The textbooks of a nation are generally a reflection of the values, goals, and essential priorities of that particular society. Therefore, teachers, parents, administrators, school boards, and publishers must ensure that the best thinking of various groups and of textbook critics is incorporated in the development of more effective textbooks.…

The arrangement of students into various learning groups is generally based on social class position. Social studies textbooks serve to perpetuate socioeconomic and political distinctions. School is discussed as a legitimating and socializing agency for an understanding of political and economic socialization in the school setting. (JN)

Reviews picture books published from 1960 through 1980 to determine how they portrayed grandparents. Concludes that older adults are dealt with in many different ways in such books. Provides a list of books appropriate for primary school children that present positive images of grandparents. (FL)

Surveys some of the most widely used American government textbooks with respect to their treatment of the gay rights movement. Although homosexuality is a politically relevant subject, few of the surveyed texts address concerns such as discrimination against homosexuals in housing and hiring and the role of gay activists in San Francisco city…

Reports that five basal reader programs, kindergarten through grade six, give far more attention to assessment and practice than to direct, explicit, comprehension instruction. (AEA)

Pictorial contents of biology textbooks are examined as factors to be considered in assessing textbook readability. Includes data indicating that effect of color upon the observations and interpretations of photographs varies with the child's ability. Implications for textbook selection procedures are discussed. (CS)

Five major studies of sexism in children's reading materials were critically reviewed according to basic research criteria. Findings indicated that these studies were not based on well-structured designs; that categories were not explicated or consistent; and that foundations to support valid conclusions were lacking. (Author/GDC)

Evaluates the claim that conflict theory has risen to prominence since 1960 by analyzing theorist citations in 80 textbooks published between 1928-1976. Findings show increasing coverage, but that sociology is increasingly a multiparadigm discipline. (Author/CK)

Presents an overview of the most notable among recent books on political socialization in West Germany and indicates trends among these publications in areas of research methodology, objectives, stress on empirical studies, and theoretical models. (Author/DB)

A team of faculty members and graduate students identified major concepts and developed validated test questions for two widely used textbooks in personal hygiene classes in order to standardize norms for classes and supplement inadequate instructor's manuals. (JMF)

Nearly all German textbooks currently used in the USA either entirely fail to mention Austria, or else portray it by means of myths, cliches (Apfelstrudel, Sachertorte, Gemuetlichkeit), and often with outright untruths. The American student gets a picture of Austria as an "underdeveloped Disneyland of Europe". (WGA)

The author discusses the political and economic content of college-level American Government textbooks from the beginning of the twentieth century to the present. (Author/RM)

For most students textbooks are the main source of their information about scientific concepts; however, there are a number of errors which frequently appear in textbooks and are consequently transmitted to both teachers and students. Some of these errors which may represent widespread misconceptions of teachers are outlined. (Author)

Presents two opinions about whether to keep textbooks in the classroom. One states that textbooks are boring, simplistic, and error filled, and they teach children that reading is dull. The other suggests that textbooks are more powerful, more engaging, and better written than ever, filled with ideas for critical discussion. (SM)

Examines the legal reasoning behind the Yoder and Mozert court cases, which objected to mandatory secondary education and to a required reading series, respectively, discussing why one was granted and the other rejected; asserting that the two cases are essentially similar, turning on the notion of mere exposure as harm; and discussing how the…