Examines whether guidelines by publishing houses that call for more equitable treatment of the sexes have made a difference in textbooks. (FL)

A perusal of seven elementary mathematics textbooks published in the 1870's indicates "the metric system seems to have been riding a crest of popularity--at least among textbook authors--at the end of the 1870s." (MK)

Defines five modes of writing found in freshman readers, lists percentages of the total selections in 11 current composition readers that fall into each of the five categories, and concludes that few readers are suitable for the kind of service freshman English classes should be providing. (DD)

A review of available textbooks and other resources dealing with neo-classical invention, prewriting, tagmemic invention and linguistic theory, the dramatistic method, and invention in speech communication. (DD)

Presents for analysis actual texts and texts specially written for teaching, arriving at a basis for a typology of actual texts. Defines teaching aims using such texts, and develops, from a TV program, a teaching unit used in a Karlsruhe school. (Text is in German.) (IFS/WGA)

The author of "Democracy for the Few" reacts to a critique of his book. The purpose of his college level American Government textbook was to make an analysis of the American political system, not to provide students with strategies and tactics for changing the system. (Author/RM)

The authors argue that an introductory course in American politics should be just like other college courses: an attempt to convey to students the information and insights produced by scholars who have studied the subject matter. There should be no propaganda or therapy. (Author/RM)

Outlines recommended conditions and features of online history textbooks: link control, coverage of methodology, maps, breadth and depth of information, layered storytelling approach, tools, tutorials, customization, team teaching, short movies, interviews, reading activities and skill building activities, overcharging, and password protection.…

This article asserts that the Right wants textbooks to reflect their idealized past (two-parent families, mothers at home, obedient children), while the Left wants texts to reflect their idealized future (old people are not frail, race and gender are not issues, and blindness is not a disability). To accommodate both, publishers now censor…

Investigated the treatment of gender and gender bias in recent teacher education textbooks. Although most texts included some coverage of gender issues and the role and contribution of women, coverage was minimal and not always positive. Foundations texts provided about 7 percent of content to gender issues, and methods texts averaged about 1…

Validated a taxonomy of 31 multiple-choice item-writing guidelines through a logical process that included reviewing 27 textbooks on educational testing and the results of 27 studies and reviews published since 1990. Presents the taxonomy, which is intended for classroom assessment. (SLD)

Considers that, since the textbook is the main teaching tool for instructors, typically teachers select a text based on how well it supports their views of and approach to the subject. Examines pre-1970 texts to see how technical writing has been taught over the years. Examines such features as author's background, contents, assumed reader, and…

Proposes and illustrates a method of identifying key words in text, and leads from this proposal to the notion of key key words (words that are key in many texts). Notes that a key key word has associates: words that are key in the same texts as a given key key word. Notes that these associates can be grouped together in clumps. (18 references)…

Compares textbooks in England with those in Switzerland and Germany termed "continental" in order to assess the possibility that better textbooks might raise English schooling performance in mathematics. Differences include introducing calculators in primary school, which is regarded as risky by Continental educators, and the precedence of mental…

Focuses on the hybrid basic speech course textbook. Highlights some symptoms associated with many textbooks' failure to problematize communication, and discusses the potential negative impact on students' learning. Outlines foundations for an alternative approach in which the textbook is viewed as a multi-leveled discourse. (PA)