Examines college (introductory level) biology textbooks commonly used since 1950. Reports trends in new textbooks including length, graphics and content. Makes projections of future trends. Identifies major issues facing colleges related to biology textbook users. (CW)

A survey found that secondary U.S. history textbooks provided the most coverage of propaganda and included the largest number of examples for student analysis. Very little coverage of propaganda was found in world geography and world history texts. A few government texts provided excellent coverage, but most gave the subject little attention. (RM)

Reviews results of a survey of reading/study skills texts for college developmental reading courses. Offers survey-based recommendations for selection of texts. (FL)

Suggests that real life can be depressing enough without subjecting teenagers to a steady diet of reading assignments whose content is largely negative. Laments that a search has turned up so few examples of "good" literature and asks for suggestions. (RBW)

A study followed up and elaborated upon the college textbook section of Glenn S. Pate's (1987) study of "The Holocaust in American Textbooks." After surveying elementary, high school, and some college textbooks to determine both the extent and the nature of their Holocaust coverage, Pate concluded that across the educational spectrum…

Describes a reading assessment technique (different from most reading level evaluations) involving identification of the concepts for study, categorizing the statements about the concept, and analysis both within and between texts. Analysis allows teacher to make judgments relating to convenient order of concepts, rate of development, and…

Georgia state history textbooks published from 1917 to 1982 were analyzed to determine how they interpreted the Reconstruction Era. A traditional interpretation, a pro-Southern viewpoint, was used in textbooks until the 1960s. Since then, the most widely adopted texts have taken a revisionist perspective--a more neutral point of view. (IS)

Censorship in school libraries and classroom reading materials is discussed. Views of influential groups and individuals on the reasons for censorship are outlined, and suggestions for preventing censorship battles in schools are given. (FG)

Pejorative terms, biased or incomplete maps and illustrations, outdated bibliographies, and narrow or missing coverage characterize the treatment of Native Americans in the latest editions of three leading textbooks used in college level American history survey courses. (SB)

Reviews 17 supplementary science texts for various grade levels on reptiles, birds, insects, marsupials, worms, and the animal kingdom in general. (SJL)

This column describes and evaluates almost 40 texts, instructional kits, and teacher resources on values, interpersonal relations, self-awareness, self-help skills, juvenile psychology, and youth suicide. Eight effective picture books for the primary grades and seven titles in values fiction for teens are also reviewed. (SJL)

Nine textbooks used in applied behavior analysis courses for future teachers of students with disabilities were examined to determine how concepts of positive behavioral support were treated. The study found that, although many of these concepts and practices were discussed in the texts, none promoted the approach as a holistic philosophy for…

Overviews the most recently published or revised version of North American second-year Italian textbooks. Notes that each of the six textbooks reviewed provides sound pedagogical materials designed to enhance instruction. (55 references) (CK)

Focuses on the content and presentation of instructional sequences on the American Revolution in four commercial fifth-grade social studies textbook series. Discusses problems with content, learning objectives, background, and explanation. (FMW)

Reports on a content analysis of four popular first-grade basal series, examining decoding and comprehension instruction in teachers' manuals, student texts, workbooks, and supplementary activity packages. Reports that none of the programs present a balanced approach to teaching decoding and comprehension with very comprehensible stories. (MM)