Compares a content analysis of 60 college introductory psychology textbooks published or revised between 1969 and 1975 with another analysis of 52 texts published or revised between 1980 and 1989. Finds recent texts more voluminous and more comprehensive, yet more readable than their predecessors. (CFR)

Textbooks should be selected to meet the needs of students and teachers. Making "a deal" can, in the long run, lead to textbooks that are more expensive and of poorer quality. Five ways to improve textbook selection are suggested. Some publishers' comments are included. (MLF)

Maintains that philosophy has become an integral part of geography education at the university level. Considers the value of textbooks in teaching and learning about philosophy in geography. Reviews textbook treatment of the topic and provides a list of 25 textbooks that explore geographic philosophy. (CFR)

Focusing on the school district's written expectations for students, this document examines curriculum improvement in four sections, each accompanied by a list of related references. The first section explores the organizational and substantive planning needed to structure any curriculum improvement project effectively and includes information on…

Programs for California state-adopted social studies instructional materials are described to aid state school districts in matching instructional materials with curriculum goals and objectives. Information is provided in three sections. An annotated index gives pertinent information about each program, including title, year of copyright, and…

Examines the institutional power of Texas's state textbook selection committee. Studies the relationship between selection of educational content and social and professional interests. Finds that centralized adoption provides citizens and interest groups input, but that technical and pragmatic priorities tend to dominate selection decisions. (NL)