The sentences in two first grade basal readers were categorized using Joan Tough's language function classification system to determine whether lower level basal readers allowed children to use their knowledge of language functions in reading. The range of language functions and language uses in the basals was compared to those that Tough found in…

This study examined the portrayal of women in current U.S. history textbooks which are used in the classroom. Among the questions explored were the following: who among outstanding women is or is not noted, what topics are covered or omitted, how are average women of selected eras treated, and how are women who fought for currently controversial…

A STUDY OF THE NATURE AND UTILITY OF TYPES OF ESSAY ANTHOLOGIES DESIGNED FOR FRESHMAN COMPOSITION COURSES WAS CONDUCTED IN ORDER TO DETERMINE (1) WHAT ARE THE RATIONALES, ORGANIZATION, CONTENT, AND INSTRUCTIONAL APPARATUS OF THE MOST WIDELY ADOPTED READERS, (2) HAVE THE RATIONALES FOR THEIR USE VARIED SINCE SUCH TEXTS APPEARED, AND (3) IS THE…

To determine whether the Frayer Model of Concept Attainment, which uses a systemic procedure for defining concepts and which structures materials in a manner designed to facilitate comprehension for both good and poor readers, is superior to a method of defining concepts employed by many social studies textbooks, a study involving 360 ninth…

An argument is presented in this booklet for the formal study of controversial issues and materials in public secondary schools. The democratic ideal of freedom of discussion is cited as justification for this stance. Included in the examination of issues are discussions of: (1) the democratic point of view as it relates to educational goals, (2)…

Since history textbooks omit and/or emphasize certain data, students are left with a false sense of history. Although the "hard data" presented in history texts is generally regarded as reliable, the selection and organization of that data is inherently manipulative because other data has been excluded. Because authors do not begin with a…

Provides statements from the following persons concerning the problem of having too much material in the textbook to cover and ways teachers can cope with it: Anthony Gradisnik, Joan Miller, Lorraine A. Strasheim, Rebecca M. Valette, and Helen P. Warriner. (RM)

Divides American (Midwestern) sounds into 10 categories, and describes their pronunciation on the basis of Daniel Jones'"English Pronuncing Dictionary." Also describes American peculiarities of intonation, rhythm and nasalization. A list of words differing in pronunciation from British is added. (Text is in German.) (IFS/WGA)

Refutes the view that two capacitors in series with a source of constant voltage carry identical charges. Provides experimental procedures to verify this claim. (YP)

Examines college (introductory level) biology textbooks commonly used since 1950. Reports trends in new textbooks including length, graphics and content. Makes projections of future trends. Identifies major issues facing colleges related to biology textbook users. (CW)

Illustrates how major Cree language instruction books are not idiomatically and syntactically correct. Believes problems could be overcome if native speakers using spontaneous, everyday Cree would develop appropriate teaching materials based on traditional and contemporary family life and community activities. (NEC)

Attributes the neglect, by most high schools, of the issues of the nuclear arms race and the threat of nuclear war to the lack of information or perfunctory treatment of the topic in textbooks and describes materials developed by nonprofit nuclear educational groups for students at this level. References are given. (MBR)

Great strides have been made in providing textbooks in Asian schools, and these books are increasingly good. However, problems exist when teachers depend too heavily upon textbooks. Teachers are learning to develop instructional materials, and new techniques are being introduced, but the impact of these changes is not yet certain. (IS)

A survey found that secondary U.S. history textbooks provided the most coverage of propaganda and included the largest number of examples for student analysis. Very little coverage of propaganda was found in world geography and world history texts. A few government texts provided excellent coverage, but most gave the subject little attention. (RM)

Reviews results of a survey of reading/study skills texts for college developmental reading courses. Offers survey-based recommendations for selection of texts. (FL)