Infinite series are known to be challenging for Calculus II students, perhaps because they lack intellectual need for the content. In their analysis of Calculus textbooks found few instances of potential intellectual needs for infinite series. This study combines a textbook analysis with interviews of four professors and observations of their…

The textbook used for fifth grade elementary students in an elementary school in Kuningan, West Java claims to offer Higher Order Thinking Skill (HOTS) questions on the cover of the textbook and some questions have been labeled as HOTS questions. This research investigated the validity of this claim, analyzing the levels of cognitive domain of…

This book examines dominant discourses in multiculturalism and cultural identity globally. It critiques dominant discourses and debates pertaining to multiculturalism and cultural identity, set against the current backdrop of growing social stratification and unequal access to quality education. It addresses current discourses concerning…

This article responds to the Truth and Reconciliation Commission Canada's 2015 call for the education of Canadians about "residential schools, treaties, and Aboriginal peoples' historical and contemporary contributions to Canada." It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of…

Geography textbooks contain chapter or review questions that may engage students in spatial thinking. This research used Jo and Bednarz's (2009) "Taxonomy of Spatial Thinking" to evaluate the percentage of spatial thinking questions in four university-level world geography course textbooks. The results from this study were then…

Just because a school has adopted a social and emotional learning (SEL) program does not mean it will work. This book explores the conditions needed to implement, strengthen, and sustain effective SEL, and identifies paths that schools, districts, and states have taken to create those conditions. Major themes include equity of access to…

Institutions of higher learning are providing access to free and low-cost open resources to support students with prior college-level learning during every step of their educational journey. This unconventional approach to education removes traditional barriers to college credit by placing learners in an open environment, which encourages…

In 2009, the National Science Foundation funded the "Dynabook: A Digital Resource and Preservice Model for Developing TPCK" project through its Discovery Research K-12 program. Dynabook project leaders and the National Science Foundation (NSF) recognized that digital textbooks would soon be a primary instructional resource, and seized…

Technology plays a vital role in bridging the digital divide and fostering sustainability in educational development. This is evident through the successful use of social media in educational marketing campaigns and through the integration of massive open online courses to reorient learner interactions in higher education environments.…

Technological innovation is driving fundamental changes in all aspects of our lives. This is especially true of digital content, as our use of e-books, downloadable music, streaming television and movies, and online social networks has exploded. However, the explosive growth in our use of digital content seems so far to have eluded many of the 50…

Digital textbooks will soon be part of every classroom in the United States. This trend accompanies an imperative for schools to facilitate 21st century learning in which educators prepare students to learn and live productively in a global society where accurate and current information is a meaningful part of everyday learning. As technology and…

Textbook publishers are under attack for producing books that are superficial in content and oversimplified or confusing in language. They respond that their products are the inevitable result of applying the many textbook selection formulas to book production. Efforts by educators to improve textbooks are currently being organized. (PGD)

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)

This article introduces and discusses some aspects of the complex problem of textbook reform, and suggests what the future holds for textbooks. (DCS)

Compares a content analysis of 60 college introductory psychology textbooks published or revised between 1969 and 1975 with another analysis of 52 texts published or revised between 1980 and 1989. Finds recent texts more voluminous and more comprehensive, yet more readable than their predecessors. (CFR)