Divides 31 mass communication textbooks into introductory and issue-oriented texts that reflect an insider's view of mass media and stress socialization to the industry or theory texts that take a more academic and critical view of the role of communication in society. Defines mass communication. (NKA)

Examines the essential elements of comparative government and politics textbooks, describing the difficulties involved in trying to cover all topics. Reviews several introductory political science textbooks, concluding that universal texts are too broad, and therefore inadequate. Proposes several qualities that contribute to good textbooks and…

Reviews 16 successful, college-level anthropology textbooks, examining content, clarity, readability, audience level, scholarship, and focus. Advocates greater coverage of topics such as applied anthropology and suggests attention be given to alternatives to the standard cultural institutions of marriage, religion, etc. States that the scientific…

Evidence derived from college catalogues, textbooks, and national convention programs is used to explore the nature and history of acting instruction in America. Stanislavski's theories and practices are discussed with reference to their acceptance in the American scene. Supplementary tables included. (JD)

This study examined 16 high school economics textbooks commonly used in Michigan. The textbooks were graded for 12 criteria that form the basis for the sound study of economics: (1) the price system and production; (2) competition and monopoly; (3) comparative economic systems; (4) the distribution of income and poverty; (5) the role of…

An experiment to test the effect of textbooks in a one year economic principles course at Temple University (1968-1969) is partially reported. Using the Test of Understanding College Economics (TUCE) as the dependent variable, no significant difference was found between classes using a variety of textbooks. (DB)

The selection of textbooks used in content analysis to determine values taught to students is important. Only widely used texts must be analyzed. The samples of U.S. history texts used by Fitzgerald (1979) and Barth and Shermis (1980) in their studies were not representative of textbooks used in schools. (RM)

A study was undertaken to determine whether selected U.S. History textbooks portray females in a sexist fashion. The results indicate that authors need to be more conscious of the treatment accorded women, and there exists a need for accurate, balanced, and comprehensive descriptions of White and non-White females. (KC)

The results of two experiments in technical textbook design are discussed. It was concluded that college students are looking for an easy-to-read text with lots of examples. This style was found to improve students' comprehension substantially. (Author/GK)

Presents criteria to help teachers choose textbooks for English-as-a-Second-Language (ESL) composition students, based on how well each text teaches users to write argumentative essays (a form foreign to many ESL students). Evaluates 14 textbooks using these criteria. (SR)

Compares a "new" measure for assessing the level of abstraction of textual material with an old measure. Finds some similarity in their assessment of science texts, and finds that the earlier measure may be easier for the nonspecialist to use. Suggests a rule of thumb for practicing teachers. (SR)

A survey of 18 college textbooks published between 1980 and 1991 showed that there are significant shortcomings in how public administration is presented. Many authors rely on narrow perspectives and popular myths and fail to cite many of the field's leading contributors or consider the critical issues facing the public service profession.…

A study examined accommodations and adaptations for students with special needs in four teacher edition textbooks for the elementary and secondary grades. Results found that all mentioned special populations, and suggestions for students with various characteristics took the form of a page or two of general suggestions in the front matter. (CR)

There are concerns about the quality of religious education teaching in England and a national framework for religious education has been developed to give the subject a firmer basis. This basis comprises knowledge, skills and understanding that involves thinking about and with reasons. Teachers of young children cannot be experts in all subjects.…