Textbooks

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Textbooks

1.

Learning from Textbooks: Theory and Practice
by Bruce K. Britton, Marilyn Binkley, Arthur Woodward. 197 pgs.

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Title Page

Contents

Introduction: Learning from Textbooks

REFERENCES

1: Impact of Good and Poor Writing on Learners: Research and Theory

REFERENCES

ACKNOWLEDGMENT

2: Questioning Questions in Teaching and Learning From Texts

REFERENCES

3: Questions in Elementary Science and Social Studies Textbooks

REFERENCES

4: Understanding Illustrations in Text

ACKNOWLEDGMENT

REFERENCES

5: Do Illustrations Serve an Instructional Purpose in U.S. Textbooks?

ACKNOWLEDGMENT

REFERENCES

6: Auxiliary Materials that Accompany Textbooks: Can They Promote "'Higher-Order"' Learning?

REFERENCES

7: Ancillary Materials -- What's Out There?

ACKNOWLEDGMENT

References

Author Index

Subject Index
2.

The Visual Turn and the Transformation of the Textbook
by James Andrew LaSpina. 261 pgs.

Book

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Title Page

Contents

Acknowledgments

Preface

Introduction: Turning a Textbook Controversy on Its Head

Chapter 1 Social Studies for the 21st Century

Chapter 2 When Image Meets Word

Chapter 3 Making the Beautiful Book

Chapter 4 a Beautiful Book or Considerate Text

Chapter 5 a Different Model of Reading

Chapter 6 History as Our Best Guess

Chapter 7 a Window in the Text

Chapter 8 Face-To-Face or Interface: Social Studies in Cyberspace

References

Appendix 1 The Houghton Mifflin Social Studies Program, K-8, 1991

Appendix 2

Author Index

Subject Index
3.

Banned in the U.S.A: A Reference Guide to Book Censorship in Schools and Public Libraries
by Herbert N. Foerstel. 297 pgs.

Book

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Since the first edition was published to acclaim and awards in 1994, librarians have relied on the work of noted intellectual freedom authority Herbert N. Foerstel. This expanded edition presents a thorough analysis of the current state of book banning in schools and public libraries, offering ready reference material on major incidents, legal cases, and annotated entries on the most frequently challenged books.

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Title Page

Contents

Preface to the Second Edition

Acknowledgments and Dedication

Introduction

1: A Survey of Major Bookbanning Incidents

2: The Law on Bookbanning

3: Voices of Banned Authors

4: The Most Frequently Banned or Challenged Books, 1996–2000

Selected Bibliography

Index

About the Author
4.

Authoring Books and Materials for Students, Academics and Professionals (Chap. 7 "How Textbooks and Other Educational and Professional Books and Materials Are Marketed")
by Franklin H. Silverman. 161 pgs.

Book

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Creating a book for the academic or professional market is a major undertaking--one that is likely to require an investment of hundreds of hours. This book offers a complete guide to the process, from weighing the costs and benefits of becoming an author, through negotiating a contract, to marketing the final book.

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Title Page

Contents

Preface

An Author's Prayer

1: Qualifications Necessary for Authoring a Textbook or Other Academic or Professional Book or Material

2: Potential Benefits and Losses: Financial and Other

3: Choosing a Publisher

4: Proposals

5: Negotiating a Publishing Contract and a Joint Collaboration Agreement

6: Doing the Project

7: How Textbooks and Other Educational and Professional Books and Materials Are Marketed

8: Tax and Other Business Implications of Authorship

Appendixes

References and Resources

Index

About the Author
5.

Literacy: An International Handbook (Chap. 29 "Cognitive Perspectives on Primers and Textbooks," and Chap. 30 "Social Perspectives on Primers and Textbooks")
by Brian V. Street, Richard L. Venezky, Daniel A. Wagner. 528 pgs.

Book

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The written word has a rich and varied history, one which transcends different disciplines, contexts -- even countries. Literacy: An International Handbook is an ambitious, interdisciplinary survey from around the globe. This volume of 82 original essays tackles a wide array of scholarly and social issues -- from early reading to adult literacy -- through a far-reaching, international perspective. Thanks to its breadth, attention to international issues, and cross-disciplinary nature, editors Daniel A. Wagner, Richard Venezky, and Brian Street have assembled, for the first time anywhere, the definitive compendium of worldwide literacy issues. Contributors approach the conceptualization of literacy from different disciplines, perspectives, and historical situations: What have been the consequences and implications of the acquisition of literacy for societies and for individuals, at different points in time and in different cultural contexts? How has the diagnosis and remediation of reading and writing disabilities of both children and adults changed over the years? What is the significance of literacy in and for religious practices? How are literacy and numeracy linked conceptually and theoretically? How does gender intersect with literacy development? Literacy tackles these questions and many more. Divided into ten sections, the book includes readings on the following topics: Historical and Philosophical Roots; Psychology of Reading; Sociology/Anthropology; Linguistics and Literacy; Curriculum and Instruction; Literacy Assessment; Numeracy; Policy Perspectives; Contemporary Regional Perspectives; and Looking Ahead at Literacy.

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Title Page

Contents

Foreword

Acknowledgments

1: Rationales, Debates, and New Directions: an Introduction

Part One: Historical and Philosophical Roots

2: the History of Reading

References

3: Literacy in Social History

Conclusion

References

4: Languages and Scripts in Contact: Historical Perspectives

References

5: the Implications of Literacy

References

6: the Meanings of Literacy

References

Conclusions

Part Two: Psychological Approaches

7: Children's Reading Acquisition

References

8: Adult Reading Acquisition

References

9: Reading Disability

References

10: Diagnosis and Remediation in Reading

Conclusion

References

11: Diagnosis and Remediation in Writing Development

Conclusions

References

12: Metacognitive Aspects of Literacy

Conclusions

References

13: Literacy and Cognition

Conclusions

References

Part Three: Sociological and Anthropological Approaches

14: Sociological and Anthropological Issues in Literacy

Conclusion

References

15: Ethnic and Minority Issues in Literacy

References

16: Literacy and Social Practice

References

17: Ethnography of Writing

References

18: Literacy and Religion: the Word, the Holy Word, and the World

Conclusion

References

19: Reading, Writing, and Salvation: the Impact of Christian Missionaries on Literacy

References

Conclusions

Part Four: Language and Literacy

20: Orality and Literacy

References

21: Literacy and Language Development

References

22: Development of Orthographies

References

23: Second Language Reading

Conclusions

References

24: Cross-Language Transfer of Reading Skills

Summary

References

25: Metalinguistic Awareness and Literacy Acquisition in Different Languages

References

Part Five: Curriculum, Instruction, and Assessment

26: Models of Reading

References

27: Theoretical Approaches to Reading Instruction

References

28: Adult Education and Literacy

References

29: Cognitive Perspectives on Primers and Textbooks

Concluding Thoughts

References

30: Social Perspectives on Primers and Textbooks

References

31: Comprehension of Printed Instructions

Conclusions

References

32: Literacy Skill Retention

Conclusion

References

33: Alternative Assessments of Learning and Literacy: a U.S. Perspective

References

34: International and Comparative Assessment of Literacy

References

35: International Adult Literacy Household Survey Methods

References

Conclusions

Part Six: Numeracy

36: Links Between Literacy and Numeracy

Conclusions

References

37: Indigenous Number Systems

Conclusion

References

38: Children's Acquisition of Mathematics

Conclusion

References

39: Adult Numeracy

References

Part Seven: Policy Perspectives

40: Home Influences on Early Literacy

Conclusions

References

41: Family Literacy Practice and Programs

References

42: Social Policy in Support of Literacy

References

43: Gender and Literacy Development

References

44: Language and Literacy Planning

References

45: Indigenous Education and Literacy Learning

Conclusion

References

46: Literacy Campaigns: a Policy Perspective

References

47: The Effect of Education on Health

References

Conclusions

48: Literacy and Population Change

References

49: Literacy and Basic Education

Conclusions

References

50: Literacy, Skills, and Work

References

51: Literacy and Older Adults

References

52: Literacy and Nonformal Education: Overlap and Divergence

References

53: Staff Training and Development for Adult Literacy

Conclusion

References

54: Post-Literacy Materials

Conclusions

References

55: Literacy and Economic Development

References

56: Literacy from a Donor Perspective

References

57: Literacy and International Policy Development

References

58: Investing in Adult Literacy: Lessons and Implications

Summary

References

59: Adult Literacy in Developing Countries: a Contemporary Annotated Bibliography

Part Eight: Contemporary Regional Perspectives

60: Literacy in North America

References

61: Literacy in Europe

Conclusion

References

62: Literacy in Russia and the Former USSR

References

63: Literacy in Scandinavia

References

64: Literacy in the Arab Region

References

Conclusions

65: Literacy in Francophone West Africa

References

66: Literacy in English-Speaking Africa

References

Conclusions

67: Adult Literacy Experiences in Lusophone African Countries

References

68: Literacy in South Africa

References

69: Literacy in China, Korea, and Japan

Conclusions

References

70: Literacy in South Central Asia

References

71: Adult Literacy in India: Assumptions and Implications

References

72: Literacy Education in New Zealand and Australia

Conclusion

References

73: Literacy in Mexico and Central America

Conclusions

References

74: Literacy in Brazil and South America

Conclusions

References

75: Literacy in the Pacific Islands

References

Part Nine: Literacy and New Technologies

76: Information Technologies and the Future of the Book

References

77: Information Technologies and Literacy

References

78: Assisting Literacy Through Distance Education

References

79: Literacy, Electronic Networking, and the Internet

References

About the Contributors

Author Index

Subject Index
6.

History of American Schoolbooks
by Charles Carpenter. 322 pgs.

Book

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Title Page

Preface

Contents

I: The Early American Schools

II: The New England Primer

III: Nineteenth-Century Primers

IV: Special Primers

V: Beginning of Readers

VI: Following the Initial Readers

VII: The Mcguffey and Contemporary Readers

VIII: Grammars

IX: Rhetorics and Foreign Language Books

X: Arithmetics

XI: Spelling Books

XII: Literature Texts

Xlll: Elocution Manuals

XIV: Handwriting and Copybooks

XV: School Histories

XVI: General Science Texts

XVII: Physiologies And Mental Science Texts

XVIII: Geographies

XIX: Progress of Schoolbook Publishing

Bibliography

Index
7.

Censors in the Classroom: The Mind Benders
by Edward B. Jenkinson. 184 pgs.

Book

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Title Page

Contents

Acknowledgments

Introduction

1: WHO WILL CONTROL THE MINDS OF THE STUDENTS?

2: THE TEXTBOOK WAR IN KANAWHA COUNTY

3: BOOK BATTLES WEST OF THE MISSISSIPPI RIVER

4: BOOK BATTLES EAST OF THE MISSISSIPPI RIVER

5: THE CENSORS, HARD TIMES, AND CLOSET CENSORSHIP

6 Targets Of The Censors

7: SECULAR HUMANISM

8: THE TEXTBOOK ANALYSTS

9: A TIME TO ORGANIZE

10: THE STUDENT'S RIGHT TO KNOW AND THE TEACHER'S RIGHT TO TEACH

11: PROTECTING THE RIGHTS OF STUDENTS AND TEACHERS

Notes

Index
8.

Handbook of Reading Research, Vol II (Chap. 6 "The Publishing Industry and Textbooks")
by Rebecca Barr, Michael L. Kamil, Peter B. Mosenthal, P. David Pearson. 1086 pgs.

Book

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Title Page

Contents

Preface

Contributors

Part One: Society and Literacy

1: The Sense of Being Literate: Historical and Cross-Cultural Features

2: Literacy and Society with Particular Reference to the Non-Western World

3: The Development of Literacy in the Industrialized Nations of the West

4: Literacy Acts

5: Linguistic Diversity and Reading in American Society

6: The Publishing Industry and Textbooks

7: Politics, Policy, and Reading Research

Part Two: Task and Format Variables in Reading Research

8: Narrative Representation and Comprehension

9: Toward a Model of Acquiring Procedures from Text

10: Expository Text

11: Research on the Reading-Writing Relationship: Interactions, Transactions, and Outcomes

12: Classroom Assessment of Reading

13: Computers in Reading and Writing

14: Typography and Discourse

Part Three: Constructs of Reader Process

15: Development of the Ability to Read Words

16: Word Recognition: Changing Perspectives Keith E. Stanovich

17: Research on Response to Literature

18: Mental Models and Reading Comprehension

19: Individual Differences in Reading Skills

20: Perspectives on Reading Disability Research

21: Cognitive and Neuropsychological Foundations of Word Identification in Poor and Normally Developing Readers

22: The Development of Strategic Readers

23: Diagrams in the Comprehension of Scientific Texts

24: Basic Literacy Skills in the Workplace

25: Word Meanings

Part Four: Literacy and Schooling

26: Emergent Literacy

27: Beginning Reading

28: Conditions of Vocabulary Acquisition

29: Comprehension Instruction

30: Teachers' Instructional Actions

31: Grouping Students for Reading Instruction

32: Teacher and School Effects in Learning to Read

33: Secondary School Reading

Epilogue: Understanding Progress in Reading Research

Author Index

Subject Index
9.

Content Area Reading and Learning: Instructional Strategies (Chap. 3 "The Role of Textbooks and Trade Books in Content Area Instruction")
by Nancy Farnan, James Flood, Diane Lapp. 470 pgs.

Book

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Title Page

Content Area Reading and Learning: Instructional Strategies

Contents

Preface

Section 1: Content Area Reading: an Overview

Chapter 1: Content Area Reading a Historical Perspective

Chapter 2: Content Area Reading the Current State of the Art

Section 2: The Teacher and the Text

Chapter 3: The Role of Textbooks and Trade Books in Content Area Instruction

Chapter 4: Understanding the Readability of Content Area Texts

Chapter 5: Considerate Texts

Chapter 6: Identifying and Teaching Text Structures in Content Area Classrooms

Section 3: The Students

Chapter 7: The Students Who Are They and How Do I Reach Them ?

Chapter 8: Engaging Students' Interest and Willing Participation in Subject Area Learning

Chapter 9: Context for Secondary Reading Programs

Chapter 10: Students Acquiring English Reading and Learning

Section 4: The Instructional Program

Chapter 11: The Content Area Teacher's Instructional Role a Cognitive Mediational View

Chapter 12: Real-World Literacy Demands How They'Ve Changed and What Teachers Can Do

Chapter 13: Teaching Secondary Science Through Reading, Writing, Studying, and Problem Solving

Chapter 14: Reading in Social Studies Using Skills and Strategies in a Thoughtful Manner

Chapter 15: Understanding Literature Reading in the English or Language Arts Classroom

Chapter 16: The Role of Reading and Writing Instruction in Mathematics

Chapter 17: Reading and Writing in Sports and Physical and Health Education

Chapter 18: Vocabulary Instruction in Content Areas

Chapter 19: Study Techniques That Ensure Content Area Reading Success

Chapter 20: Using Concept Mapping as an Effective Strategy in Content Area Instruction

Chapter 21: Using Questioning Strategies to Promote Students' Active Comprehension of Content Area Material

Chapter 22: The Significance of Prior Knowledge in the Learning of New Content-Specific Ideas

Chapter 23: Moving Beyond Reading and Writing in the Content Areas to Discipline-Based Inquiry

Section 5: Model Programs

Chapter 24: Creating Response-Centered Learning Environments Using Authentic Texts to Extend and Enrich the Curriculum

Chapter 25: A Cooperative Learning Approach to Content Area Teaching

Chapter 26: Assessment in the Content Areas Solving the Assessment Puzzle

Chapter 27: Theory Becomes Practice a Design for Content Area Lesson Planning

Chapter 28: Preferred Instructional Practices in the Content Areas

Chapter 29: Crossing Boundaries with Literate Actions a Look Inside Successful Content Area Classrooms

Affiliations

References

Index
10.

The Sociology of Mathematics Education: Mathematical Myths, Pedagogic Texts (Chap. 4 "The Analysis of School Texts: Some Empirical Antecedents")
by Paul Dowling. 336 pgs.

Book

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Until the 1960s, maths was studied as an academic subject in a desire to have more mathematicians. The current trend, however, has moved away from viewing maths as a purely intellectual endeavour and towards developing a more mathematically competent workforce and citizenry. This trend has seen a large increase in the number of maths schemes being produced by the major educational publishers, which attempt to make maths 'easier' and more 'approachable' by using language instead of symbols.; So why do so many children still 'fail' at maths? The author contends that to understand this, teachers need to analyze and evaluate the maths textbooks they are currently using. The author shows the reader how to systematically analyze and evaluate these textbooks. This interrogation of classroom resources, should have important implications for teaching strategies and for textbook design and use.

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Title Page

Contents

List of Figures and Tables

Acknowledgments

Preface by Series Editor

Chapter 1: Mathematical Myths

Chapter 2: Juggling Pots and Texts

Chapter 3: Sociology, Education and the Production of ‘Ability’

Chapter 4: The Analysis of School Texts: Some Empirical Antecedents

Chapter 5: Towards a Language of Description: Some Theoretical Antecedents

Chapter 6: Constructive Description and Social Activity Theory

Chapter 7: An Introduction to the Empirical Text

Chapter 8: The Textualizing of Algebra

Chapter 9: Genres of Production

Chapter 10: Setting and the Public Domain

Chapter 11: Interpellating the Teacher

Chapter 12: Disturbing and Re-Establishing Equilibrium

References and Bibliography

Index
11.

Social Studies for the Twenty-First Century: Methods and Materials for Teaching in Middle and Secondary Schools (Part Five "Textbooks and Media in the Social Studies")
by Jack Zevin. 439 pgs.

Book

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Intended to be used by social studies teachers at the middle and secondary levels, this text provides a review of the field based on current curriculum, research, and theory. Sections cover the philosophy and history of the social studies; teacher/student interaction; strategies for instruction; teaching the curriculum; textbooks and media; and professional issues and trends.

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Title Page

Contents

Preface

Acknowledgments

Personal Prologue

Part One: Philosophy and History of Social Studies: What Is (Are) the Social Studies?

Chapter 1: The Social Studies: Definition, Organization, and Philosophy

Chapter 2: The Fields of Social Studies: How They Relate

Part Two: Teachers and Students. a Context for Social Studies Instruction

Chapter 3: Teacher Roles and Student Audiences

Chapter 4: Organizing for Instruction

Part Three: Strategies for Social Studies Instruction

Chapter 5: Teaching Strategies for Lower Level Skills

Chapter 6: Teaching Strategies for Higher Level Skills

Chapter 7: Planning a Unit from Start to Finish

Chapter 8: Evaluation in Social Studies

Part Four: Teaching the Social Studies Curriculum

Chapter 9: Teaching World/ Global Studies

Chapter 10: Teaching U.S. History and American Studies

Chapter 11: Teaching U.S. Government and Civics

Chapter 12: Old Concerns, New Directions

Part Five: Textbooks and Media in the Social Studies

Chapter 13: The Role of Textbooks in Social Studies Education

Chapter 14: The "New Age" of Multimedia: Part I. Reading Words and Images: Print Media and the Fine Arts

Chapter 15: The "New Age" of Multimedia: Part II. Interpreting Moving Images and Sounds

Part Six: Beyond the Social Studies Classroom: Professional Issues and Trends

Chapter 16: The Complete Professional

Chapter 17: The Future of Social Studies Education

Appendix A

Appendix B

Index
12.

Civic Illiteracy and Education: Battle for the Hearts and Minds of American Youth
by Joe L. Kincheloe, Shirley R. Steinberg, John Marciano. 222 pgs.

Book

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Title Page

Dedication

Contents

Acknowledgements

Introduction

Notes

Chapter 1: The Crisis in Civic Literacy And Foundational Principles

Notes

Chapter 2: America: the Dominant-Elite View

Notes

Chapter 3: America: a Dissenting View

Notes

Chapter 4: The Radical Tradition In Educational Criticism

Introduction

Chapter 5: Civic Illiteracy and American History Textbooks: the U.S.-Vietnam War

Introduction

Introduction

Chapter 6: The Persian Gulf War

Introduction

Chapter 7: Civic Literacy and the Gulf War: Critical Pedagogy And An Alternative Vision

Index
13.

The Psychology of Science Text Comprehension
by Arthur C. Graesser, José A. León, José Otero. 459 pgs.

Book

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Title Page

The Psychology of Science Text Comprehension

Contents

Preface

1: Introduction to the Psychology of Science Text Comprehension

I: The Functions, Contents, and Design of Science Texts

2: Toward a Functional Analysis of Scientific Genres: Implications for Understanding and Learning Processes

3: The Characteristics of Well-Designed Science Textbooks

4: Visual Imagery in School Science Texts

5: Generating and Understanding Qualitative Explanations

II: Basic Cognitive Representations and Processes in Text Comprehension

6: Comprehension and Memory of Science Texts: Inferential Processes and the Construction of a Mental Representation

7: Understanding Causality and Temporal Sequence in Scientific Discourse

8: Situation Models as Retrieval Structures: Effects on the Global Coherence of Science Texts

9: Predictive Inferences in Scientific and Technological Contexts

10: Situated Regulation of Scientific Text Processing

III: Comprehension Monitoring

11: Metacomprehension of Science Text: Investigating the Levels-Of-Disruption Hypothesis

12: Noticing and Fixing Difficulties While Understanding Science Texts

13: Updating Mental Representations During Reading Scientific Text

IV: Coordinating Multiple Information Sources and Media

14: Using Illustrations to Promote Constructivist Learning from Science Text

15: Understanding Machines from Multimedia and Hypermedia Presentations

16: Toward an Integrative View of Text and Picture Comprehension: Visualization Effects on the Construction of Mental Models

17: "Mining for Meaning": Cognitive Effects of Inserted Questions in Learning from Scientific Text

Author Index

Subject Index
14.

Learning Science in the Schools: Research Reforming Practice (Chap. 12 "Science Textbooks: Their Present Role and Future Form")
by Shawn M. Glynn, Reinders Duit. 382 pgs.

Book

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Title Page

Contents

List of Contributors

Preface

ACKNOWLEDGMENTS

I Learning Science Meaningfully

1: Learning Science Meaningfully: Constructing Conceptual Models

ACKNOWLEDGMENTS

2: Constructivism and the Learning of Science

REFERENCES

3: Children's Attitudes Toward Learning Science

ACKNOWLEDGMENTS

REFERENCES

4: Students' Beliefs About Epistemology, Science, and Classroom Learning: A Question of Fit

REFERENCES

II Conceptual Development in Science Domains

5: Children's Biological Ideas: Knowledge About Ecology, Inheritance, and Evolution

6: Conceptual Development of Basic Ideas in Chemistry

7: Children's Understanding of Astronomy and the Earth Sciences

8: Conceptual Development in Physics: Students' Understanding of Heat

REFERENCES

III Conceptual Tools for Learning Science

9: The ThinkerTools Project: Computer Microworlds as Conceptual Tools for Facilitating Scientific Inquiry

REFERENCES

10: Concept Mapping: A Strategy for Organizing Knowledge

11: Teaching Science with Analogies: A Strategy for Constructing Knowledge

ACKNOWLEDGMENTS

REFERENCES

12: Science Textbooks: Their Present Role and Future Form

IV Assessing Learners' Science Knowledge

13: Moving Toward a Portfolio Culture in Science Education

REFERENCES

14: Diagnostic Assessment of Students' Science Knowledge

15: Interviewing: A Technique for Assessing Science Knowledge

REFERENCES

Author Index

Subject Index
15.

Language, Ideology and Japanese History Textbooks
by Christopher Barnard. 190 pgs.

Book

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Christopher Barnard is Associate Professor in the Department of Anglo-American Language and Culture, Teikyo University, Tokyo.

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Title Page

Contents

Preface

Acknowledgements

1: Introduction

2: Processes and Participants

3: The Ideology of Irresponsibility

4: The Ideology of Face-Protection

5: Locating the Findings in a Wider Context

Works Cited

Index
16.

High School English Textbooks: a Critical Examination
by James J. Lynch, Bertrand Evans. 528 pgs.

Book

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Title Page

Acknowledgments

Preface

Contents

Introduction and Summation

Part I: The Anthologies

Chapter 1: The Anthologies of Literature

Chapter 2: Contents

Chapter 3: Organization and Coverage

Chapter 4: Editorial Apparatus

Part II: The Grammar And Composition Series

Chapter 1: Grammar and Composition Series

Chapter 2: Grammar, Usage, Mechanics Analysis and Description

Chapter 3: Rhetoric and Composition

Chapter 4: "Other"

Part III: Recommendations

Chapter 1: The Anthologies

Chapter 2: Grammar and Composition Series

Appendix A: Tables for Literature Anthologies

Table I Percentage of Short Stories And Of Pages Devoted to Short Stories

Appendix B: Tables for Grammar And Composition Textbooks

Appendix C: Second-Track Anthologies

Appendix D: Supplementary Materials

Appendix E: Representative Problems Of Grammar and Usage

Appendix F: Comments of Teachers

Appendix G: Authors and Editors

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