Method for evaluating and selecting textbooks for school use. It is necessary to match the characteristics of tests to desired learning outcomes. (STS)

Reviews data collected in a 1982 national survey of state social studies coordinators which shows the patterns of textbook adoptions in the area of high school geography for the 20 states that use statewide adoption. Concludes that throughout the 1970s and early 1980s Texas's impact on other states' geography selections was almost nonexistent.…

The fifth in a series of surveys of computer courses for humanists, this article provides information about past and present courses for those designing such a program. Presents statistics on the numbers of courses offered by departments, the texts used, the types of equipment available, and the programming languages taught. (GEA)

Provides 45 guidelines useful in selecting college-level textbooks. The guidelines are presented under five major categories: (1) course strategy and tactics; (2) point of view; (3) accuracy of content; (4) currency of content; and (5) packaging information. (JN)

Presents a procedure for curriculum change and textbook adoption using a step-by-step decision-making process. (MD)

Factors to be considered in selecting a text for a foreign language classroom are divided into five categories--student/text relationship, curriculum/text relationship, class size/text relationship, teacher/text relationship, and internal construction of the text--are discussed. (RM)

Describes an interdisciplinary course prepared at Indiana University, Bloomington, Indiana. (RS)

Discussion prepared by Detroit Public Schools Staff of social and educational inadequacies found in texts as well as a description of the method of study and its impact. A series of textbook evaluations is included. (NI)

Discussion of the current status of minority group treatment in textbooks, and a plea for more reliable textbook evaluation. Annotated reference list is included. (NI)

Psychology instructors must decide between a large number of possible texts. Students were systematically involved in this decision-making process, with encouraging results. In addition to providing input that could not be obtained from other sources, it gave students a sense of control over their own education. (CS)

Six physics teachers describe their experiences in selecting physics textbooks. Issues addressed include fitting text to students, involving more people in the selection process, need for periodic text changes, text change resulting from physics curriculum study, making text fill student needs, and problems faced when asking for a new text. (JN)

The article examines the historical/contemporary impact of textbooks on the curriculum and the relationship between controversy and textbooks. Specifically, current science and humanities textbooks have become involved in certain controversial issues. (Author/NQ)

This article outlines points to consider when reviewing textbooks and proposes a format to assist the educator in the selection process. The format includes establishing a philosophy and framework, forming a committee, including student representation, developing an outline, acquiring materials for review, and using an evaluation tool. (CT)

Discusses some of the ethical questions involved in a teacher/author requiring the purchase and use of his/her own textbook in the class. Suggests guidelines to protect the rights and obligations of students, authors, and administrators. (JMF)