An experiment to test the effect of textbooks in a one year economic principles course at Temple University (1968-1969) is partially reported. Using the Test of Understanding College Economics (TUCE) as the dependent variable, no significant difference was found between classes using a variety of textbooks. (DB)

The selection of textbooks used in content analysis to determine values taught to students is important. Only widely used texts must be analyzed. The samples of U.S. history texts used by Fitzgerald (1979) and Barth and Shermis (1980) in their studies were not representative of textbooks used in schools. (RM)

A study was undertaken to determine whether selected U.S. History textbooks portray females in a sexist fashion. The results indicate that authors need to be more conscious of the treatment accorded women, and there exists a need for accurate, balanced, and comprehensive descriptions of White and non-White females. (KC)

The results of two experiments in technical textbook design are discussed. It was concluded that college students are looking for an easy-to-read text with lots of examples. This style was found to improve students' comprehension substantially. (Author/GK)

Describes the results of a study of the retentional role of illustrations in a text and their effect on enhancing long-term memory with 15-year-old secondary school students. Seven references are listed. (CHC)

Investigates the use of humor in basic communication textbooks. Concludes that humor is used frequently to teach rather than simply to attract attention; it is of the harmless, nonsense variety and appears not to be antisocial as far as sex-role stereotypes are concerned. (JMF)

Examines 57 introductory sociology texts from the 1980s. Critically summarizes how "common sense" is presented, discusses the legitimacy of common sense from both a philosophical and sociological view point, and makes suggestions for a more adequate interpretation of the relationship between this concept and sociology as a science. (KO)

Examines the effect of metadiscourse characteristics (attitudinal, voice, and informational) and level of test anxiety on students' learning from social studies textbooks. Finds high anxious students perform best with first person voice and no attitudinal metadiscourse while low anxious students showed the opposite effect. (RS)

Surveys psychology textbook authors and editors on their perceptions of the introductory psychology textbook market. Finds that the textbook market is divided into three levels according to quality, and that authors and editors are not familiar with most textbooks. Notes that the growth of used book companies has adversely affected the market.…

Examines citation patterns in introductory psychology textbooks of the recipients of the American Psychology Association's Awards for Distinguished Scientific Contribution. Compared recipient citations by time period and by gender. Determines that earlier recipients were cited more often in textbooks published in 1971, but in recent textbooks, no…

Presents criteria to help teachers choose textbooks for English-as-a-Second-Language (ESL) composition students, based on how well each text teaches users to write argumentative essays (a form foreign to many ESL students). Evaluates 14 textbooks using these criteria. (SR)

Compares a "new" measure for assessing the level of abstraction of textual material with an old measure. Finds some similarity in their assessment of science texts, and finds that the earlier measure may be easier for the nonspecialist to use. Suggests a rule of thumb for practicing teachers. (SR)

Examines elementary, middle, and high school teachers' evaluations of the desirability, feasibility, and use of textbook adaptations in their classrooms. Finds that teachers valued teacher textbook adaptations and implemented a variety of adaptations, at least to a moderate degree. (SR)

Examines the writing assignments and instruction in 30 introductory literature textbooks. Finds three types of writing assignments: the "ever popular" critical paper, the expressive paper, and the literary paper. Presents excerpts of student papers to demonstrate that writing on expressive and literary topics can help students see the…

Examination of English-as-a-Foreign-Language reading coursebooks indicated that these books do not systematically incorporate insights derived from research into training designed to develop lexical inferencing strategies. The books give little advice on exploiting cues from morphology and little relationship is detectable between proposed…