Author says graded classrooms and graded textbooks based on them are the key stumbling blocks to progress in our whole educational system. (Author/JB)

Article relates the findings of a 1971 National Association for the Teaching of English (NATE) study of a series of textbooks, which found the situation unsatisfactory. Author requests that more study be done on the subject. (JB)

College level American government textbooks used in introductory courses give limited treatment to religion in their analyses of the political system. Reasons for this are discussed. The relation of religion and politics ought to be both a theoretical and a practical aspect of studies in politics. (RM)

Analyzed man-environment textbooks to characterize the "typical" book and determine which criteria need to be assessed most carefully by instructors. The study's purpose was not to decide which book was best, but to evaluate which features of books vary most. Provides four questions as tools for the initial textbook screening process.…

Outlines selection principles that should govern the selection of textbooks for the English classroom. (HOD)

A review of mathematics texts published between 1970 and 1978 for children ages 3 through 13 years of age reveals that mathematical and scientific skills become increasingly defined as pupils move through junior and middle school. The decreased presence of girls in the texts parallels the decline in girls' involvement and achievement in…

Lists engineering textbooks that use SI units. Includes author(s), title, publisher, year, and author's or publisher's comments on the use of the SI units. Books are categorized by topic, such as engineering mechanics, mechanics of materials, fluid mechanics, thermodynamics, structural design, and hydrology. (CS)

Suggests criteria and strategies for an efficient use of textbook grammar presentations to give students a useful and native-like language. Shows how text deficiencies can be remedied through rearrangement and deletion of grammatical points and emphasizes the need for reentering useful, high frequency items in new contexts throughout the course.…

Provides five key questions teachers need to answer in order to determine whether a textbook can be used effectively in the classroom. (FL)

An analysis of 14 introductory physical geography textbooks yielded 121 core concepts (basic concepts appearing in 7-10 books). The authors suggest that the trend toward overspecialization in introductory geography classes can be reversed if teachers agree to stress core concepts and their relationships to geography as a whole. (AM)

Summarizes results of a cooperative international analysis of social studies texts by the United States/Japan Study Group. The project found books from each country tended to justify their own country's actions while consistently oversimplifying conditions in the other. Teaching strategies to counteract textbook biases are included. (AM)