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…

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 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)

Reports on a study of "considerateness" of five fifth-grade social studies textbooks. Identifies four elements of considerateness: (1) readability level; (2) placement of relevant pictures or illustrations; (3) use of subtitles; and (4) use of words and phrases to connect ideas within and between sentences. (CFR)

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)

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…

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)

An analysis of the way 10 high school economics textbooks treat the topics of other economic systems, labor, role of government, and environment showed that the texts present free enterprise principles to the exclusion of other ideas. Topics which, if included, would provide a more balanced overall treatment are discussed. (RM)

Explores the presentation of slavery in U.S. history textbooks from 1900 to 1992 with respect to changing ideologies. Identifies five ideological patterns: (1) a neutral presentation; (2) justifying its existence; (3) a necessary evil; (4) Un-American; and (5) a reflection of Conservative values. (CMK)

Outlines problems associated with using mainstream research methods for evaluating the representation of marginalized cultural groups in social studies textbooks. Describes an alternative method and ethnographic format for assessing textbooks that uses evaluation criteria developed in cooperation with marginalized people. Includes extensive…

Discusses a study of the content of elementary social studies textbooks. Reports that geographic and economic concepts predominated in textbooks written for first through fourth graders although publishers differed over which concepts were most important. Concludes that the books offer little opportunity to review and expand upon concepts over…

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)

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)

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)

Reviews nine U.S. history textbooks, evaluating their analyses of the Spanish-American War, World Wars I and II, and the Cold War. Documents their failure to link U.S. foreign policy to economic interests. Criticizes the texts' lack of an historical framework. Concludes students are taught neither historical truth nor critical analysis skills. (CH)