Describes books and other materials a teacher can select from in developing a unit on Chicano literature. (MM)

Summarizes the history of the conflict between evolutionists'' and creationists'' concerning the content of biology textbooks based on the Science Framework for California Public Schools, and discusses the positions that have to be resolved by the California Board of Education. (AL)

Portion of a paper presented at the annual meeting of the American Association of Teachers of German, Los Angeles, California, November 1970. (WB)

Study was concerned with whether there is a practical difference between the reading ability of the eight, ninth, and tenth grade students and the readibility levels of their assigned textbooks in English, science and social studies. Findings show that most of the textbooks assigned were too difficult for effective instructional usage. (RB)

By involving teachers in the process of materials selection, the British Columbia Ministry of Education took into account the interests and expertise of those who would have to live with the decisions made. By providing feedback to publishers and by generating quite rigorous selection criteria, better quality materials may evolve. (RM)

Presents opposing views concerning the effects of the publishing industry on the English curriculum. (JL)

Creative interchange enables people to appreciate and absorb the experiences of others. Creative interchange, as one answer to the problem of selecting instructional materials in a diverse society, promotes thinking in a context of goodness (knowledge, love, and truth) which a broad spectrum of society can support. (Author/SJL)

Outlines American Library Association recommendations for writing policies and procedures covering the selection of instructional materials. (JM)

Considers factors contributing to the increased dependence on textbooks by secondary and college English teachers, including increased teacher workloads, decreased funds, and expanded community pressures. (JT)

Warns teachers to be cautious in accepting the free and inexpensive instructional materials offered by business, utilities, and trade associations because these materials may contain subtle industry propaganda. Describes how industry promotes such materials and suggests guidelines for reviewing them and for counteracting biased presentations. (SJL)