This report presents a detailed analysis of "Discover Art," an elementary textbook series by Laura Chapman. The study was guided by a large set of framing questions requiring a detailed examination of the series' goals, rationale, and structure; content selection, organization, and emphasis; the coherence of content explication in the…

Assumptions that writers of books about creative writing make about their audiences, as well as assumptions about the purposes, practice, and value of writing, differ noticeably from the assumptions made by people who teach and write about composition. In substance and form, the range of creative writing books includes autobiography, interviews,…

Professional and disciplinary rhetoric often breaks down when texts cross professional boundaries. An ethnographic study conducted in an Indiana courtroom during a civil trial demonstrates the failure of disciplinary rhetoric. Despite the fact that the plaintiffs in a personal injury case had demonstrated the negligence of the defendant according…

Composition pedagogy that challenges students to reflect on their participation in discourse communities reveals an attempt by teachers to balance disciplinary concerns with the realities of students' worlds. Such a pedagogy consists of students repositioning themselves in relation to the various discourses which comprise their own ways of…

An examination of recently published college-level textbooks give an indication of what is taught in introducing cultural, world, regional, and economic geography courses. The paper suggests that the ideas of anthropologist Don E. Dumond should be included in classroom discussions on population. Dumond draws parallels between an industrial society…

A study compared the mean reading abilities of one college's entering freshmen students with the readability levels of several freshman-level mathematics and English textbooks assigned to them. The mean student reading ability was ascertained through an analysis of reading test scores, while text readability levels were determined through the use…

All textbooks, regardless of their orientation or vocabulary, are equally unhelpful in the processes of teaching and learning writing. For the most part the textbooks seem to blend two sets of functions within the discipline of rhetoric as it is manifested in writing pedagogy. Whether it goes by the label "current-traditional" or…

Analyzes three secondary and college physics texts of the 19th century and compares them to current physics texts. (LS)

Stresses the importance of recitation as a study skill that retards the rapid rate at which individuals forget, citing the experiments of A. I. Gates who revealed that merely reading textual materials is not effective in learning. (RB)

Problems in textbook content and teaching methods that need to be dealt with include excessive emphasis on conflict as a societal change agent, the supremacy of individual rights, "humanizing" historical figures, the inadequacies of American society, and gimmickry in social studies methodology. (JR)

This annotated bibliography provides an examination and description of all recent introductory principles texts to help instructors decide which texts to obtain for consideration in their own courses. (Author/KM)

Content weakness in textbooks is a major obstacle to effective social studies teaching. Chapters 1-3 of this book provide the Education for Democracy Project's Statement of Principles, a consideration of history's role as the core of social studies education, and the role of textbooks in teaching world history. Chapters 4-14 examine five selected…

This paper focuses on two methods of performing multiple comparisons (post hoc or unplanned versus a priori or planned) for determining exactly where statistically significant results arise when there are more than "k equals two" groups. Textbook views and recommendations regarding the use of these two types of multiple comparisons are…

One way to implement theory into existing public relations classes is to utilize the Process of Public Relations model developed by L. W. Long and V. Hazleton. The use of the model in the classroom is important because the model stresses the interdependence between the public relations practitioner and the organization. The model begins by…