Every year the purchase of unsuitable books for disadvantaged children wastes millions of dollars. The use of these unsuitable books results in extensive reading failure. In order to overcome this waste of money and human resources, book committees need to employ standards and methods of evaluation to identify books appropriate for disadvantaged…

A treatment group of ninth-grade students were instructed in selected science concepts with drawing-plus-text materials; the control group used text only. Results showed that the treatment group scored significantly higher on post-tests on the selected science concepts. (MLH)

The purposes of this study were to determine the social studies series adoption policies of midwestern school districts and to identify the most popular and successful series in use. Data were provided by elementary principals in 186 randomly selected school districts. Available from: Department of Social Science Education, University of Georgia,…

Describes the nature and form of knowledge that should be in social studies textbooks. Argues that substantial knowledge can be used by academic reviewers and teachers as a framework for analysis of social studies texts and to encourage dialogue about the purpose and structure of social studies lessons. (BSR)

The controversies over textbook content common in the 1960s and 1970s have been resolved for the most part, but now a new debate over textbook quality is surfacing. The forces for change are led by instructional designers, advocates of educational rigor, and those urging preparation for tomorrow's technological world. (PGD)

It is suggested that texts be published which suggest questions, problems and approaches to study, because education is in such a state of upheaval, re-evaluation, and discovery. (Author/JB)

Discusses requirements for extrinsic and intrinsic individualization of text and exercise construction in foreign languages. (RS)

A university professor describes his experiences with publishing companies and editors as he wrote the undergraduate U.S. history survey textbook "These United States." (RM)

Presents opposing views concerning the effects of the publishing industry on the English curriculum. (JL)

The author reviews some research on the ethnic content of United States history textbooks; examines published guidelines and checklists on ethnic balance in instructional materials; and considers the role of the curriculum director in local textbook review. (SJL)

In writing textbooks on Africa for university and postgraduate students and educational materials for elementary and secondary school students, authors should consider factors such as language, objectives, financing, publication control, and the relationship of the teacher to the textbook. (DB)

The issue of readability vs academic standards in college textbooks is addressed. Problems in balancing both needs and other problems involving textbooks and the publishing industry, including textbook resales and routine revisions of texts, are discussed. (JMD)

California's "History-Social Science Framework" adopted by the State Board of Education in 1987 is similar to the report by the National Commission on Social Studies in the Schools in emphasizing the central role of history in the social sciences. (MLF)