History of William McGuffey's successful series of textbooks for children (first issued in 1836) highlights author's education and occupational background, perspicacity and aggressiveness of his publishers, and the fortuitous timing of series' appearance. Controversy over the first readers and lessons in the readers are noted. Thirty-four…

Using "begin" and "start" as examples, it is shown that English grammars (for German schools) are syntactically deficient in their description of verbs. Several typical grammar books are cited. Conclusions are drawn and proposals are made for constructing a new English grammar for German schools. (Text is in German.) (IFS/WGA)

The founder of the Zephyros Teacher-Parent Collaborative in San Francisco tells how to compile an original, creative textbook for children. (PG)

A description of mathematical curriculum development within Tanzania from 1961-1971. (MM)

Discusses the potential of NCTE for "influencing the direction of teacher education and the curriculum, for "making an ally of the textbook publisher, and for assisting children in acquiring a sense of personal identity; an address delivered at the NCTE annual convention (59th, Washington,D.C., November 27, 1969); article also appears, as…

Author reviews the commercialism of textbook publishers in the nineteenth century. (Editor)

Introduces an annotated bibliography of English-German contrastive studies which are directly or indirectly relevant to foreign language teaching, in an attempt to acquaint language teachers with available linguistic resources. Usefulness of the works to teachers being one of the main selection criteria, it omits highly abstract or theoretical…

Describes the steps in writing a textbook and this task's associated problems and rewards. (WB)

Briefly summarizes some recent advances in instructional science and indicates how this knowledge can be used to improve the instructional quality of textbooks and other instructional materials. Procedures for developing a textbook and for evaluating a textbook are provided. (Author/MER)

Discusses the results of a three-year instructional research and theory-construction project which identified six basic areas which influence the quality of instruction, specify aspects of quality in each area, and prescribe specific methods for teachers and textbook writers to use in increasing their instructional quality. (RAO)

Arguments are presented for the introduction of philosophy, especially metaphysics, epistomology, and logic, into English schools. French and American experiences with philosophy intruction are cited and some instructional materials suggested. (SJL)

Extends and partially replicates a study comparing a segment from a high school history text with revised versions by linguists, composition teachers, and "Time-Life" writers. Finds that revisions by composition teachers were most effective. Suggests that textbook writers revise texts based on comments made by readers as they read. (RS)

Fullerton responds to the 16 textbook authors about her article on textbook publication, stating that textbook quality will improve if publishers and academics collaborate as partners rather than squaring off as adversaries. Emphasizes the need for sociology instructors to do more in introductory courses to draw students into the excitement of the…

Reviews three composition/rhetoric readers who, in spite of their effort to broaden notions of textuality and culture, limit the role of the writing process to the more traditional interpretive goals of the English department. (TB)