The author reviews the content; methods of instruction, and philosophy of selected eighteenth and nineteenth century social studies textbooks. Short biographical sketches of well known authors are also included. (DE)

The Mannheim Rating (of teaching texts for German as a foreign language) is criticized from the standpoint of choice of texts considered and for vagueness of criteria. Several of the texts rated "good" are considered from the standpoint of criteria proposed by the writer. (IFS/WGA)

Criticizes the goals stated in the Mannheim Rating (of teaching texts for German as a foreign language) as being vaguely defined, and the criteria as being faultily formulated. Not considered are: text science, learning psychology, and psychology of motivation. Actual classroom teaching experience is insufficiently considered. (IFS/WGA)

Criticizes the Mannheim Ratings (of teaching texts for German as a foreign language) for judging texts for their intrinsic excellence alone, omitting considerations of acceptability to teachers and students. There is no clear statement of teaching goals. However, the ratings are considered valuable for the questions and problems they discuss.…

One of the collaborators on the Mannheim Rating (of teaching texts for German as a foreign language) answers criticisms (in particular, the assertion that the ratings are based on purely theoretical considerations) and criticism of the evaluation criteria. It is hoped that a new version will profit from the criticisms. (IFS/WGA)

Argues that social studies "has miserably failed to create the tolerant, thoughtfully critical and socially conscious pupils we all hoped for". (Editor)

Describes the use of the Cloze Test measuring the difficulty of textbooks. After testing six English textbooks, a ranking for difficulty is given, the progression of difficulty within the text is described, and the relation between basic and supplementary texts is discussed. (Text is in German.) (IFS/WGA)

Discusses available options for teachers and parents who are concerned with the sexist aspects of their children's reading materials. (JM)

Presents a classroom exercise which takes the form of a "court of inquiry" putting a geography textbook "on trial" regarding its treatment of apartheid in South Africa. Includes a diagram on how to set up the classroom and instructions on how to conduct a court of inquiry. (JDH)

The success that the New Religious Right is having in censoring school textbooks and libraries is described. (MT)

Reviews specific examples of cliched anecdotes from recent publications intended for student use, warning that these reflect poorly on the field. Calls for more qualitative research to validate the principles espoused in business communication literature. (RAE)

Discusses current research about the teaching of Italian as a foreign language. A form designed for the evaluation of textbooks for Italian as a foreign language is presented, and eight textbooks for the teaching of Italian as a foreign language are evaluated according to this form. (CFM)

Examining economics textbooks, Bell states that today's texts descend from Samuelson's "Economics" published in 1948. States that the closed economy model used to present aggregate analysis has become irrelevant. Argues that introductory textbooks should develop a student understanding of the interdependent world economy as well as…

Comments on Bell's article "The Principles of Economics from Now until Then," responding to the author's two general premises as well as citing specific arguments. Concludes that Bell's premises are based on a small and unrepresentative number of textbooks. Many textbooks that present material according to the recommendations were…

Discusses the role of the textbook in the principles of economics course. Recognizing that textbooks are only one source of input for students, and that they substitute for lectures to a limited extent, Boskin recommends that texts should stress the basics and serve as a reference source to support classroom instruction. (GEA)