Discusses a graduate course on teaching the Vietnam War in which 15 secondary teachers participated. Analyzes the shortcomings of textbooks, particularly in the coverage of the human aspects of the war. Notes methods used by some participants to increase student interest in the subject. (GEA)

Engages in a side-by-side comparison of the bestsellers among introductory public relations texts. Considers content, organizational method, use of supplementary materials, and authors' philosophy of public relations. Notes that the expanding choice of readings in the field mirrors the increasing interest in the study of public relations. (JD)

Describes concerns over the quality and use of workbooks, especially in elementary reading classes. Provides criteria for evaluating workbooks, focusing on: the relationship of workbook tasks to the rest of the program; content; task design; sufficient practice, review, and extra practice; instructional language; art; and combining fun with…

Basal reading, science, and social studies textbooks for elementary school students are too often stilted, boring, inaccurate, and/or confusing. If the children are to enjoy learning, textbook content and quality must be improved. (GC)

Reviews and discusses the three authors whose written works are most used in programs for the preparation of group counselors: Gerald Corey, George Gazda, and Irvin Yalom. (Author/BH)

Content of three recently published health textbooks was analyzed to show: (1) the methods of presentation, either factual, experiential, or direct; and (2) the incorporation of dietary goals from "Dietary Goals for the United States" (US Senate 1978). Results are discussed. (MT)

Ten college-level money and banking textbooks were arrayed along six continua representing professors' major preferences when choosing a text. The continua topics are theoretical approach, complexity of presentation, theory/institution mix, nuts and bolts explanations, organizational approach, and writing style. (RM)

Of the 36 texts examined, only two did not deal with values education in any significant way. The remaining 34 provided inadequate coverage. Almost all of the texts failed to discuss criticisms of the various approaches used to teach values and issues related to the imposition of values. (RM)

Watson and Rayner's study of Little Albert and conditioned emotional reactions is unquestionably a classic in psychology. Observations are made on what authors of 27 college textbooks in abnormal psychology have to say or not to say about Little Albert. (RM)

Metadiscourse is the author's intrusion into the discourse, either explicitly or nonexplicitly, to direct rather than inform the readers. Nine social studies texts written for students in grades 5-12 and nine for adults no longer in school were evaluated to determine if they contain informational and attitudinal subtypes of metadiscourse. (RM)

The test files for 30 introductory psychology textbooks were searched for psychometric information and none was found. It is argued that publishers should include that information and suggestions are made for how and exactly what information to incorporate into test files. (ND)

This document reviews a dozen history textbooks. The following American History textbooks are reviewed: (1) Joyce Appleby, Alan Brinkley, and James M. McPherson, The American Journey: Building a Nation (Glencoe, 2003), and Joyce Appleby, Alan Brinkley, Albert S. Broussard, James M. McPherson, and Donald A. Ritchie, The American Republic Since 1877…

This paper compared the Math ISTEP scores of third graders before the implementation of the Saxon Math program to the math ISTEP scores of the same group of students in sixth grade after implementation. Ex post factor research was used to compare data from the comparison year to the treatment year. Data collected was in the form of ISTEP math…

While conclusive evidence of improvement of current elementary social studies textbooks does not exist at this moment, there is evidence of reform in the content, if not the readability of texts, used by disadvantaged students. (DM)

The abysmally low representation of women writers in standard freshman textbooks (7-8 percent) scarcely does justice to the literary achievements of women. (Author/NL)