Criticizes the organization, emphases, scope, and intellectual challenges of basal social studies textbooks widely used in elementary schools. Includes recommendations for improving such textbooks and social studies curricula. (MCG)

Described are two kinds of mathematical communications. Discusses how language is used to communicate mathematics, especially as it relates to the triangle formed by writer, text, and reader. (PK)

Maintains that a discussion of the Eurocurrency market is now a regular feature of most money and banking textbooks. Explains that the demand for Eurocurrency deposits stems, in part, from a transactions motive and recommends that this approach be added to textbook presentations on the subject. (CFR)

Examines the impact of the new California History Social Science Framework on the development of new textbooks. Provides an outline of this K-12 framework and discusses the question of whether the program will falter if textbook development is not adequate. (KO)

Presents information on textbook design and marketing practices, and their consequences for textbook content; recommends that selection committees firmly define the role of the textbook in curriculum, and adapt published materials to their school system's unique requirements. (MCG)

Reports on the scholarly content of four widely adopted introductory college sociology textbooks and the scholarly activity of their respective authors. Finds that, although all used a wide variety of source materials, there were substantial differences in source selection. (CFR)

Guided readers are written so students of English as a second language (ESL) can read them without supervision, and graded for different levels of reading competence. A superlative guided reader allows the student to read with such comfort and assurance that he will forget English is not his native language, be willing to guess, and become…

This booklet addresses the question of what is wrong with textbooks and then shows how textbooks can be improved through the selection process. A conceptual scheme is proposed as the basis of the selection process. Specific attributes and features to look for when selecting textbooks, based on this conceptual scheme, are discussed. Five categories…

How economics can be taught through a student-developed textbook is described. Having secondary students construct their own economics textbook can be an exciting process. During the initial six- or nine-week segment of a course, materials can be collected and organized to make a book that the class can study for the rest of the semester or year.…

Questions the continued misuse of Markovnikov's Rule in organic chemistry texts. Claims that the results of several studies that show the reaction to be more complex than it appears at first. Criticizes authors of new texts who have perpetrated the rule based on reading older texts. (TW)

Stating that the primary function of textbooks is to transmit quantity and quality of knowledge, Woodward argues that photographs and other design features should be relevant to the topic, extending learning beyond the written text. Presents recommendations for evaluating the instructional quality of textbook photographs. (GEA)

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)

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)

This project sought to improve the utility of science and social studies textbooks used by mainstreamed handicapped children, by considering the special needs of children who are sensorily or cognitively impaired. The project reviewed the literature, developed a text analysis tool to determine if textbooks contain effective teaching strategies,…

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)