifying and eliminating sexual stereotyping in educational materials. The model illustrates some of the ways in which curriculum and instructional materials may be developing sex stereotyping, offers suggestions for avoiding or correcting…

This annotated bibliography provides elementary and junior high teachers with a list of up-to-date social studies textbook materials. The texts are arranged topically according to 95 social studies categories and include works published from 1962 through 1974. Each annotation includes the text title, source of publication, subject matter…

Effective procedures and techniques for using a textbook along with a philosophy of textbook use in k-12 schools are given in this second issue. The social studies textbook is described as a tool to be used in conjunction with other supplementary instructional materials, such as audio-visual materials, reference books, periodicals, and lectures.…

Publishers of textbooks are subject to pressure from public opinion and regional bias as well as criticism from teachers and boards of education. (JD)

Discusses procedures for selecting textbooks. Provided are guidelines for reviewing textbooks, analyzing content, and analyzing strategies. (SL)

This paper discusses the problem of textbook selection for Chinese instruction, and considers the role of Chinese language teachers and content of Chinese courses. Lists of supplementary materials for PRC and DeFrancis texts are appended. (CHK)

This article presents a checksheet for systematically evaluating foreign language textual materials. (CLK)