Expanded version of a paper presented at a regional meeting of the German Modern Language Association (Allgemeiner Deutscher Neuphilologen-Verband) on June 2, 1971 in Iserlohn, West Germany. (WB)

Study was concerned with whether there is a practical difference between the reading ability of the eight, ninth, and tenth grade students and the readibility levels of their assigned textbooks in English, science and social studies. Findings show that most of the textbooks assigned were too difficult for effective instructional usage. (RB)

A report on the development and use of a course developed by the Center for Research in College Instruction of Science and Mathematics (CRICISAM) at Florida State University. (MM)

"Education and Culture is a publication of the Council for Cultural Co-operation of the Council of Europe. The autumn 1969 issue is a special number devoted to modern languages. (DS)

Eight texts are reviewed. All focus on educational Problems, ranging from the narrower ones of urban education and career choice to broader concerns such as the social order and socialization. (DB)

Explores the relationship between a major reliance on textbooks, and the problem solving, inquiry oriented approach to social studies curriculum. (JB)

Discusses the results of several studies which evaluated how Africa was and is presented in elementary and secondary social studies textbooks. In the past five years, the coverage given to Africa has increased in quantity and quality. However, major new problems have arisen. (RM)

The 16 US history textbooks reviewed failed to incorporate economists' research on the causes of the Great Depression and consistently presented information that the economics profession has rejected. Strategies that social studies educators might adopt to improve the quality of economic analysis in textbooks is suggested. (Author/RM)

Social studies educators interested in estimating the comprehensibility of social studies textbooks should pay attention to concepts. The assumptions of previous learning, the development and presentation of concepts, and concept loading are discussed. (RM)

Social studies textbooks of the 1930's frequently accepted the changing times and the new world leadership without criticism. Textbooks downplayed the Depression, took an uncritical approach towards Roosevelt, and showed relative neutrality toward European totalitarianism. Political, social, and cultural reasons for these attitudes are explained.…

Forty-two experienced teachers rated a set of reading passages by the SEER and the Rauding procedures. Findings indicated that the two procedures resulted in significantly different ratings, that teaching experience did not affect the rating, and that the SEER ratings agreed substantially with readability formula estimates of the same passages.…