The revised version of the "National Standards for History in the Schools" is far from perfect, but it is a vast improvement over the original version that was issued in 1994, and it is a great improvement over the social studies programs that are currently offered in most American schools. (SLD)

Examines the extent to which industrial/organizational (I/O) psychology is covered within introductory psychology textbooks (n=54). Determined whether I/O psychology was in a section, appendix, or chapter; and also compiled the number of pages that contained I/O psychology. Reports that only one-fourth of the textbooks had an overview. (CMK)

Examined mathematical methods courses as part of pedagogical training provided to prospective Chinese elementary school teachers through the analysis of textbooks and courses given at two teacher education sites. Results show that knowing, understanding, and exploring the content and design of textbooks used in elementary classrooms were greatly…

Presents an analysis of undergraduate methods course textbooks (n=26) published in the United States with copyright dates from 1995-1999. Examines aspects of the textbooks, such as demographic qualities, use of pedagogical aids and illustrative material, and topic coverage. Includes the results in detail. (CMK)

Encourages social studies teachers to use visual aids. Focuses on the use of charts and graphs in Japanese elementary social studies student textbooks, citing that few are used in U.S. textbooks. Describes four different types of charts and graphs used in the Japanese textbooks. (CMK)

Compares two social studies textbooks for second graders, one standard curriculum (SC) text and the other from the Core Knowledge Curriculum (CKC). It argues that the SC textbook is boring and overly simplified, while the CKC textbook is interesting and considerably more informative. It suggests that elementary school students are fully capable of…

Presents a theoretically grounded checklist developed for analyzing the historical content of science textbooks. Results of the analysis indicate that the checklist is able to reveal differences among textbooks. (Contains 65 references.) (DDR)

Provides eight concepts, with illustrative questions for interpreting the authorship of texts, that are borrowed from cultural studies literature: (1) representation; (2) the gaze; (3) voice; (4) intertextuality; (5) absence; (6) authority; (7) mediation; and (8) reflexivity. States that examples were taken from British Columbia's (Canada) social…

Presents a rigorous version of the model of an increasing-cost competitive industry. Explains that in this model firms are infinitesimal, which justifies price-taking behavior and a continuous industry supply curve. Shows that the industry supply curve slopes upward because of dispersion in the efficiency of firms. Emphasizes role of marginal…

Describes the basic or first course in organizational communication as it is taught in colleges and universities in the United States. Presents a content analysis of several of the most frequently adopted textbooks. Finds that the introductory course consists primarily of theory and is taught using lecture-discussion methods. (RS)

Describes religious illiteracy among undergraduate students. Examines high school textbooks in United States and world history, economics, home economics, and biology. Finds religion almost completely ignored. Argues that the religious neutrality mandated by the Supreme Court effectively eradicates religion from the curriculum. Suggests a new test…

Examines the cultural contents of English textbooks in Japan over the past 120 years. When Anglo-American culture was admired, textbooks reflected British and American values. When Japanese culture was admired, English textbooks reflected traditional Japanese values. Implications for the role of nationalism in teaching English for cross-cultural…

Investigated was the mathematical content of 15 college-level physical-geology textbooks published in the period 1980-90. A list of textbooks is provided. Methods, comparisons with other fields of science, and the treatment of specific geological concepts are discussed. (CW)

Examines the status of women as reflected by 60 college-level public relations textbooks. Finds a paucity of references to women in these texts, and notes that the representation of women in public relations textbooks does not reflect the status of women in society and in the public relations industry. (MM)

Discusses the evaluations of U.S. history textbooks conducted by People for the American Way. Concludes that the higher-rated textbooks are useful only for college-bound students and the lower-ranked textbooks seem to be aimed at children with reading difficulties, thus pointing out some of the problems facing selection committees. (KO)