Describes reasons for radically reducing topics usually included in freshman chemistry courses, and stresses historical, philosophical, and sociological aspects in the course presentation. (CC)

Discusses requirements for extrinsic and intrinsic individualization of text and exercise construction in foreign languages. (RS)

A report on the development and use of a course developed by the Center for Research in College Instruction of Science and Mathematics (CRICISAM) at Florida State University. (MM)

The 16 US history textbooks reviewed failed to incorporate economists' research on the causes of the Great Depression and consistently presented information that the economics profession has rejected. Strategies that social studies educators might adopt to improve the quality of economic analysis in textbooks is suggested. (Author/RM)

An examination of texts, experience, and learning theories supports the use of two different kinds of exercises in language instruction. Those giving practice in language manipulation help in acquisition, and those helping students with understanding develop an awareness that is used later to aid learning. (MSE)

A university professor describes his experiences with publishing companies and editors as he wrote the undergraduate U.S. history survey textbook "These United States." (RM)

Argues that there is a sequence of decision making from curriculum goals to text function to text form, but that only enlightened educators follow it. Proposes additional research into the nature of the reader-text interaction. (MKM)

The issue of readability vs academic standards in college textbooks is addressed. Problems in balancing both needs and other problems involving textbooks and the publishing industry, including textbook resales and routine revisions of texts, are discussed. (JMD)

Examines shortcomings of the predominant elementary social studies curriculum approach, expanding environments. Analyzes a fourth-grade text to illustrate the ways that materials reinforce this approach. Suggests that freeing the curriculum from the developmental theory of expanding environments would foster a variety of organizational patterns…

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)

A description is given of the process of developing a casebook prototype that combined vignettes, collected from 22 mentor teachers, by experienced teachers with theoretical knowledge. Use of cases in inservice teacher education and other areas of educator education are discussed. A sample case is included. (IAH)