Contends that an author's contribution to a textbook may be more or less significant, depending on how much importance is attached to curricula, publishers, consultants, and the school environment. Discusses the changing role of textbook authors in Norway and other nations. Reviews research on textbook development and textbook writing. (CFR)

Reports on the treatment of Hispanic women in six college introductory sociology textbooks. Finds that the depiction, although well intentioned, is distorted. Employing a feminist interpretive analysis, asserts the need for revision of sociology texts to avoid four problematic presentation strategies. (CFR)

Educators must respect parents' rights to protect their children from harmful books, but they must also see that one individual or group does not censor valuable books from every child. The paper discusses recent increases in censorship, presenting suggestions for making the best defense and offense when handling book complaints. (SM)

Discusses treatment of the United States in Chinese textbooks. Focuses on a world history text and a political economics text for high school seniors. Reports that the Chinese texts present the United States as an imperialistic bastion of capitalism. Suggests that a more balanced presentation is necessary to prepare students for the global era.…

Twenty-two classroom teachers (grades one through seven) of mainstreamed students with learning disabilities were interviewed concerning their use of social studies textbooks. Results indicated that teachers were concerned about content and comprehensibility of the texts. Teachers reported dealing with difficult texts by helping individuals with…

Examines ways the Middle East is presented in American high school textbooks, focusing on seven texts. The books are good introductions to culture, geography, and early history, but they do a poor job on contemporary issues, providing a poor foundation for the study of current events in the Middle East. (SLD)

Studies classic American children's readers used 100 years ago and concludes that they contain selections that are more mature, substantial, challenging, and sophisticated grade-for-grade than those in use today. The old books contain more serious nonfiction and invite critical reading as they teach values. (SLD)

This article considers the role of textbooks in terms of normal day-to-day use in teaching English as a Foreign Language (EFL), challenging the commonly held assumption that textbooks are of little value in EFL instruction. It argues that the textbook has a vital and positive part to play in EFL instruction on a daily basis. (20 references) (MDM)

Compares assumptions regarding teaching about religions found in a 1959 report with those held by contemporary advocates of religion studies. Explores ways of preparing future teachers to handle teaching about religions. Urges teachers to be aware of students' religious perspectives. Suggests using reference to religions in textbooks, legal cases…

Describes textbooks of both East and West Germany from 1949-56, 1957-62, 1963-69, and 1970 on. Discusses a shift in West German texts from intense antagonism during the Cold War to a more critical comparison by the 1980s. Compares East German text development that increased in hostility over time, viewing West Germany as a negative alternative to…

Observes that elementary school social studies programs should broaden awareness of other peoples and cultures. Argues that commercial textbooks and programs seldom transmit the attitudes, respect, and feeling of humanness that comes from a child-centered, activity-oriented, interdisciplinary approach to the study of a country. Describes a first…

Criticizes the prevalence of trivial and noninformative content in two primary grade social studies expanding environment textbook series. Extends earlier study, adding three additional analytical categories to its framework. To teach citizenship effectively, recommends (1) eliminating redundant, superfluous, and text-inappropriate content; (2)…

Discusses the use of content area textbooks and indicates that content textbooks are difficult for students to understand because the books generally are not well written. Offers solutions for how to use content textbooks and illustrates how lessons can be created through the integration of tradebooks and through discussions in which critical…

Asserts that student attitudes toward history textbooks are important because the perceptions may affect how much or how well they learn. Describes how 17 11th-grade U.S. history students evaluated their textbook. Found that 71% of the students perceived the book to be a presentation of knowledge. (CFR)

Reports on the treatment of the Progressive Era of U.S. history in eight college-level introductory history textbooks. Finds that text authors are divided into two groups: the "unitarians," who portray the progressives as a homogeneous, purposeful phenomenon; and the "pluralists," who focus on Progressivism's varieties,…