Reports on a study to identify the common features of technology partnerships between schools and businesses, universities, or other community groups. The methods partners used to measure success, the most problematic and the most successful features of the partnerships, and differences between technology partnerships and other kinds of…

Analysis of how 29 British history textbooks, published between 1961 and 1971, covered Britain's struggle to enter the European Economic Community (EEC) reveals that these texts display an Anglocentric bias and overemphasize the impact of Anglo-French hostility on the actions of Britain and the other members of the EEC. (IAH)

Examines the feminization of the sociological profession through a content analysis of leading sociology journals. Findings show that, although females are publishing more, they do so as junior co-authors with males, whereas males publish alone or with male authors. Females were underrepresented in six sample years studied by year and by journal.…

Examines ethnocentrism, focusing on the presentation of the USSR in English history textbooks. Four sections define ethnocentrism and the framework of analysis used, exemplify the framework, relate differences between the text and changes in the projected classroom context-of-use, and discuss theoretical and methodological problems raised by the…

This paper describes content analysis as a data analysis technique useful for examining written or verbal communication within early intervention. The article outlines the use of referential or thematic recording units derived from interview data, identifies procedural guidelines, and addresses issues of rigor and validity. (Author/JDD)

Discusses three major areas in which cognitive psychology and educational technology are affecting instructional design (ID) theory: (1) analysis of information, including content analysis and task analysis; (2) the means of evaluating learners; and (3) linking learning theory with specific instructional strategies through an integrated…

Examines seventh and eighth grade U.S. history textbooks (seven from the 1930s, seven from the 1950s, and seven from the 1980s) to determine changes in presentation of religious content over the decades. Limits investigation to the Colonial Era 1606-73. Concludes few significant differences appeared. (SLM)

A study examined the content of papers presented at the second, third, and fourth national conferences of the Association of College and Research Libraries (ACRL). Analyses of the papers presented at the first national conference revealed that one-third of them were research reports, whereas proceedings from subsequent meetings contained fewer…

Reports on a study of 38 social problems textbooks and their treatment of issues related to poverty. Points out that most of the books ignore poverty's historical background and the impact of the 1980s on poverty. Includes questions used for analyses and a list of the reviewed textbooks. (CFR)

Presents a content analysis of PUBYAC, an electronic discussion list for Children and Young Adult Services in Public Libraries. Information is provided on the different themes and topics that appear in the list, the lifespan and liveliness of specific discussions, percentage of active participants, and distribution of messages by participant. (AEF)

Responds critically to Ward Elliott and Robert Valenza's computerized stylometric analyses of Shakespeare plays and purported Shakespearean materials. Argues that the Elliott-Valenza tests are deeply flawed, both in their design and execution. Claims that inconvenient data were ignored, control samples not identified, and unwarranted assumptions…

Examines some of the hegemonic forces at work in the complex social dynamics of the traditionally feminized elementary school setting. Demonstrates how the dominant culture manipulates the character of Ramona, who, if not silenced or entirely subdued by the end of the series, is at least much more civilized according to the norms of the classroom.…

Outlines the need to train students to think critically about information sources. Describes steps students should take in evaluating information on the World Wide Web. Discusses evaluating the authority of the author; presentation of Web sites; and content, bias, and authenticity of information. (AEF)

Reports results of a content analysis of 61 narratives of classroom practice that appeared in "Language Arts," volumes 69-74 (1992-1997), as a way of illustrating that narratives that include the twists and turns of practice are more powerful and persuasive than narratives that report only success. (SR)

Discusses Web-based training for corporations and offers guidelines to help determine whether an organization is ready for this use of technology. Considers the organizational culture, size, characteristics of learners, content complexity, technical infrastructure, just-in-time or anytime training needs, and support available. (LRW)