Six readability formulas (Flesch, Kincaid-Flesch, Dale-Chall, Gunning-Fog, Raygor, and Fog) were used to evaluate 260 vocational textbooks. The formulas were effective in discriminating ease or difficulty. Human interest scores, but not writing style, were a strong factor in identifying accessible texts for special populations. (SK)

Presents results of a content analysis of 46 postsecondary reading textbooks to assess the texts' incorporation of features that enhance learning. Describes the use of a modified version of Singer's Friendly Text Inventory to analyze the texts in terms of organization, explication, conceptual density, metadiscourse, and instructional devices. (DMM)

Reveals conclusions of an analysis of developmental psychology textbook information about television and children. Reports variability in the amount and type of information presented. Suggests that the amount of information presented has declined in recent years. Expresses concern for the textbooks' scant coverage of the effects of television on…

Evaluates six U.S. western civilization textbooks' treatment of the Baltic region. Reports that the books devote little or no attention to the region, emphasize larger nations, and ignore Baltic social history. Suggests that social histories may continue to neglect small countries, whereas reaction against "Eurocentrism" may result in…

Identifies inconsistencies in treatments of the perfect competition, monopoly welfare comparison in textbooks for economics instruction. Argues for explanation of how experiments are being conducted and explicit identification of all underlying assumptions. Suggests straightforward analysis of the social cost of monopoly based on a comparison…

Focuses on Allan Bloom's perception of a classic text and his belief that there are no classic texts in the social sciences. Contends there are definitive works in economics and develops a list of six criteria to determine them. Discusses economics books that might be considered classic works, and lists textbooks that refer to these classics. (NL)

Discusses the conventional theory of free riding as discussed in economic textbooks. Argues the theory is empirically invalid, and reviews various scholarly viewpoints on this issue. Suggests alternatives to teaching current economic theory and argues that the concept of self-interest neglects the ethical issues in behavior. (NL)

Describes the development of a valid and reliable method to quantitatively analyze the content of science textbooks, especially those used in middle and senior high school science courses. The approach employed four aspects of scientific literacy to determine curriculum balance in textbooks. (KR)

Reviews two lines of thinking about textbooks in the sociology of scientific knowledge (SSK): one considering their role in the life of the scientist and the other considering their role in the life of fact. A brief textual analysis is provided to show how these sociological perspectives can provide guidance to relevant linguistic features. (37…

Discusses the economic concepts of complementarity and anticomplementarity related to prices of inputs. Reviews traditional treatment of these concepts by economics instructors and textbooks. Presents an approach that builds on the concepts of input complementarity, independence, and anticomplementarity. (CFR)

Reviews the portrayal of ethnic groups in American textbooks between 1970 and 1990. In the 1970s, African Americans received more thorough coverage than Hispanics, Asian Americans, and Euro-Americans. Whites are frequently villainized. Later texts provide more space, but no greater depth of coverage, and ignore white ethnic group distinctions and…

Conducted content analysis of 27 undergraduate marriage and family textbooks published from 1988 to 1993 to examine presentation of abortion and adoption in those texts. Abortion received greater coverage and was formally recognized at macro level as pregnancy resolution option and social issue. Adoption was addressed at micro level as option for…

Responds to previous article by Stolley and Hall (this issue) on presentation of abortion and adoption in undergraduate marriage and family textbooks. Agrees that adoption should be covered more comprehensively, but disagrees with Stolley and Hall on issue of parity of coverage of adoption and abortion as choices in resolution of unwanted…

Authors of original article on presentation of adoption and abortion in undergraduate marriage and family textbooks respond to commentaries on that article by Nock and by Strong and DeVault (all this issue). Respond by addressing aspects of authors' research regarding social construction approach in general and specific meaning of abortion and…

Discusses a follow-up examination of leading Western civilization and world history textbooks. Argues that the books have changed little over seven years. Identifies improvements but finds little alteration in the books' basic designs and interpretations. Concludes that the books' treatment of literature, art, philosophy, political science, and…