To prepare their students to navigate online information about current issues, teachers must be able to critically read a range of diverse and complex data visualizations. This study presents findings from task-based interviews with 25 social studies teachers on their instructional beliefs about the use of diverse data visualization types. In the…

It is reasonable to be concerned about ideological bias in economics textbooks because of political pressures in the United States to present a positive evaluation of free enterprise. However, an examination of texts does not show the bias that Bruce Romanish claims to have found. (IS)

Using the U.S. experience in Vietnam, this article argues that the U.S. world view is a product of the U.S. educational system. Specifically the article addresses three questions: (1) how the social studies curriculum is organized; (2) how textbooks are written; and (3) how instruction is shaped by these forces. (Author/BSR)

A content analysis of 22 secondary economics textbooks revealed the textbooks to be less sex-biased than the books examined in earlier studies. However, women are still underrepresented in most of the textbooks, and little attention is given to economic realities which women face. (Author/RM)

Thirty-seven social studies methods texts were examined to see how concept instruction was covered. Seven provided no guidance for instruction in social science concepts, and most did not provide sufficient information and guidelines, despite the considerable body of knowledge that stresses the importance of this area. (IS)

Two criteria for social studies programs are presented: (1) deal directly with the concept of justice, and (2) provide for the direct practice of citizenship. Four texts are examined for meeting the criteria. Finally, a hypothetical grades 1-12 program is described that meets the criteria. (ND)

The selection of textbooks used in content analysis to determine values taught to students is important. Only widely used texts must be analyzed. The samples of U.S. history texts used by Fitzgerald (1979) and Barth and Shermis (1980) in their studies were not representative of textbooks used in schools. (RM)

Debates points raised by S. G. Grant and Kathryn Tzetzo in their critique of the authors'"Handbook on Teaching Social Education," particularly claims that the book gives mixed messages to teachers regarding content, teaching methods, and the definition of issues-centered education, and that it leaves related questions unanswered. (DSK)

One-hundred and twenty-six of New York City's most frequently used elementary social studies and basal reader textbooks were evaluated to determine their treatment of black Americans in the 1950's and today. (Author)

Describes the nature and form of knowledge that should be in social studies textbooks. Argues that substantial knowledge can be used by academic reviewers and teachers as a framework for analysis of social studies texts and to encourage dialogue about the purpose and structure of social studies lessons. (BSR)

The 16 US history textbooks reviewed failed to incorporate economists' research on the causes of the Great Depression and consistently presented information that the economics profession has rejected. Strategies that social studies educators might adopt to improve the quality of economic analysis in textbooks is suggested. (Author/RM)

The author examines elementary, secondary, and college level social studies textbooks, to see how they treat the presidency and presents a brief review of findings of student images of the presidency immediately before Watergate and one year later. He discusses four basic conceptual ways for teachers and curricula developers to reconsider the…

Provides eight concepts, with illustrative questions for interpreting the authorship of texts, that are borrowed from cultural studies literature: (1) representation; (2) the gaze; (3) voice; (4) intertextuality; (5) absence; (6) authority; (7) mediation; and (8) reflexivity. States that examples were taken from British Columbia's (Canada) social…

Relates questions that the authors' asked when reviewing Ronald Evans and David Saxe's "Handbook on Teaching Social Education." Extends points from the original review: (1) the "Handbook" sends mixed messages about the nature of issues-centered teaching; and (2) it leaves unanswered questions concerning the relationship between…

The article examines the history, philosophy, and rationale of Rugg's social studies series and discusses accusations that the series is subversive and un-American. An analysis of two textbooks and a brief summarization of the controversy are included. (JK)