One of the collaborators on the Mannheim Rating (of teaching texts for German as a foreign language) answers criticisms (in particular, the assertion that the ratings are based on purely theoretical considerations) and criticism of the evaluation criteria. It is hoped that a new version will profit from the criticisms. (IFS/WGA)

Textbook evaluation guidelines are presented for the selection of health texts for use in elementary-secondary school classes. (MJB)

Describes the use of the Cloze Test measuring the difficulty of textbooks. After testing six English textbooks, a ranking for difficulty is given, the progression of difficulty within the text is described, and the relation between basic and supplementary texts is discussed. (Text is in German.) (IFS/WGA)

Reviews books on practical physics available through English publishers. Each review includes author, title, publisher, number of pages, and cost. (SL)

Discusses available options for teachers and parents who are concerned with the sexist aspects of their children's reading materials. (JM)

This paper attempts to clarify the concept of textbook science, discusses the methodology used to identify it, and illustrates some of its aspects. Further research is suggested on the validity of the science represented in textbooks with regard to recent advances in disciplines, including the history and epistemology of science. (Author/LMO)

Presents the results of a survey of 11 high school world history textbooks published between 1983 and 1985. The analysis showed that the texts generally ignored human biological origins and provided an extremely unequal treatment of the world's cultural regions. Includes recommendations for teachers who seek to overcome such weaknesses. (JDH)

Discusses current research about the teaching of Italian as a foreign language. A form designed for the evaluation of textbooks for Italian as a foreign language is presented, and eight textbooks for the teaching of Italian as a foreign language are evaluated according to this form. (CFM)

Responding to "Observations on the Use of Textbooks in the Teaching of Principles of Economics," Dolan agrees with Boskin's appraisal of textbooks. Explains why texts share common faults and proposes possible means of alleviating them. Examines five constraints on textbook writers, stating that by changing them, authors can change their…

Responding to Stiglitz's article "On the Market for Principles of Economics Textbooks: Innovation and Product Differentiation," Schiller disputes the claim that there is growing dissatisfaction with textbooks, stating that the central issue in the debate is "how best to teach economic principles." Discusses the importance of…

Evaluates four textbooks recommended by junior high and high school teachers for teaching writing and literature: "Enjoying Literature" (published by Macmillan, 1985); "Exposition: Critical Writing and Thinking" (Robert J. Gula); "Situational Writing" (Gene Krupa); and "Double Exposure: Composing through Writing…

Reviews literature, published between 1930 and 1985, concerning the general content of social studies textbooks for grades 1-4. Notes that scholars, legislators, publishers, and authors have tended to criticize different aspects of these textbooks but that surprisingly few reviewers have criticized their trivial content. (GEA)

Contends that if textbooks are to be improved it is essential that teachers, administrators, and textbook selectors become more demanding and discriminating consumers. Examines various textbook components that need improvement such as: (1) photographs; (2) basic skills exercises; (3) worksheets; and (4) content. (BSR)

Discusses content, perspective, and level of analysis of nine recent books suitable for use in an undergraduate course on the role of women in the labor market. Four books are judged more suitable as standard textbooks; the remaining five function better as collections of supplementary readings. (Author/DH)

Reports that variation in textbook prices is not correlated with textbook quality as judged by instructors and that university faculty are less price conscious when selecting textbooks than are community college faculty. States that, if faculty had greater access to price information, textbook prices would decrease. Makes recommendations for…