Reviews the treatment of 15 different, often unrelated topics and eras, as found in the first volumes of 19 widely-used U.S. history survey textbooks. Topics reviewed include Jamestown, American slavery, the Constitution, and Fort Sumter. The review focuses on factual errors, questionable interpretations, boring prose, and the question of…

Reviews 16 successful, college-level anthropology textbooks, examining content, clarity, readability, audience level, scholarship, and focus. Advocates greater coverage of topics such as applied anthropology and suggests attention be given to alternatives to the standard cultural institutions of marriage, religion, etc. States that the scientific…

Our social worlds are visually saturated. A feature of post-modern society is its relentless traffic in images, often borrowed from diverse times and places, and patched together in ever changing ways. This traffic serves commercial purposes, shapes identities, and increasingly stands in for reality itself. As a newspaper columnist noted, "most of…

Traces the changes in international textbook research in recent years. Examines the role of social studies textbooks in integrating individuals into society. Reviews the historical origins of international textbook revision, and critiques the assumptions of international textbook research. Maintains that textbook research must define its…

Analyzes six U.S. civics and history textbooks used in grades seven through nine to determine what messages these texts convey to young people about the nature of civic life. Explores the results in three sections: (1) learning about the nature of democracy; (2) national identity and loyalty; and (3) diversity. (CMK)

Analyzes high school economics textbooks through an examination of the questions that textbooks traditionally address about economic production: What, how much, and how will something be produced, and who gets the product? Considers teachers' relationships to economic textbooks and courses. Concludes that textbooks should be more relevant to…

Explores whether the issue of computing technology is included in social studies methods textbooks and to what detail. Discusses how computer technology can be included in social studies instruction and particularly in methods courses. Includes a supplemental bibliography of related readings. (CMK)

Refutes the claim that textbooks are responsible for educational difficulties. States that textbooks are a reflection of what teachers want. Provides a behind the scenes look at textbook production. Points out the problems created by the lack of a national curriculum and the textbook policies of state adoption committees. (RW)

Addresses the status of technology in elementary social studies. Reviews research on technology and elementary social studies, explores various examples of practice, discusses how preservice social studies methods textbooks treat the issue of using technology, and identifies beliefs held by elementary social studies teachers. (CMK)

Presents a summary of research findings related to factors involved in effective economics instruction and student achievement. Finds that student academic ability and teachers training in economics are the two most important variables of students' economic knowledge. (CFR)