Analyzes discourse roles and gender fairness in dialogs within three recent textbooks for the teaching of English as a foreign language. Results show fairness was achieved through gender balance in social and occupational roles. Negative implications of gender-imbalanced dialogs for female students plus language practice opportunities are…

Surveys 44 high school students regarding their textbooks: including how often they use textbooks; which is their least favorite text and why; which is their most favorite text and why; and what they would do to make textbooks more enjoyable and readable (discussing graphics\illustrations, teen interest topics, organizational patterns, vocabulary,…

Examines three complete basal reading programs to determine how frequently logically necessary relationships are expressed in the text and whether direct instruction in making logically necessary inferences accompanies such expressions in basals. Finds that, although basals offer a natural context in which logical understanding may be constructed,…

Finds that, although the number of times men and women were shown in photographs in business communication textbooks was balanced, the physical appearance and role portrayals perpetuated traditional stereotypes of men and women in the workplace. (SR)

Considers the Electronic Books On-Screen Interface (EBONI) Project's research into the importance of the user when designing electronic textbooks. Describes methodology and evaluations involving students, lecturers and researchers in United Kingdom higher education and includes electronic textbook design guidelines. (Author/LRW)

The concept of a "picture superiority effect" is discussed. Examined are a number of perceptual considerations that need to be given to picture construction. Parameters which appear to attract the learner's attention to a picture are considered. (CW)

Teachers, through secondary, content-area methodology textbooks, are not being exposed to a wide and diverse body of research, either with regard to reading psychology or reading pedagogy. Results are reported from an inquiry to determine which research studies, secondary sources, and researchers consistently appeared in secondary, content-area…

In the 16 college-level sexuality textbooks examined, photographs of Blacks have more impact than those of Whites, not only because of their rarity compared to the broad range of representations of Whites, but also because there is a problematic pattern to the kinds of images that appear. (IAH)

Analyzes the reading levels of students and the readability levels of textbooks at selected junior colleges in Alabama during the 1987-88 school year. Shows why the disparity between textbook reading levels and student abilities causes reading problems in the classroom. (RAE)

Uses the results of meta-analyses examining the effects of various message design strategies to evaluate public speaking and persuasion textbooks. Compares the conclusions of the meta-analyses to the conclusions and advice offered by textbooks that rely on social scientific studies. (MG)

Glaring and basic textbook errors and misconceptions about photosynthesis are discussed. The Calvin Cycle, photosynthetic products, alternative cycles, and plants as producers are considered. Included are observations of both college and secondary textbooks. (CW)

Evaluates the syntactical features (readability) and demands placed on students' memory (number of steps) by basal reader worksheet directions in the three most common basal reading series. Concludes that, with the exception of one series' demand on memory, worksheet directions are not designed according to students' competency level. (RS)

Examines whether content area textbook passages could be rewritten so that middle grade students' main idea comprehension ability was enhanced. Finds that after reading rewritten text versions, some students could compose significantly more passage main ideas, and all students could compose significantly more paragraph main ideas. (MM)

Examines 10 hardback college-level writing handbooks published in 1985 and 1986 by 9 major publishers. Finds that word processing has assumed a place in college writing but that authors and publishers have not found a substantial place for word processing in composition instruction. (RS)

Explains that analysis of leading ideas in 20th century engineering writing textbooks and other primary sources demonstrates that disciplinary discourse conventions develop from an intricate nexus of human motivations, beliefs, and social activity. Explores currents in American social and intellectual history that explain this complex view of…