A study was conducted to develop and apply an interpretative system for identifying and determining the personal values and value systems of characters in and narrators of literary texts as expressed through the words of those characters and narrators. (HOD)

Provides an evaluation of regional texts on Latin America by means of analyzing opinions of 45 Latin Americanist geographers. Findings are presented in three categories--highly rated texts, intermediately rated texts, and others. (DB)

Presents criteria which K-12 Canadian teachers should use to evaluate social studies materials. They should analyze curricula according to how the developers define the overall intent of the program, interpret history, indicate their images of man, employ kinds of knowledge, and typify key people and events. (RM)

Suggests recent trends in children's literature have been heavily influenced by the adult reader. (HOD)

Offers a worksheet for evaluating the readability of content area textbooks. (RL)

Discusses a study in which 50 introductory college-level sociology textbooks were examined to determine how the concept of power was treated. Findings indicated that power is generally presented as a macro-level phenomenon, with emphasis on institutionalized and legitimated forms of power. (Author/DB)

Analyzes information in social studies textbooks in the United States regarding the history of the USSR. Identifies major problems, including failure to take the work of Soviet scholars into account, political bias, oversimplification, distortion of the truth and failure to highlight achievements of Russian culture, science, and sociopolitical…

In order to obtain a publishing contract, an author must usually submit a prospectus of the text which includes a description of the proposed text, an annotated table of contents, and sample chapters. (JN)

Recognizing that textbook adoption procedures and evaluation criteria vary from state to state or district to district, the authors present some general guidelines on screening and evaluation that should prove helpful to any elementary textbook adoption committee. (Author/SJL)

Reviews 12 recent texts, supplements, kits and professional references for composition instruction at various grade levels from kindergarten to eighth grade. (SJL)

Notes that most textbooks used in teacher education classes fail to discuss adequately the issues of sex equity, sex bias, sex differences, and the social contributions of women. Offers a list of resources for providing sex equity in education. (RL)

Seven texts and multimedia kits for inservice training in mainstreaming are described and evaluated. (SJL)

Discusses the "static, insular" view of composition that is found in many composition textbooks. Notes how students might misconstrue arbitrary prescriptions in writing textbooks as rigid rules. Laments that textbook structures deemphasize the composing process. (RL)

Reports a review of 13 genetics textbooks published from 1975 to 1979. Six tables present summaries of the significant data about the books, specific topics covered in the texts, and the number of pages devoted to each of 15 general topics in each textbook evaluated. (CS)

Suggests sources which can guide schools in evaluating textbooks. (MKM)