Presents 30 questions about values in reading that teachers can review when deciding which stories and readers ought to be used with children. The questions are divided into five categories: characters depicted; story philosophy of values; plot development; cultural, social and physical setting; and emotional intensity. (NEC)

Textbook makers, buyers, and users are all suffering from censorship by vocal minorities. (DD)

Examines the quality of basal readers and textbooks, discusses some of the forces affecting textbook quality and selection, and offers suggestions for coping with less-than-adequate reading materials. (FL)

The eight books examined in this study were the most recent editions of: Observing People and Places; Exploring Our Needs; At Home in Our Land; The Social Sciences: Concepts and Values; Communities and Social Needs; Learning About Communities: One Plus One; Investigating Man's World: Local Studies; and, Communities and their Needs. A group of six…

The objectives of this study were two-fold: (1) evaluating the conservation content in the elementary, intermediate, and secondary grade textbooks used in 13 western states, and (2) researching, recording, and reviewing the textbook selection procedures. Part I indicates that textbooks are selected either by a state agency or the local school…

Fourth and sixth graders were engaged in the process of textbook selection in an effort to increase the understanding of student experiences with materials that have a substantial influence on curriculum and instruction. Results indicate that children do not, as a group, share a comprehensive point of view about basal readers. (SH)

This annotated bibliography provides elementary and junior high teachers with a list of up-to-date social studies textbook materials. The texts are arranged topically according to 95 social studies categories and include works published from 1962 through 1974. Each annotation includes the text title, source of publication, subject matter…

It has been customary to simplify texts to increase their readability for young readers. Recent studies suggest that it is the predictability of texts that is the key to their readability and that simplification may actually create problems for the reader. (RBW)

A framework to be used in text selection is set out as a series of questions, divided into five broad groups. The author uses the framework to analyze four texts. (MK)

This comprehensive, annotated resource list is designed to assist in selecting resources authorized by the Alberta (Canada) Education Department for the elementary social studies classroom. Within each grade and topic, annotated entries for basic learning resources are listed, followed by support learning resources and authorized teaching…

This selection catalog includes broad classifications of the materials adopted for statewide use in California, and descriptions of their chief characteristics and approaches. It is not intended to be considered a substitute for careful examination of these materials, but can only help limit the number of materials school district personnel will…

The research reported in this paper identifies the "core curriculum" and "optional curriculum" suggested by widely used textbooks of elementary school mathematics and describes the influence of each on teacher autonomy in selecting the content of instruction. Preliminary analyses suggest that the "core curriculum" is generally consistent with…

A model of social studies textbook analysis and evaluation is developed in this paper and is applied to the analysis and evaluation of the content on Hawaii in selected elementary school social studies textbooks. Innovative methods of content analysis and evaluation of textbook presentations were developed and applied to the subject of Hawaii to…

Shows that a wide variety of textbook characteristics play a role in influencing teachers' selection process, and that some of these interact with teacher characteristics. (FL)

Presents findings from a systematic analysis of elementary-school science textbooks in terms of content domain, method of information presentation, types of questions, and considerateness. Found substantial differences between programs and suggests five further research questions. (YP)