Notes that boys continue to be portrayed in reading materials in activities stereotypically associated with males, such as sports, adventure, and leadership; suggests that reading materials are needed that show boys in nurturing and expressive roles as well. (MKM)

Provides a checklist to aid the elementary and secondary educator in selecting a social studies textbook or curriculum package. The three-page checklist considers the textbook's philosophy and objectives, instructional materials, teacher's manual, supplementary materials, and administrative concerns. (KC)

The premise that the "subjective" defense of literature is contributing to its demise and that responses to literature are finite and predictable to some degree is proposed. Based on this premise, criteria for selecting texts that give structure to teaching literature are presented. (HTH)

Notes the different approaches to teaching theory found in a survey of 84 journalism and mass communication instructors. Provides a list of reviews of the 55 texts and four articles most often cited in the survey. (RL)

Problems regarding the relationship between college stores and their college communities are addressed. Among the issues addressed are: profit v nonprofit philosophies imposed by the college administration; textbook pricing and markups; academic freedom and textbook selection; bookstore contacts with administrators, students, and faculty; and…

Discusses reading levels of books in the sciences, and explains the use of the Readability Graph. Also reported are reading levels of selected high school physics texts. (GA)

Assuming that ability to communicate is the main goal of foreign language teaching, the article examines a textbook dialogue for its authenticity. An improved version is printed beside the original, and justifications for the changes are given. (Text is in German.) (IFS/WGA)

Argues that the original Degrees of Reading Power (DRP) test scores indicated large mismatches between the average difficulty of the textbooks used in each grade and the average ability of students in that grade. Presents a rescaling procedure to provide new, valid DRP test scores and grade equivalent scores for selecting instructional materials.…

Argues for a continuing focus on writing across the curriculum. Explores one community college which encouraged writing across the curriculum through a cross-curricular committee, staff development, and a common book program. Concludes that a single writing teacher or department cannot promote writing as well as such a unified effort can. (SG)

Reports two surveys conducted in 1983 and 1986 to determine physical chemistry textbooks being used. The selection processes and results are discussed. Provides six tables showing the results. (YP)

A survey of 62 college and university faculty determined that 77 different textbooks are being used in courses designed for teachers of the gifted. For textbooks most frequently used, information is provided about the textbook content, course levels used for, and basis for selection. (Author/JDD)

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)

Integrates strategies and suggestions from professional books and articles to provide educators with an overview of components of the textbook selection process. Organizes the smorgasbord into three sections: the salad bar (initial screening), the main course (examination of textbooks), and the dessert bar (plans for implementation of the textbook…

Outlines the usefulness of a book club for elementary school teachers and reading supervisors on the topic of the teaching of reading. Discusses choosing topics for discussion, organizing the club, and forming a community of learners. Stresses the importance of reading across the curriculum. Argues that such a reading club can also assist teachers…

Professors have long assigned to their students works of which they were the author. The practice ranges from assigning commercially published textbooks they have written to having students buy a volume they have written and published or course packs made up of their own materials they have photocopied. Not only individual professors, but also…