The second in a series of articles evaluating three texts which use the audiovisual method. Level Two is studied in this article with particular emphasis on the role and presentation of grammar in each unit. The treatment of conditional sentences is used as an example. (Text is in French.) (AMH)

Divides the leading introductory American Government texts into three categories: behavioral, normative, and critique. Reviews potential textbooks in each category. (RT)

The distinction between passe compose and the imparfait is considered one of the most difficult points of French grammar to teach to native speakers of English. Traditional explanations of the two verb forms are criticized. An aspectual explanation (not usually given in beginning textbooks) is presented as a simpler alternative. (Author/LMO)

Investigates the extent to which the content of 55 college vocabulary texts is consistent with current research and theory on vocabulary instruction. Recommends less reliance on memorization and more emphasis on deep understanding and independent vocabulary development. (SKC)

The growth of groups of the religious right has resulted in a major ideological division in the United States. Outlines the strength of these groups, the particulars of the secular humanism debate, and the ability such groups have to coordinate issues and join together in campaigns influencing public education. (MD)

This article reviews recent threats to academic freedom and examines the tendencies which either undermine or bolster the individual's willingness to exercise that freedom. Concludes that those who would curtail academic freedom are receiving support from a conservative federal judiciary and a national administration that identifies closely with…

Discusses the problem school systems have in selecting textbooks that do not offend special interest groups but still address pertinent, possibly controversial, issues. (JC)

Notes the central role and ultimate importance of the undergraduate, research methods textbook within sociology. Reviews nine new textbooks, and reveals substantial variation in coverage and approach. The review is based on the degree to which the texts address eight important goals for the undergraduate research course. (JDH)

Aspects of French language instruction in nineteenth century Sweden are discussed, including official adoption of French in the curriculum, development of the discipline, the evolution of textbooks, textbook types and content, problems in researching the field, and teachers. (MSE)

Examines secondary science textbooks for their interpretation of energy concepts. Discusses some of the confusion created by the use of the "forms of energy" approach. Advocates the use of "energy transfer" terminology. Critically examines examples of common text passages from British textbooks. (CW)

Forty-eight students with no previous exposure to probability or statistics read one of three textbooks that varied in emphasis placed on rote and conceptual learning of basic elementary probability concepts. Findings, among others, show students who read textbooks emphasizing conceptual learning tended to be less sensitive to surface features.…

Basal readers should portray minorities both accurately and idealistically. While publishers seem to have established acceptable percentage levels of minority content in basal series, the overall treatment of minorities remains unbalanced. (LHW)

Argues that more attention should be given to the concept of economic man in sixth form (the last year of secondary school) and first year university teaching. Describes the contrasting conceptions of economic man, explores how this concept is treated in eight textbooks, and suggests possible ways of improving classroom instruction. (JDH)

Defines the four phases of the process approach to writing instruction--prewriting, drafting, revising, and editing. Argues that more emphasis should be placed on process, rather than strategy, in business writing texts. (JD)

Indicates that both novices and experts considered (1) definitions more important than facts, though novices applied this rule more strongly, and (2) information high in the passage hierarchy more important than lower level information. Finds that hierarchical level has a greater effect on the perceived importance of definition than facts. (JD)