These tenses may be taught effectively through pattern drills and structural exercises, followed by careful explanations designed to distinguish them from the plus-que-parfait, which may be taught concurrently. Guidelines for textbook presentation of these tenses are included, as are descriptions of their forms and usages. (DB)

Analyzes six basal reader sets for K-3 for inclusion of 14 activities. Finds that: nine activities appear in less than one percent of stories and five appear in five percent or more, publishers use latter five differently, use between grades does not differ, and four of five activities appear more in supplements than in the main portion of…

Defines the characteristics of a "teaching grammar" (a text that aims to provide teachers of English as a foreign language with the linguistic information that they require for effective teaching) and contrasts such grammars with purely theoretical or linguistic grammars. Uses the passive voice in English to illustrate the contrasts.…

Analyzes selected college textbooks' treatment of the immigration acts of 1917, 1921, and 1924 as they affected immigration from Europe, assessing the accuracy and adequacy of their coverage. Concludes that coverage of immigration laws is uneven and that some texts contain errors that contribute to misunderstandings of immigration restriction and…

Reviews the treatment of 15 different, often unrelated topics and eras, as found in the first volumes of 19 widely-used U.S. history survey textbooks. Topics reviewed include Jamestown, American slavery, the Constitution, and Fort Sumter. The review focuses on factual errors, questionable interpretations, boring prose, and the question of…

Briefly reviews six textbooks for teaching about complex organizations: ORGANIZATIONS: STRUCTURES, PROCESSES, AND OUTCOMES (Hall, 1987); ORGANIZATIONS: RATIONAL, NATURAL, AND OPEN SYSTEMS (Scott, 1987); ORGANIZATIONS IN SOCIETY (Etzioni, 1985); ORGANIZATIONAL BEHAVIOR (Hellriegel et al, 1986); ORGANIZATIONAL BEHAVIOR: EXPERIENCES AND CASES (Hai,…

Examines the current state of family sociology and the problems in teaching this subject. Presents alternatives to the traditional presentations about the family. (BSR)

Reviews TEXTBOOK OF PSYCHOLOGY and the accompanying instructor's manual by Hebb, Donderi, and Henderson (1987). States that, although the book is well written, it omits the general psychology topics that most students find interesting. Includes a response by the authors in which they discuss the purpose of the book. (GEA)

Discusses the use of "The Federalist Papers" in U.S. government textbooks to explain the political theory on which the U.S. Constitution is based. Presents an assessment of how 18 introductory texts covered the papers. (GEA)

Discusses "Mozert v. Hawkins," pointing out four important factors in the case, and shows the reasonable and reasoned way the judge's final decision was made. (MD)

This paper studied interactive-compensatory predictions in relation to comprehension. It was suggested that when reading predictable text, attention of both good and poor readers is available for comprehension processing but for different reasons: good readers use their context-free word recognition skills, and poor readers use repetitive sentence…

Describes how the nursing faculty at Shoreline Community College developed a process to make textbook selection both more satisfactory and appropriate for the program, and less complicated and time-consuming for educators. Examines important factors, the review form, form content, guidelines, and the review procedure. (CT)

Three recent studies reveal that textbooks are ignoring the importance of religion and religious freedom in US history. The studies do not agree on what aspects of the topic should be included in classroom texts. (MD)

Describes a method for assessing humanized science content and presents the results of a content analysis study conducted on 60 secondary science textbooks to determine the presence of "humanized content." (JDH)

Examines the coverage given to sociobiology in 37 introductory psychology textbooks. Results indicated that most books provided some discussion of sociobiology, but it was typically superficial and there were often significant errors in the interpretation of theory. (Author/JDH)