This paper argues that understanding other cultures requires an understanding of their religious history and discusses the omission of religious themes in textbooks and curricula. Including religion in the standard curriculum is viewed as necessary for comprehensive learning. (GLR)

Notes that disasters are not simply large accidents but different kinds of events. Reviews journalism textbooks, finding that the authors who dealt with disaster coverage often state as fact what social scientists have shown to be inaccurate: most texts confuse accidents with disasters, are unaware panic is not a problem, and assume that complete…

Suggests that the textbook plays a role in the origin and subsequent development of a genre. Illustrates this by discussing the genre of the resume, which has risen to prominence in 20th-century professional job-search contexts. Concludes that authors of business discourse textbooks helped to stabilize the newly developed resume and disseminated…

Analyzed more than 1,000 photographs of women in college-level textbooks on Human Sexuality and Marriage and Family published from the 1970s to the 1990s. Results indicate that representations were primarily traditional in the 1970s, and that traditional images, although less prevalent in the 1990s, still dominate. (SLD)

Finds that textbook prefaces are used by authors both to help the audience use the book and to convince them of its value, which accounts for relevant features of prefaces: the frequent use of textual metadiscourse and the pervasive presence of evaluation. Discusses evaluative criteria used in prefaces and how they are related to the audience's…

Western educators are forgetting the need to impart knowledge about modern warfare's consequences. Science texts contain little about radiation damage. The nuclear bomb's destructiveness to humans and the biosphere should be a teacher responsibility in several curriculum areas. "War is hell" should be educators' main message. (Contains…

Presents an interview with Chris Spatz who is a professor of psychology at Hendrix College in Conway (Arkansas). Discusses the null hypothesis statistical texts (NHST) and the arguments for and against the use of NHST, the changes in research articles, textbook changes, and the Internet. (CMK)

Describes the erroneous use of the term "dissolve" in chemistry textbooks to refer to what is, more properly speaking, a chemical reaction. (WRM)

Explores the origins of the myth expressed in many early geology textbooks that clay and shale are impervious to water. Misconceptions about the effects of molecular attraction on groundwater appear to have arisen from errant interpretations of correct physicochemical concepts. (PVD)

Identifies the characteristic principles of intertextuality in school mathematics. Drawing on a larger study, this article examines how language is used to construct the shared meanings of a mathematical theme. An analysis is made of spoken and written texts to determine their contribution to the development of a thematic formation for the topic…

Reports on a content analysis of data graphs in introductory level and upper level psychology textbooks. Explains that upper level and introductory textbooks did not differ on the frequency and variability of data graph presentation. Presents the results and discusses implications for teachers of psychology. (CMK)

Presents an accurate answer for a common problem related to Archimedes' principle in order to correct an erroneous one given in popular physics texts. (WRM)

Investigates the portrayal of disability in 25 introductory sociology textbooks that were published between 1996 and 1998. Focuses on textual representation and pictorial depiction of individuals with disabilities using content analysis. Reveals that the textbooks provide a limited amount of information on disability. (CMK)

The purpose of this article is to explore the issue of the English Language Learner as it is presented in teacher education textbooks developed for pre-service teachers. Rather than identify "typical" teacher education texts, the authors elect to review a selection of the most influential and widely used texts. Monument Information Resource (MIR)…

One rarely engages in a conversation about education without the terms "content" and "pedagogy" finding their way into it. Indeed, the two are inherent to almost everything done in education. Are content and pedagogy separate and separable entities or are they always already implicated in each other? Where does one begin and the other end? Who is…