Refutes the claim that textbooks are responsible for educational difficulties. States that textbooks are a reflection of what teachers want. Provides a behind the scenes look at textbook production. Points out the problems created by the lack of a national curriculum and the textbook policies of state adoption committees. (RW)

This collection of materials is designed to assist Indiana educators, administrators, and communities with the textbook selection process. Criteria for making such selections is outlined in the following articles: (1) "Laws, Rules, and Guidelines for Teaching Social Studies in Indiana" (Victor A. Smith); (2) "Indiana's Recommended…

Described in these four contributions to a discussion group are options open to publishers and purchasers to improve textbooks and textbook selection. The first contribution (by Robert L. Brunelle) briefly introduces the discussion and stresses the urgency of creating higher standards for textbooks as part of overall educational reforms. The…

In this paper on the school textbook system in Japan, information is provided on the school textbook system during the post-war period. Topics discussed in this area include: (1) the establishment of the school textbook authorization system; (2) improvements to the school textbook system; (3) putting the free school (public school) textbook system…

To determine what procedures and criteria are being used in states with state-wide textbook adoption and to determine what similarities and differences might exist from state to state, state textbook administrators in such states were asked to respond to a 39-item questionnaire and to supply materials that explained their states' procedures and…

An examination of eight widely used college English handbooks published since 1974 reveals a range of sexist usage, indicating that authors and editors have not reached a general consensus on which practices they and student writers are to avoid as sexist. Sexism is still manifest in handbooks in such practices as the following: using sexually…

This report is the second part of a continuing effort to evaluate the economic content and related teaching strategies of new social studies textbook series used in the elementary grades. The following five textbook series are examined: (1) The World of Mankind (Follett); (2) The Ginn Social Science Series; (3) Our Family of Man (Harper and Row);…

Suggests that those who evaluate textbooks for adoption in schools use a framework such as the one included, which examines writing style, tone, analogies and illustrations, sentence and paragraph coherence, headings and subheadings, and location of charts, graphs, and figures. (JC)

Discusses the applicability of research into cognitive schemas, metacognition, instructional design, and learning strategies to textbook creation; the value of well-structured, coherent, and focused texts; readability formulas, narrative characteristics, science and social studies texts, glossaries, dictionaries, teachers' manuals, and practice…

Because of revisions made in the content of history textbooks, Japan has been accused of attempting to rewrite history as part of a larger conspiracy to brainwash students and to rearm the nation. Discussed are the legal authority of the national government to screen and approve textbooks and international reactions. (RM)

Lists 25 things that teachers should consider when evaluating the linguistic components of the texts they select and use for English grammar and writing instruction. (RL)

Discusses a study which investigated effects of the New Social Studies movement on social studies textbooks published in the 1970s. Topics discussed include characteristics of the New Social Studies, textbook analysis, and changes reflected in textbooks from 1950 to 1970. (Author/DB)

Discusses the debate over world history survey courses. Examines eight world history textbooks. Compares the treatment of the following topics: Hammurabi's Code, Buddhism, the fall of the Bastille, and the Korean War. Also reviews goals, use of maps, visuals, and skills involving analysis of primary and secondary sources. (RW)

The report is an evaluation of the economic content and teaching strategies of social studies textbooks that are used in grades one through six. The study, supported by the Sears-Roebuck Foundation, was part of a kindergarten through grade twelve assessment of the treatment of economics in social studies textual materials made under the direction…

This document addresses the complex issues surrounding the production, selection, and use of textbooks in the context of the current educational reform movement. The first section discusses the need for textbook reform, examining the problems associated with their content, presentation, and supplementary materials. The second section discusses the…