Reviewed are: Research in Education by John W. Best, and Research Methods and Design for Education by J. H. McGrath, both written for graduate level courses. (DB)

The 21 books reviewed were published in 1968, 1969, or 1970; excluded are remedial texts," those on extremely narrow topics," and those on rhetoric alone." (Author/RD)

Maintains that while the dialects of English are . . . more similar in their abstract phonological systems than in their actual habits or pronunciation, there are systematic differences among them which must be recognized if the best possible spelling materials are to be developed." (Author/RD)

Examines and discusses the history manuals and textbooks used to teach history to children between the ages of 11 and 16 in the polytechnical schools of East Germany. Some general observations concerning East German educational practices are also included. (RM)

Readability formulas typically yield results stated as a number or grade equivalent. However, results of one formula may not be compared to another because formulas use different criteria to measure readability. A description of eight popular formulas illustrate this point. Suggests that other factors be considered when selecting reading…

Pictures in introductory college level psychology textbooks are remembered and retained at significant levels for substantial time periods. (AM)

Presents a rating scale that pinpoints linguistic areas where second-language learners have special difficulty. (AEA)

Validates the college-level designation of the Fry Graph using comparative validity data. (AEA)

Discusses factors that psychology professors should consider when selecting a textbook for introductory courses. These include readability, human interest level, comprehensiveness, and authoritative accuracy of the material. (RM)

Presents a case study of a controversy resulting from the state textbook review process used in New Mexico. As a result of citizen projects, educators were forced to improve evaluation procedures and to reexamine their attitudes toward public involvement in education. Suggestions for effective handling of textbook protests are included. (AM)

Many corporations and vested interest groups prepare free or inexpensive educational materials for the schools. The authors present guidelines teachers can use to screen such material for objectivity, accuracy, appropriateness, and feasibility. (SJL)