One of a series dealing with current issues affecting language arts instruction, this paper brings into focus some of the issues surrounding textbooks in the schools so that informed decisions can be made regarding textbook selection and use. The major portion of the paper explores professional opinions regarding textbooks, noting the following:…

Presents guidelines for use in examining the comprehensibility of a textbook, questions to ask about the book, and suggestions for using the guide questions. (FL)

A checklist of procedural guidelines for selecting new and replacement textbooks, films, tapes, kits, anthologies, and other instructional materials. (DD)

Intended to help educators select textbooks that represent the highest standards of quality instruction, these guidelines describe major aspects of textbooks--of language arts instruction--considered essential. Following an introduction, the eight guidelines (whose features should be central to a program's design and should pervade the entire…

This handbook has been developed to assist school districts in the adoption of textbooks. The criteria for establishing a textbook selection process are included, as well as selection criteria for specific subject areas. Procedural steps are initially outlined for preliminary activities, book examination procedure, and implementation, and then a…

Examines obvious and covert efforts of censorship on young adult novels and the publishers' reluctance to provide more realism. Concludes by urging teachers to counteract those forces through diligent consumer education. (HOD)

Outlines some procedures for dealing with complaints and criticism over textbook selection practices. (HOD)

Presents criteria parents and teachers can use to select song books for young children. Several such books are cited and briefly discussed, including some thematic collections of folk and Christmas songs. (SJL)

The author suggests that quality selection of textbooks at the local level is more likely to occur when: (1) administrators involve teachers, subject-matter specialists, and others in the selection process; (2) these individuals comprise a committee which makes a regular, continuing study of textbooks; (3) they consider using materials recently…

New editions of selected college textbooks have been found to be more difficult than former ones, and experiments show that students learn less effectively from the new editions. Guidelines are offered for choosing textbooks, such as writing style, conceptual density, and the utility of readability analyses. (Editor/LBH)

Article discussed the obstacles one must hurdle in order to produce an effective textbook. (RK)

Directed toward media specialists and social studies teachers, this article outlines a selection process and evaluation criteria for print and nonprint social studies materials. (SJL)

Advice on selecting a reference book for the writing class and particular writing students. A classification of recommended, good, fair, and not recommended handbooks. (RL)

Offers suggestions, in the form of a rating questionnaire, that members of textbook selection committees can use to assure that textbooks are analyzed systematically and compared fairly. (RL)

This article describes and compares two principal modes of evaluating social studies curricula: the Curriculum Materials Analysis System (CMAS) developed by the Social Science Education Consortium and a system developed by Elizabeth Vallance. (Author/RM)