Describes an evaluation process for choosing high school journalism textbooks involving three stages: (1) identifying needs; (2) text ratings; and (3) actual book selection. (SRT)

Describes how the nursing faculty at Shoreline Community College developed a process to make textbook selection both more satisfactory and appropriate for the program, and less complicated and time-consuming for educators. Examines important factors, the review form, form content, guidelines, and the review procedure. (CT)

Outlines how the Language Arts Curriculum was evaluated for scope and sequence within the Winnsboro Independent School District (Texas). (MD)

Three recent studies reveal that textbooks are ignoring the importance of religion and religious freedom in US history. The studies do not agree on what aspects of the topic should be included in classroom texts. (MD)

Intended to help college level history teachers choose the texts most appropriate to their teaching methods and student bodies, this article critiques Western and world civilization textbooks. (RM)

Textbook publishers are under attack for producing books that are superficial in content and oversimplified or confusing in language. They respond that their products are the inevitable result of applying the many textbook selection formulas to book production. Efforts by educators to improve textbooks are currently being organized. (PGD)

Criticizes the organization, emphases, scope, and intellectual challenges of basal social studies textbooks widely used in elementary schools. Includes recommendations for improving such textbooks and social studies curricula. (MCG)

Elementary and secondary social studies teachers are first asked to rate their classroom textbooks concerning readability, interest level, quality and quantity of illustrations, clarity, and organization. Techniques that they can use to enrich each of these areas are then presented. (RM)

Labor economics textbooks for use with college students were surveyed. Information concerning intended audience, content, and teaching aids is provided for each text. Criteria used in evaluating the texts is provided. (RM)

Two evaluation approaches were used to assess the impact of a continuing medical education manual that was distributed by mail. Implications for development of materials and for information dissemination strategies in continuing medical education are discussed. (Author/CT)

Textbook authors, presenting aggregate demand-aggregate supply (AD-AS), are admonished to set their houses in order. The traditional Keynesian cross model should continue to be used as a pedagogical device. A version superior to the AD-AS models found in many texts is presented. (Author/RM)

Reviews nine speech communication textbooks specifically written for high school students. Comments on the state-of-the-art of contemporary high school textbooks in speech communication. (PD)

A content analysis of college-level introductory and social psychology textbooks showed that many texts do not discuss ethics at all and, if they do, it is usually in one or two pages. Things that classroom teachers can do to fill this important gap are discussed. (RM)

A content analysis of textbook adoption statutes of 22 states was undertaken to gain insight into the reasons behind state textbook adoption. Findings indicate the intent of state-level textbook adoption may be to control marketing practices of the publishing industry. (DF)

Undergraduate students enrolled in a Principles of Psychology II course were asked to rate selections from introductory psychology texts for reading ease. These student ratings were then compared with the ratings obtained using the Flesch readability formula. Student ratings did not agree very well with the Flesch scores. (RM)