Reviews books on practical physics available through English publishers. Each review includes author, title, publisher, number of pages, and cost. (SL)

Surveys children's information books. Finds that the language of the books is very diverse. Suggests that readers experience diversity of language from a very early age and that such books fall well short of any standard that is desirable of informative texts. (RS)

Surveys selected British schoolbooks for controversial racial and multicultural content (checklist provided at end of article). Notes customary procedure for textbook production and suggests ways to bring about changes. (JDH)

Provides British elementary and middle grade teachers with guidelines for teaching about minorities, as well as for judging and taking action on bias in school books. (Editor/SJL)

This survey of 11 recently published biology textbooks includes an analysis of content, certain general characteristics, readability, and use of questions. Differences between these and earlier textbooks are noted. The reading difficulty of the new books is found to be less than for those covered in a previous survey. (Author/JN)

Discusses the portrayal of scientists in commonly used school GCSE textbooks and addresses the issue of their suitability for teaching the ideas and evidence strand. (Contains 30 references.) (DDR)

Examines nine science textbooks intended for use in British lower secondary schools from an analytical approach and through an analysis of lesson-units. Finds that the authors were inclined to use practical activities as a vehicle for concept acquisition. Indicates also that science teachers have inadequate notions of a process-based approach. (KO)

Argues that much of the monetary theory in economics textbooks has not changed in accordance with the facts of monetary history. Contends that by neglecting institutional changes in the monetary system in the 50 years since the publication of Keynes' General Theory, many textbooks are now in danger of seriously misleading their readers. (GEA)

Analyzes the ways some school science textbooks for 14-16 year-olds were used in Great Britain to portray the topic of human sexuality. Examines 15 books that vary greatly in their approach to the topic. Contains 30 references. (DDR)

Presented is a detailed look at some published materials showing the widespread nature of the misuse of genetics terminology. Suggests that similar problems can be found in any genetics text. Concludes with a plan for urgent action and suggestions for improvement. (Author/CW)

This study investigated how 9 readers, aged 13-14 years, made sense of prose fiction, specifically short stories in the British school system. Subjects wrote down their impressions of selected texts in the text margins, followed by student-led individual or group discussions that were audio-recorded. Findings revealed Past-Oriented Predictions…

Examines secondary science textbooks for their interpretation of energy concepts. Discusses some of the confusion created by the use of the "forms of energy" approach. Advocates the use of "energy transfer" terminology. Critically examines examples of common text passages from British textbooks. (CW)

Presents a review of English textbooks developed for secondary learners of English as a Second Language. The survey was prepared by a group of seven Estonian teachers and a British English language teaching consultant. (Author/JL)

Reports on a content analysis of 14 textbooks on endocrinology. Using thyrotoxicosis as the content maker, the study indicated major differences between books with regard to the information provided and the number of words devoted to the subject. Suggests that medical teachers selecting textbooks be aware of such differences. (TW)