University of Southern California Dissertations and Theses

The selection of textbooks and other instructional materials in the high schools of California

(USC Thesis Other)

The selection of textbooks and other instructional materials in the high schools of California

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Content T -
SELEG I 1.
S D TF
11.T I S I y T
.IG C OOLS
Diss ta o
e aculty f
i r
I
of
r s e
e
0
0
f
el
19 O
- TR CT ON
F C A
UC io
_or a
e
This dissertation) ii ritten under the direction
of the Chairman of the candidate)s Guidan e
Committee and appro ed by all 1n nibers of the
Co1111nitt e) has been p1· sented to a11d a pt d
by the Fa ulty of the S hool of Edu ntion in
partial f ulfilln1 nt of th r qtttr nz nts f r tit
degree of Do tor of Edu ation.
Dan
Guidan ommitt
-
T.ABL
C T ., TS
C
p
•
PAGE
I.
THE
p
0
LE I
• • • • •
• • • • • • • • • • • • •
1
ature
and p r ose of t st
y
•
• • • • • •
2
efinit i s of t
u ed
• • • • • • • • • •
3
D li i
ons 0 t
\., dy .
• • • • • • • • •
4
I m
ort
f
le
• • • • • • • • • •
6
Pr V
of or
n
• • • • • • • • •
• •
9
0
ns .
• •
• • • •
11
• • • • • •
• • • •
11
• • • • • • • • • •
• • •
3
r o ,
s i i
s .
• • • • • • • • • • • • •
21
i - vi
t
s
• •
24
r -
a d
V
1
• • • • • •
• • • •
• •
27
f
h
ie
• •
27
I
•
•
• • • •
• • • •
• •
• •
• • • •
29
Det 1
.
C
n
h 0
• •
Co tr ct n
C
- 11s
• •
• • • • •
•
2
e
t r of
tr ns 1 tal
• • • • • •
• • •
3
he
0
C
·- 11 t u t n-
na
l
• • • • • • • • • • • • • •
• •
• •
33
e da t
• • • • • • • • • • • • • •
• • •
•
II .
I
•
The ch ck-lists nt to ub i
rs '
D
repr sentitiv s. • • • • • • • • • • • • •
Pr · ci 1 s
adoption of
ic racti
tio 1 at
r atment oft e d ta •••
i th
1
• • • • •
• • • • • • • •
m ry • • • • • • • • • • • • • • • • • • •
I • I -
0
• • • • • • • • •
• • • •
• • • • • • •
chool reco
n s 0 • •
Li t 0 a
t
• • • • • • • • • •
.
e 1
• • • • • • • • • • • • •
u
or cu
0 0
Loca
r o
0
• • • •
r
0
1 t.
• • • • • • • • • • • • • • • • • •
Loe 1
ro 1 f
• •
• • • • • • • •
he u
C • •
e di sit on 0
- ou • • •
wnmary
• • • • • • • • • • • • • • • • • • •
L11JC I
~
s .
• • •
• • • • • • •
Org 1 ti n r t
ok
ct on
• • • • •
0
committ es
• • • • • • • • • • • •
s
on e ne d f r
textboo
• •
he t e allott d
for t
0 s 1
on.
•
iii
PAGE
35
19
44
4
48
7
0
1
55
I
7
6
2
64
65
CHAPT 'R
Procedures in t ex books l ection.
• • • • • •
The use of obj ect i ve de i ce s to eva l u te
t exts •
• • • •
• • • • • • • • • • • • •
bt ini g s tude t n
r nt
c t to
t xtb oks •••
• • • • •
• • • • • • • •
t
s of obt i ·
1 av 1
le
ma
• • • • • • • • • • • • • • • •
n valu t f
1 ct C
-
dur s
• • • • •
• • • • • • • • • • • • • •
tr on
s
0 r -
• • • •
a i
0
s
• • • •
f 0
0
• • • • •
• • • • • • • • • • • • • • • • • •
•
-
• •
. .
•
1 0
• • • •
• • • • • • •
e r
on of u
u 1
cu r C um
ar
ro of
n
• • • • •
r C ur i
c t in au o- vi ual t r
-
ls
• • • • • • • • •
• • • • • • • • • • •
e t
f ot i
ictur s .
• • • • • • •
va ti n
s
nt f
oti
i ctur s .
• • • • • • • • • • • • • • •
•
he a ro 1 of s on or d film.
• • •
• • •
..
iv
P GE
67
67
7
7
73
75
77
7
2
3
85
86
86
86
89
V
CH PTER
PAGE
Sel ction f materials other than motion
pictur s.
• • • • • • • • • • • • • • • • •
92
Slides and roll film.
• • • • • • • • • • •
92
adio and recorded ro ram.
• • • • • • • •
3
A r val of ch rts n m ps
• • • • • • • •
94
dmi 1 tr t rs' V uati n f r C ur s .
• •
94
Str oi t 1 -v SU 1 s 1 ct
• •
4
e - v SU 1 s 1 ct
• • • •
96
ry
• • • • • • • • • • • • • • • • •
• •
7
I.
• • • • • • • • • • • • • • • • • •
1 1
t
• • • • • •
C f
• • • • • • • •
104
of r t ro-
a OS t ve r
-
ls
•
• • • • • • • • • • • • • • • • • •
0
at 1 V r 1
in e 1
• • • • • • • • •
111
e cti n f r C
or u 1 t C sr 0
• • • • • • • • • •
114
ry
• • • • • • • • • • • • • • • • • • •
11
II. C
'
I
,
-
I
'
E
• • • • • • • • • • •
11
ol cy ar g th r at ns f t 0
CHAPTER
I
•
salesmen and teachers ••• • •
• • • • • •
Polici s r garding textb ok sal smen's
int - rvie s
ith t
ch rs.
• • • • • • • •
Practic sand olici s 1th r gard to text-
book sa m les. .,
• • •
• • •
• • • • •
• • •
he dis osition of te tbook sa
s •
• • •
·oti ic i n f u
i
h uses of a n
ad
tb ok
ti n ••• • • • • • • • • • • • • • •
x ibits • • • • • • • • • • • • • •
ul ti s
i t • • •
r C
n i
1
l s 1 ti
• • • • • • • • • • • • • • • • • • •
I S 1
C I • • • • • • • • • • • • • •
e t d s f
b o
to
r 1
ad i
ive 0
cy ·it
r e
t
0
ct on.
• • • • • • • • • • • • •
ctr
t
lay a
rt
t e 0
lecti
• • • • • • • • • • • • • • •
•
1
io s of boo
en
1th re
rd to the
stat
re ir
t f or
t e tb ok 11
ti. g.
• • • •
00
n's o
i nio 0
ro
ures 1
te
b ok
s
lection
• • • • • •
• •
• • • • • • • • •
he s
lecti
of t t oks.
• • • • • • •
•
vi
PAG
120
1 22
123
1 4
12
1
129
12
130
1
13
13
137
138
vi i
C l APTER
P A G E
¥ eak esse s
and r ec ommended change s i n
adopt i on
procedur s
• • • • • • • • • • •
140
Op i ni o s concer 1 t he r s nt t i on a d
i 0
it·o
ook sam 1 s
• • • • • •
143
Di s
of s pl
• • • • • • • • • • •
145
C urricu 1 r tor i s
t xtbook
xh bits .
• • • • • • • • • • • • • • • •
145
i n 0 s 1th
. r ~
to t us f r ... e or
1
i ve
1
ol
• • • •
14
1 ti
of
'
0 1 r
• • • • • • • • • • • • • •
1 50
ok
• • • •
1 50
t r 1 t
V
• • • • • • • •
1 5
ry
• • • • • • • • • • • • • • • • • • •
1
3
E-
•
• • • • • •
• • • • • • • • • • • • • •
1
ro ur
• • • • • • • • • • • • • • • •
1 56
1 1 tr
'I
.
h
r C
r r t
ct on .
• • • • • • •
1
i i n 0
d 1
te t ok
160
1 r.
oc 1
0 1
xt s
• •
16
inions 0 0 i 1
r r 0
ic
d u
e t
t xts
• • • • • • • • •
172
i ions 0
roce
r .:;; 0 0
n e
• •
172
•
s
Represe tation on a optio
committ es •
Opinio s of the panel o the obj ctive
evaluation of t extbooks •••••••
0 inions on the s election of audio-visual
materials • •
• • • • • • • • • • • • •
roce ur s for the approv 1 of motion
• •
• •
• •
ictur s.
• • • •
• • • • •
• • • • • • •
pinions o the a ro 1 of s
ory i
other th n motion
icturds.
• • • • • • •
The a roval of son or
au io- visu
m terial • • • • • • • • • • • • • • • •
e election of
1 ta d othe
te 1 .
Summary
• • • • • • • • • • • • • • • • • • •
Y,
,
.c I
• • •
Swnm ry
• • • • • • • • • • • • • • • • • • •
The s
ct on f ba ic t
tb ok
• • • • • •
he
selection
of
sup lem~nt ry
t s .
• • •
he a
proval of au io-visu 1
t rials .
• •
T e a roval of ine
nsive and free
-
phlet ma t erials •
• • •
• • •
• • •
• • •
Stron
and weak
oints in
roce res.
• • •
t te requir ments .
• • • • • • •
• • • • •
he o i ions of tex b ok sale sm n •• • • •
viii
AG
172
173
179
179
181
181
183
1 3
183
184
1 5
186
186
187
188
Opinions of the panel of exp rts. • • • • • 189
ix
C
p
R
p
GE
Conclusions
• • • • • • • • • • • • • • • • •
191
eco endations
• • • • • • • • • • • • • • •
195
Im lie tions for further r
search
• • • • • •
199
IB IOG
p
• • • • • • • • • • • • • • • • • • • • •
201
D
• • • • • • • • • • • • • • • • • • • • • • •
20
LIT F L
T BL
AGE
I. The Re l i abili
y f
he Check- list Data
• • •
36
I I. A Cl assi fic a i on of embers of he Pane
of Exper s
by L ca i on
•
• • • • • • • • •
45
III .
Schools Indica in Centr 1 Libr a r ies f or
Copies of r ove
Textbooks
• • • • • •
52
IV . he N b r an
ercenta es
of choo s
Ha vi
g Currie l um Lab ora ories, Dis rib ed
by i z and nr en
• • • • •
• • • • •
v. he
ber of ee s
les r evi e
e ore s C i n I s e
• • • • • •
• • •
6
I .
n r
re n
C 00 in
ca n
X
• • • • •
V
_h
r en
C i
• "'
r
V • • • • •
V I .
0
C
i
X
0 . 0
n r
e
•
• •
• •
• •
?4
I
eakn s
es
In icate
b
ca or
0
•
Ad o ti n
r oced r es
• • • • • • • • • • •
7
Ed
cators '
R in
of A 0 ti on
r ced res
in
•
heir
Schools
• • • •
• •
• • • • • • • •
7
I .
e
1 n
of
i
- Visua 1
~ ervic e
he
C
rriculum
D e
art e • • • • • •
4
• •
• • •
xi
I
L
G
XI I . et ods Indica ed by
ors of e C i
ti on Pie ures for s in he Cla r
•
7
~ III• chool Policy Regardi
he A roval of
onsor ed Fi
• • • • • • • • • • • • • •
1
XIV. tr n Poi s I dica e by d ca rs 1 e r
C
ro r a s
• • • • •
v.
s~es In 1
C or i r
-
a • • • • • • • • • •
03
I.
0 e e i
l e
0
• • •
0
VI
•
i
C
• • • • • • •
• • • • • • • • • • •
0
II.
0 S
n
• • • • •
3
f
r
r s
•
e
i
e Cl s r
• • • • •
•
n 0 Ed
ca rs C nc r i
achers
• •
• • • • •
• • •
~ 1.
e
s
choo s
s
f
a
Ad
ion Is
e
• •
• • • • • •
7
xii
LIS T L
T BLE
PAGE
XXII.
Bookmen ' s
1n · ons on e
eth ods of S ecting
Book~
• • • • • • • • • • • • • • • • • •
139
XXIII.
ale en' s 0 ini n on he Fr equenc ·
of
am le
equest s w
en 0 do i on Is
C n
plat d
• • • • • • • • • • • • • • •
144
IV. s en ' s 1 1 ns 0 he s
j
i n f
X 0
ples
• • • • • • • • • • • • •
1
•
R
00 . n t o the a i n K e i n
0
n
ca
ors
• • • •
• • •
I .
n
rsic I'
ic
a • • • • • • • • •
1 2
CHA TERI
The process of education has steadily increased in
complexity. A hunar -a e rs a o the 01e teacher c ol 1th
a few students had relatively few robl ms s co red t t e
large etrop litan hi h sc of to a • • nife t s of
this gro1th are avid nt in the u ti sass ci
select! nor educ ti nal t
•
for the teach r of he last c
for her upils, but to s c.
cult.l C O 1 u t cm ly 1th
rules and re ti soft
follo ed,3 and t e ne s
The pro re s b d
out th re b 1 cri i
the best ate als avai ab
t
thous n
1 1
It
t C 0
ct n is
C t
r
ct
ar bound n t by th r S 0
•
, 2 h
t
'
t e
1 John • rub c r, .....,;....,__....... _ _ --:------=~.-.
cation ( e York: cGra -Hill a 7J
t
-
-
•
2
Educati~n Code, St te f Califor A , iv n
'
ha -
ter 4, Article 1, Secti ns 11651 t 11 1.
3 California Admini trativ Co , 1tle _,
Article 6.
4 c. R. xwell, The Setect1on J.. extbook§ <
Houghton ifflin ompany, 1921 , p. 32.
n
t n:
•
2
of Education, but are also limited by certain procedures, set
up
by their
own boars of
ed 1ca ti
n, , · ich are
characteristic
of each sch
ol or syste
•
1 any o these r C ur sh ve t
been put int
writi a ins 8 C s s hav n t b e care-
f lly
ormulated in th
.
f
.
i
h
l. s
se r -
r m.5
It is h
e
t'
t this stu
opt·
will he
p to so ve s o e
e r b a s f s
ist 1 t1 choo S 0 a i r 1
T e
urp se of is
C
es u
in t
in h t ins C
0 5
1 n
s:
1.
•
•
•
5
• • C
ship an its 1 t
D ctor s isserta 1
Los n 1 s, 1 47),
t
r
to:
t
"A
0
n, T
P• 5
st·
tud
rric
Univ
J
o a
•
1 t s
s
asl
the
vel
V
0
n r C d
s
C i n t t
n
V
-
0
t
t
r
1
r
•
-
t
3
2. ow o the ractices of schools 1th the same popu
lation com re? hat are the distinguishing charac
teristics of the rocedures in schools of different
sizes?
3. owe ct ve o principals, sup rvisors, an super
intend nts c si er their p es nt eth ds to be.
4.
5.
•
7.
•
hat chan e o
r
t
h
nt ndents
t et s
1
1
1
at n.
C
t
c ls, c rriculum orkers, and
1 t be rable in h ir
ti 1al terials'l
ir
s
-
s con-
s
C
1
h
0
0
o s b
-
4
The te r s ba s ic and sup lementary t exts were used as
they are defined in the California Ad i nistr tive Code, as
follows:
A
b
A r egular textbook (basic text) is a volUILe intende
f or us by u ils, and eeting in style, organizat i n,
and c t nt the b sic re uire ruent of the cure for
which it 1s in ended. 1 re ular textb ocs us t be fil ed
with the t ate Dep rt en t of cat i n and ace pted or
listin be- re t hey can be o e ed f or a e o t e ov rn
in boars f the i h sc ool 1 t r icts 1 Ca 1 or ni , r
ad p ed or s as t extb k in a i h sc ool i strict.6
sup l e nt i
0
s n 1
i t
s s
h
V
f s 1
tu s oncern
d a :
1
, b t
•
r
s
1th h
it t
s s
'
V
b
s
e
•
t
ea
ec s -
c ol, e
l r s nl •
or 1 ri y s 1
th re t X s b
t t
rin n
6
Cal1fornia
c on •
7
i o nia
ni stra ive C e
V, rt 1
'
m n r a ive C
office. The lat er
n ral yin lude grade on
5
hrou h e i ht .
8
lthough high school s uden s a e also sup lied with free
ts, he books ar
chase dir ctly fro
The s udy did no inc
el c
h
ro an a roved list and ur
s uden s mu
o a
b th 0 1
of e ca o or
ex
0
ivi
Ch
e
h r
of h
C e
he
ha
1 1
1 d ore
er 2,
0
in
h
e
w
ve •
1
r ey
adily.
I id. , C
I id. , C
•
r
0 S
d
y
ole of h
1 s
0 S
a
r
i r r
i 1
e
r 1
ro lo 1 school funds .9
o l e e ra
'
n hich
ona sup
0
ies .
on r oced
on any
q
•
or state
was n
e
in
in u e
ro-
he u-
e oar
orn a e au e 1
1 1 a s
o 1 1
nd
1
n law
s a
on o
h n 1
n
hool
hes ho
d
ens.
e
f
if n a, D vi on ,
2
•
•
6
California includes not only lar e city sys ems, but repre-
sentatives of all types, and since they mus
the s m set of regulations , ore valid c
made .
operate under
ari n could e
· sic
T
rin
persons r o
or r o inc
elec io
s an
of he ane of ex er s for rain he
ra cti ce , h o h somewhat wighted with
wa ex ended be ond ~ ifornia in
O U i e
ser
ha a
0
ornia
me s
a
0 i d
u e r
e tremel
h
i es
0 i 1
e d
•
r C
or ado
r o any
C e 0
0
en s of
1 es n
1 n roe
of
r
1 h y
i
0
es
0
e
a
0
shoul
r
on
asi
e s
y
ose in Ca 1 orn a.
y a al o
rly an ·n an i
1 icul n i r
1
e
h c las o
o e
roe r o he occas
se fa
r on
c ou
d w
y
1
0
OS
h
w
in
et, book
h 0
v rsal
h
-
in
e
e
cli in. hoe used r
. , howev r
of se lee ti o •
1 h len he
or
lve
o a we 1 e in ro ra
I .PORT N
ROBL
In 19 1, J.
•
ons n, wri in in he hir eh
7
Yearbook of the Nati onal Socie y for he Study of Education,
said:
I is ex book hat in h o sand
determine econ en of ins uc jon
pro ed res . This s te may no b
us al heory, 1 ore y
by er isor rs of
herefore, o 1
e a ional c on
xtboo i s a 1 or
T ay, 1 c
a ar
o c a . o ms
a wel as ta hing
in a c ord wi h he
fa ts re or ed
s ools. In view ,
0 i
in o r
on of
s
5
0
uc onal
ook-
m erial , s
et , e iodi
s
i e -
ne
1
or
s
a
0
23 -
r C
as a o .
sue
cal
0
a
11
•
12
•
C in
Jun
n
r
or wei
0
o m
•
'
1
h
a a
0 e
al s
V
0
•
C
0
i
OS
e co -
•
n ra
n r
or
II 1 "
y
•
s
8
materials for
he fir t ra r o h h fourte n h.
In
len th,
they vary fr o one s
? 1"'
ri hat take only a
few min t
co pl 0
ha re uire a lo and ar -
ful analy is.
he e S C les h
V ry O j C i e ,
and
wi h so e limi
i ons
, r
e e 0 q a a r
•
0 e
0 an yz i
ca
on
en a 1
e
es
0
d
•
•
•
"
s
C
de var
0 C ic
.
s
i on o
in
an 0
" h
an e u
e
C
which rin 1 s
s
C
a
mal , me a "
z
'
•
r a
a
0 0 0 ,000
a
•
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00 n
h
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ool o
0
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r
0
V a
0
c o
0
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r
'
.srQ .
ci
• •
7.
-
14
-
book
(
• •
1
e
a-
•
in
-
)
9
In tie ot rs are a ded as the eed aris sand, in turn, be-
co e traditional.
tot ke are of
e r ly a eris
ince such ·ethods originated as pedients
ven situati ns, inal procedures ay become
ex e ient ractic ~s. These vary wit in
b t · en sc o ls ,
a o
r tive
u y of t
will
S 0
bl
C f
i
rs· oo
h
C
cool
'
r
e
e ne
•
i
s
C
oc
'
t
s,
und by ch rdt nd hi ple.
tency a
t
e d or es-
is a tory r ctic s
a pti n r oced r
T
t
nee d ed 0 a
1
is r
n i
r ob
be
t 0
•
e
1
t i 0
t r a d
ve
•
is
s d
a t r
•
cri -
h
e
ols n
1 e r
t e ra n
seals
n
,..
ic pri
n
1
t ed, and ho
ta
re
b d r
s'
r
iv
nd a -
r al o
t e
of r
s ho C
1
re
e
t en
e
'
10
schools .
Administrative pr ctices in !sting of textbooks in
small, edi , and large schools and it in city school sys-
te s are described
in Cha
tr III.
ls o
iscus d are re-
quire ents of
the state t
ic
b on t h a ro d
list before t
y n be
t d by
ools. The pl ce f
curricu
libr r1 s
n
bor
ori s it
r s
ct t o t t-
boos is a
0
in
•
n o
e 0 0
t 0 t xt o
e
C 0
0 a i
1
I
'
ls
r
0
ar 0
•
'
s
t
a
0
r
0
ls
t
1
r
n
•
h
1 t t o
r
0
r
1 n
s' r
r s
t o
in
t r
rac
ic s co
r 1
r r
C b t
al
en
er
r s
rv1sor
e
s
•
-
ti
s an r
ir
nt r
r
he
· ctiviti s
sal
11
in the schools are outlined.
he opinions of ublishers' repr s ntatives on a o tin
rocedur s
i the 1 h schools of Cal ornia are
utlined in
Cha
ter VIII.
T e pinio s of SC ool d
.
istr tors and
ub 1
hers' r r nt ti
r
nd r sen
· r ctic s
rec
id r d
'
r C t o t
boo
1 t o b d r-
e .
C
C
s
1. d
y
I
•
C
co
ho
0
•
'
C
•
•
t.
t
r,
b
in
er v r
00
n, ___.,..........,.___ ............................. a .1n ---~..--.,.;r,;.;;;-
•
a n, •
12
illustrated . Often they w res all, if icult to read, and
the content as dull and uninterestin . Difficulties bes e t
rinters o early textboo s.
rans ort t·on facilities
re
oor,
co . unicati
n w
if icult, nd t er r no cop -
ri t la .'s, so h t
rs co i d xi sti boo t 111.
.., a zards of trave l
it
.
OS ible or or 0 b ac-
aint
1th t 8
e
i 0 t r o r s
S V ry l
u ors r t
r 0 e
bj ts
r
s
ati n
1
te
r
0
b
0
r
C
to
w
r
'
t:
instr
t,
r
1
m
0
0
'
t 8 0
as 0
s.
n
d 0
. rov
n
nt t
•
0 t
r
r
e
r
•
b
r .
( 0 0 :
13
ore r cently, odern t ~eo ,ies av t ended to r educe the
emphasis n textbooks and to ·nclude t he us e of s l ides, otion
pictur s, charts, ap ,
other au i o-v sual aids in an at -
te pt to provide ore r 1 1·re experi nces fo r t ho s in s c hoo1J 8
scho ls h ve
i s _z , t _ _ e r bl ... of t e s l ecti n
0
te'" tboo s
h
e incre
si n
y di icul t.
t one i e
t
re a 0
·ty n s1ch s
lec t i on,
but a s
s choo
ev 1
'
s· bi l ·t w s 1i t ed r o l o al
of
y C
r
1
y pert i e C
ni -
ion n
rv
r
1
•
lated
lite
e. he
ost
ortant i 1 vol eon
h
-
t e
r
e
5
1 ct ·on
s 0
X b
s
e
0 t
t n,
t II,
is b k 5
0
J .
•
n n.
i
a
t
t
•
It i s
t
r
•
n, of
V n,
rt
18
r :
•
ocie t
II
e
1
b a
T r 0
r
t
nt
o k
n a s o
is
0
"
t
ry C
o s"
'
Il
s.
V a .e
rs,~
y, 1 37),
1 ns n, Ql2• ill-, . 11.
a
n."
C 8 -
t e r -
5 n
ct·n
n
ritten b
t rs
t, n
'
1
tint
is
y
( w
14
and will be ref erred to br·efly.
r . Jensen, in his study , sent uest onnaires t o schools
in cities i t h p opul a t i
1
s bet een 25 ,oo and 250 ,000 and
obtained 172 responses , i h s r ve as t e basis or h s data.
is report in the hirtie h Y earboo closely p rallel th
iven in his b ok, "Curr nt r C u s lee n T xtbooks,
"
but t r is a r nt nor erenc e i i er c se to he
0 er v
•
ue sti s s ch s t 0 i r e d :
"Is t he r i bi it 0 t e s 1 ct 0 he t e
t t 0 or h s
1
e
.
te n e
"
s a b sis f r t e 0 s d n
to t h bo C
(
0 s xa er o all
vaila e t s 0
f)
s V ext b o
C itt yes o no .
_Q
J e s r 0 t 0 f 1 iv
t is:
•
t 0 t or t tbool-
•
2 . izati t xtb o s .
•
T e or za on ors 0 t tboo
·t -
te s.
4. 0 n and s cret c ittees .
5.
T e
P r
t·
n f t h t tb itte
•
g i s fi dings wee th t:
20 r A. J ensen, "Curr t r actic sin e ctin
Textbooks for t he .L:.llement ry cools," Thirtieth Yea book
of 1h! National ociety fr t.e Y _f. ducation, V 1. I ,
C apter II.
1.
2.
3.
4.
•
7.
•
•
21
tbool s
15
ractices in citi so po ul t ion et een 25 ,
and 250 ,000 indicate that t he city u usally operates
as a nit in the select ·on of instructional material ,
and has fu 1 power to s lect its own textbooks.
The board of eduction al o t i nvari bly delegates
t his autho r ty to the superinte dent of schools ,
but holds 1is ecoIIllilendations subj t to its "co -
only erfunctory a proval."
he su erinten en of schoo s calls u on his assis
tant s, the ac t al users of textbooks , to vi s
hi l on the robe of s lectin t e~ tbo s .
he
to the
.
tendent o
SC 00 S
e
SO""
u e l
s a
or anized
as a
co itt e .
i r
f t e
s i i
boo
-
tt e
'
e n
ith
ractice in
hools
C
s
inten t 11 C
and t he
ni 0 ty
ut 50
e r c nt
te achers, 25
t rin-
t
r
15 per ce
t
s· rvi
he
e extb
ctive c
e t's
t f
ctly r res nted .
co itt e
itt eh s
e tb
both s
es .
r
t h tb o
nd t · ons to t ·
r
'
an
bo r
of
n t
hree
a
nd t
h r port o
sonly r c o
schools but
o e •
h r co · e dat o s
_r c nt
tio
s.
it -
h e r nt ndent of school , in a ointi t he
t e n rally st ts is r ble ; th co -
e , _o .e r, S;ts u its on t nd rs o va
l uat· n rt· e i str cti nal ate ·a1 c sider a. 21
A. JenC"en, " C rre t ractic s 1 e c
e e nt r c .. ools,
11
--2.£.. ill.
•
16
In Chapter VII of th yea rbook , "The Use of cor cards
in
valuatin
Te tb oks," C.
•
4 ax ell discussed t he pros and
c s of usi g sc r cars i
valuatin t tb oks by describ-
in one hund ed an f·fty re is o a qu s tion air s t t o
chools . 22
and atte ts
Ar u e ts .thr and
at
def i i t c c s·on .
r se
s
s i ha
n
s
sci t
C C
a t extb
a
i ic
•
1
ty s no ls i
tboo s .
o hi
a n
n e
p b i
in
22
y o ..
-
23
C
h
y a
5
s .
I
t
"
h
•
tie~n
arboo
on , rt II ,
•
147 •
ai~ t score cars
e i ve
t r r ·vi
io by
bot si e
a z d
e i
'
0
r
0 C 5
t 1
t. 0
t
als ith
ol
1 a
t . i
in ·v a
0 iel:I
5
written by rank • Jensen and is based on a q estionnaire
sent tot. irty-f ive publishers .24 The conc l usions of ir.
Jensen's stu y tat see d pert ne t o he reset study
17
ere that the
b ... is r
r res nta iv r e ted the text-
book and had a de inite i 1 ence n s 1 ct·on. w e red
an asset totes 1 ctn co~ itt e by the sup rintendent,
oss sad all the quali ications c ~ on to any oo sa es an,
a , in a .. ition , as oro ly acquaint d ith h e r
and ra 0 ucation in t _e sch ols. r c i ca ly all
we r coll e graduates who had ract c 1 sc ool ex eri e.
e istribution o examination o
natural p' rt of the
1
bis rs' ch or rese n
d
boos, an, sine all companies llo da b ut the sa e o icy,
tis r
a iv n
e
'
pis
Int e
cause it
ad tion
2
sam l in
xt .
r ee e
s e
ere n t a t
•
J n n a p
as t
roe rs in
not c nstit tea
ot e u 1 p 1 1 0
to t c_ r
0 id t e ct
r in t tb o s ctio
et y wrot ir ctly
en r
a ir C ,
ctor ins
ub i
. is. r
. 25
bl
C
kn w
sc ools an id t e ublis
J n en , .QR• cit., • 163.
25 Ibid., . 173.
C
rs t
h
d
rs.
b -
f
rs.
b
18
he questionnaire us dint is st dy, th r efore, as mailed
directly to textb ok sla s en r athe tan to publishing
C a tar
ublis ers 1 naki
the r
: 1 t
h 1
1
blis
port n
e
•
•
•
1
•
•
•
of the
ues t
t
e
6
p
•
ti
zation o
0 S
26
arbo
le tin
s e
s
f
C
"
ealt with the probl s of
xtbooK . . e r as
er a
ski hi t e 1 e
r d t
l v
C
-
0 b o
'
e ,
s 0 r nt
-
'
on
r r
choo
e
8
19
2. The ·nsistence on t he rt of those respon ible or
the sel ction of textb oks th v book a op d
ust ear a r ce t co yri ht.
•
heap ointm nt o sec et co ittees or
lection o t xtbook.
4. Rue 1 so e c ty
tives f u 1· h n
teac e r •
5.
6 .
C 0
2 Ib
rous
0
0
. '
d
( ic o:
1
C
•
ues t
0
0 C
C
0
•
t
t e i
C
or
C r ..
0 0
C
-
C
0
C
b o
e e -
nta-
00
•
n
-
-
-
•
20
chaotic situ ti xi ts .
11
29
Among the o e signif cant findi e s rel ted to the
rs t stu -
, r :
1. s ce th nsibility for th
e-
1 t with t r C al n teach s
1. In city sy t c ntral
iv ri .Ci , 1 ch rs mor
0 ui
•
JO icie
y i
•
e
•
4. 1
.
c-
C
C f
•
a
•
•
•
!
•
•
•
•
•
C
1
I
• 1
•
30
• 1 1.
21
The tee nique used ·n this st dy doubt ss av a igh
degree of validity but had t e disadvanta et teach respon-
dent had to answer a u stio ir , a letter, and veri ya
s ary. It is di fieult to e t any ad inis rators to r e-
spond once,
ev .,n
t u h t C ot vation r sed,
e nsequently, it WO ld not 0 t ob-
t ain ree r
1 ·
s in ca s r e d .
r st, in an un b r ' d
'
ubs a a 1
sa e
1t ·
ns s s r co ed d n -
sen.31
D 0
12roc
- -
•
roce ur s or ct n o 1 e ol
s t s are 0 t n C r
•
1 10
t S 0 0
e tera r 0 s
s V
i s
e
r -
on f et o r en
-
V e in po 1 ar 0 r
e
re l 4
.32 r tin
•
ruary n
'
• • •
3
r d d
(
s s , 0 a
1 ., 2
31"
0 hould
~."
J yrnal o
12 : 52- 5
bru ry
'
-
arch, 1
•
'
) .
22
Chenoweth, , erintendent, tlantic City, r e Jers y; • Jo. n
uttall, jr., u erintendent, alt Lake City,
tah·
'
•
• Ob
h ltzer,
uperinte d nt,
ou t on ,
exas;
ichmond B rb ur,
In
tructional
Coordin t or,
an Die
o ,
Ca l ifornia;
• •
t>tanton,
erint nden
liance,
io·
•
al r
rintendent,
u
'
'
•
oun
'
u
ore
er ,
.
tts;
r ol
•
ee
'
u
rinte nd nt,
·1nnea
, is ,
i
sot
• ·t
rr
1
u eri t n en
everly ,
'
•
'
'
c use ts;
•
J. t
'
Co
ri
t, r -
t, e t
Vir . ia;
J. a or
'
r-
een,
th
•
r l n
'
t,
a
'
' isc nsin.
dur s re
orted
by t
i -
1
r
'
ut he
r
'
r
t C
-
1
0
t
l o
ossib
in
r
'
hat an ob-
V e e 0
V
b o
1
d , n
t
ho
0
or er 0 V -
1
h
0 0 s . Th
e 1
a
sin t
s
ho
t
o cur th
or
t e
ta ten ent
'
t
th
s
see e t
r e
t
e e
rin 1 1
e 0 j -
.. t
·er # C s t
se act
n roe r
n
ivi ual
chool
s
st
•
r
r
e art·c
'
as
he s
osi
'
etho s
nd
C
da
ion
er
ot
i
r,
r r
o ~ e
r oe r ·
t
t s e
0
be
e e r
1
r
u on .
In al C
t
ere
a
care ul y
23
thought ut sy te that involved c n ittees of classroom
te c4ers and supervisors who we r e glven am le tie t o r eview
books and to reach dec i sions , and in each case so e sort of
objective evalu t i n was 1a e. u lishers' representatives
vere 1otified of en i ad options , nd ere ation o t ext-
book sa es en to e bers of the co ittee s care ully 1 nned
an ·nfl u nee in to rev nt xtern 1 pr ssur fro h vi
r ac in ad c·s i
•
o ce ecisi n s r
ti 1. . •
five e r s .
t an e r a
he a or s a so
ed o ch
i r co
hr
eral ly
s oul b
r o
rs t o
0
ed t t
or
r t o
t
0
•
s C d '
" assn
e n r
er co
t h dan er o
n "
. 33
Don van, n
r Y
a t e
dept n of x b oks "a 11 e i sand
oss· 1 , s c r x ert op 0
e o ,
an study hil r n's e t ct· o t " 4
•
a con-
C io t o s article r
•
•
nee
ns
to ad pt
33 • • God in , '' ext book
c ti ve 63 : , Oc ber,
1 , e u n
let ~tine ch s bject .
1 t· n ithout C n sion,"
43 .
4 van, "o to lec t tb o s," eabody
of ~------------' 2:1-11, July , 1 24 .
Schools w uld be provided ~it nany texts , so
that children would haver y access to the •
a c o diti n dev utly to be wi sh d, but at r
24
lac d
This is
t f r
ost pla ces a Utopian dream. e f ace a
ti _ , a d it ir. t b t i a ra ct · c 1
ical c
r. 5
It might il t stu t d t ·r i1 e h uch n arr
w e t o thi
II
t ia r ea " t n '1 e er t· t.. t -fiv ye rs
a o .
The f ls . ha
-
e 1 1 r C ic C 0 1 i
C i of -v ls . 1 r
1 t e ract s C s r e 1
s f in - vi
d . C I 1 e r
fr ci t 0 i s d
h C ri C
s e s ,
" he s
C C r to the , 0
lo
•
e r u
C C iv e 1 a aid
~
a lt o a
0
I
,
r , in
9
1 f dr d
35
I • 11 .
36
a ie Dunn a d tta ch
II
ic 1 City
1 trati f isu 1
t i ' "
een,15 :
67-70
d 01- , V r, 1 36
6.
7
id., . 303.
e
25
in the United t tes ployed ull t·
e and rt tie d ·rec t
rs
of visual instruction and th t · os t of t h la e i t·es
ad
well functi ni d p c. rt ent in ruct ·onal
r al . 38
rihere 1s a
reat de l o
.
n· ·
t ho 1
0 as a
a-
trial sh ul d b ct a,
•
0 t
he v l u n s
b
one by previ ni tte
e
act lly usin ate
1 ctr
or a e ber of is "'t9f i
desira e t erial
•
I 1 t
te C vie r t
r 1
s nd als to
Da e an a r d it t . i V b 8 h s z
it wa i or c t t
-
rt t s t ds or
•
-
y 1 a 0
h n r 0 0 r
ect s r 1 t
th
1 a 0 s or
t a rs an e V t pe r
3
len
-
•
•
3
s of
r ra s,
"
k
.Q_
-
the
UdY - •
1
40
al
'
res: ok
(
-
11 n n d
26
need d
r classroo s.
41
Dale, in
i C ssi
the
rel a ion
of
the audio-visual dep rt
ent t
curricu
'
0 t d
out t at
while
it is not t he
j b 0 t
ai s
to deter
in
t e
curricu
au
.
- v i s
al a e r i ls
he
s
b
V d
rs
ho
b
choos - g
t
ls
r
0 1
obt
t h
t
k
0
r o
'
r
s r
0
r
s
0
h
n n
n
s
e
s
0
ab u
_l'o
.
nis ra o
'
in
r
ti
r
C
cl
0
V
0
: 25-
e s e
re
n n
ts oc
d
0
b
0 a
ect d a
o· n
on c
ad
.
1
i
h
0
d b
0
I
0
ound
1 4 •
o-vi
ua
1 t he
Ile
i t es
is r
0
2
•
e C
-
-
V
0
Q27
on
c -
e
ert
h
1-
,
o k:
that t eir educ ti al val e
they were u ed only b cau
he sel
27
s ract i cal y nil, and that
t y er re .
4
.fill9. -=-------------1..;;.v.;. e ~.;;;.;.:.~.;;....
1
h r h b en er se c o v l u ti r
s . n
t a
. 1
1
b 0
1s
n
•
•
o .
•
7 •
0
•
ls •
7 •
28
because
ost
ethods h ve
uch in C on. In most o the
descriptions
of a
ption ·.e 0 S
there are ba ic concepts upon
which practices
are
o· ded h t
re i · ... pli d r t r than st ted.
It would see that
tins c ld vary id ly and y t
h V
8 C on basi of
dure ~t 1 !a e
any one of
sev ral
t ds
s itab e.
e ob see s t be o e of establis
in
a
t iab
ch t b
ti roe
rs.
111 V
r C
s 1
t
i h
00 0 C
a t
ce to
vi
sse
•
y,
ro r
ss b
e
C
e t
it t
in
1
•
T ROCEDURE
o study th p r ced r s u i n the adop i n of edu a-
tio eri 1 schools C li or i
'
t r e
e-
vices r us d: fi r s
'
ch c -lis t 1 nnair s t to
hi o 1 t 1 r s r C d
r s ·
'
S C n
'
C s p
I
r s t 0 r
0 0 C
i c s 0
C SC i
cos 0
e
0
•
.. C 00
•
0 0
-
0 s
0
'
V
0 C
'
V
0 0
'
r f
'
C
-
c·
i on s
30
and a number of possible answers were listed for the respond-
ent to check. Blank lines ere rovide at teed of each
question so that add.tional ans" rs could b ri tten. Tl · s
type of questionnaire, it was fe t, had th ad ed dvanta e
tha 1 was no necessar for t.e respo d nt t m ea l o
and detailed analysis ors
c_ i e in ri t · ng,
b ind i t d b an "x" or a chec. t e ans iers cou
evice rov e br ver e a co in ti
s
1
1
rk
T
ins f o th check 1 s
irs , no 1
ra r e· an
'
n s
s rv
t
f
ro
econ, thro
e
e e
is cu
in
h
s
ve o
d
s
C
•
1
C
C
•
e
r-
0
m
in
ar
or
s o d .
eir im
i I 0 s ur es,
r b-
s i s
-
t b r d
d.
til a r r rev e
s
ature
b cov rd.
o revea n
e r bl m o tain d
in o qu st n h e ans ers would requir
n nt.
" " b
itio al are
r hen conv
nly a ch c or
he
h eri nc s of curric 1 ork r s re ls
o r v e s 1 ns. is w s accom lishe b in ervi ing
c rr cu um s c lis s, ho ere aske to describe met o s o
sel cting educational materials
31
to dis cus t he r strengt s,
weaknesses, and t he problems tha aros as a res l t oft ese
procedures . ew problems thu d scov r d ere added to t he
list and converted into q sti ns w t h ans wers t o e chec ed .
The uest ·ons t s f or ula ed er en subm i ted to
co-wor ers ors , a i · o s, el ion, o if
1
•
:.os e i e t ec · 1 r s · r s bmitted
t eo 1 th 1 S O S
o-
S O S O t s ists r ls
C
•
r 0 d
s ' t
e C S-
t s s 1 d in o
into thr C S C
C
1 s ,
t X bo ks; s co
an 1 ,
eria s. · 1
s air
s firs s 0 n
e vie
h C
h r
s v ral c rricu r s
C -
e r r r co s
e es 1 n , su s 1 ns
sions
r C
t ns. 1s r oe roe
1 ca ,;;»e 1 t av 0 0 1 t
s 1
of
s.
al ma n a v
1 -
in
ic s . s
re def r r evi-
o be v r
o e t
32
reactions of others as the r vie ed each i m. This inter
vie technique also serv d to in icate ar as here additio al
questions ere needed, as w 11 s i
e eliminated. Revisions ere hen
s t t might pro e1·ly
was re dy to
I t
s m 11, m dium ,
s·b1e, us
sted
pilot s t ud ,
d larg s
n cou app
of h ilot r o w
an
en o ov r ·t
ilo
es nt
m, sot
0 t
0
correcti ns or ddi 1
•
Fi 1
t e q estionnair rinted ·n
incipals, su erin n e s, cu ri
visors in h
he 1 s
f 11 o h
s ol
1 hool o
1
1
he letter of tr
- -
h n ture an rp se of h
0
0
tal .
st
0
t
fo
'
d
r
C
u sti nn ires as ma:11ed t u tors 1n
metho r t an dou
beca se 1 ~as fe t r r
frien ly letter cr · b1
0 C
e
e
C m ie b t e C
- 1 . s
'
t 0 d b
t h ch ck-lis
•
s -w r d a from
0
1
s n rly s os -
S 0 0
•
e
1 s or
s
'
ai
1
d
-
to
1
rs
-
0 r r .
1 r, scribi
1 orni
•
is
tee 1
'
0 res a
0 s c-
as r
administrators w re asked to fill o t
on a list th t they h d not et sen.
33
card greeing to ork
c y of the letter
will be f nd in A c. his l e :t er disc ssed the · -
or . nee of adoption rocedur s n em h sized t h t, al t hou h
much h d een done to impr v the curr culum, less regress
had been m de in im r ving methods of
materials. It in ic d th ta r e i
th t t r re i de n
t h t in SO 0 C s
ts of t
.
f e
e d
•
t h
q i
•
h
C n
0 0
--
hr e n
..
n
t nd ri Ci . 1
'
rr
I 5
•
h s 0
se
b fill 0 r rned 1 i te
ad ti
n ry s
r s
.
h
e
0
•
d
a 1
•
5
1
-
h
•
l 1
e UC tion, l
h s ho,·
n schoo s
e r
1
t
•
e er
r -
d
s
s ors
s
r
0
s
t 1
t n
personal in form, and
signed by the i ves t igator .
34
C y
will be fou din ppen ix C. Fol o n this , hen
er f
r turns incre s d and fir all r
ed a total of on hundr d
and
ei ghty- five,
or 57 . 84 p
r cent of t s s nt out .
This
was
consi er
d to be
ve a is f C
r, 5 C he
q es onnai
lo
g
il d and as s ent 0
all t
5 f
schools,
l r
c·t s 0 t
s all s
igh schools
1
i r a .
•
or 1 r s s
f co
r i s h
t r s
ve
-
in o
schools
hun r d
.
ve
een
0
r . '
n r 0
e th
s nd
• •
. '
0
e h us
• •
. '
d
tlS .
s
r ry
. s 1
sho s
n
0
h
C
s s
0
er of
r
one h
'
r
r e s
C
0
1
t f
i
V
ch rs or
'
l
s
co l
•
I n h 1
V r
f
t
ch
d r
a 1
f
r o
1 1
1
organi
of
of o
r r
1 n
d a 1 r
t i ns s
'
in
C 1
35
systems s me ty e of intersc· o 1 proc dur s would be n cessa
Comp · r sos r
s t
d.
n ord r
s C s
plin
0
r
p 1
•
0
t
-
-
s
0
r •
h
n
her fore mad be ween sc o
of the sizes
o d t r in
0 t
chn
T
re
•
C -1
1
•
t
0
0
1 n
r
u
h val i i
s n
b
I S O I
•
•
c ec e
scho
C
I
s
r 1
r
so
C
i
1
s
•
•
TABLE I
TUE RELIABILITY OF Tl ClIEC -LI T Db.TA
-
no. or
QUestions Dis -
Investi- ree- re- Infor-
N me of School or System
1. Alhambr C ty C ls
2 . Burb nk City ch o s
3.
Centin la V lley 1 h
Scho ls
4 . C pton City ch ls
5.
Covi nion 111 C O 1
6 . o ne n1 Iig
7. Lo C Cit
•
Lo s C ty
•
1 •
11.
p
e City C
12.
p
na
13. Pu nte Union Hi h
14. nta 0 C Cit
15. South Pas dena lli
16. hittier n1 n 111
T t ls
Per Cent
C 1
C
s
ls
1
C 1
C s
C ol
ch 1
ted nt e ts t
20
0
2
2
2
20
2
0
320
1
•
0
17
0
1
1
0
0
0
1
310
•
0 0
1 2
0 0
1 0
1 0
1
0
0
0
0 0
0
0
0 0
1 0
0 0
1 0
3
•
r s1
b o
1 s
C
1
wi hr t
'
h
•
t e r 1 tions of ed cat rs to text
r e 1eck d by both educators an pub stionnaire an
37
q ·onnaire f or
•
0
r
s d e ucat r s.
pr 1 m
- 1
•
C
n
n t
e
- is
0
i
t c rr s
•
e e
r -
'
'
-
s
1
s
d t .
h
their criticisms, and the check-list was prepared in its final
form.
t
The ilo t gr up agreed h
re t ~ns anonymo s, because s
it as essential t h ve
smen ould erhaps feel
that if t y ansver d franltl, t ir rel, t·ons it th sc oo s
mi h b
sign
ecte. or tis res , t e
r s
iv
m r
r1 , e
t le ter o
t
transmittal
t
r s 11
t - ·v , or 3 •
h
r fin
C n
0
inc
saver
t X
n i
ss
0
s 0
t
e a e r
sm n 1
C 1
s r
s
in
on
's ss
fift
'
0
•
1
'
r s
V l "
c tors c 1 n t b l e 1 is
t t
•
1
s
e e s d not t o
t
e e
r
s m
f 1
-t
•
s
r
cod
siz
an r v
. -
0 -
-
r
•
th t t s
ni 0
of
-
u t r s o s s
39
were unsigned, but since he ret r ns wee v luntary, thee as
n reason t o believe th t estio 1 ires old no be honestly
and c r fully com l et d . The Boocman' s ssoci t·on evidenced
r ·ti tere ti th o k n as v
com l e ·n is s of h st dy.
1
rs.
1
1 0
C ite
s
r
0
2
i
0
1
e v
s e
s
s
r CO C
• n
e e
ro
---------
0
0 S
er
' V
C
T 0
te
so
0
s C
S C
i
s
1 1
el ful i
I
I
n
r., -
of
0 s,
t
n
1
1
s
eval
0 C
V
a 0
V
e
V
c cessf lly
'I IO
1 t
.
on
r -
.
t e
r s
1
1 se
s
on
0
s
t 0
'
•
40
rather tha the proc es by w i t xts are sel ct d.3
Frantzen and Knight developed fiv crit ria as t e b is o
textbook select· on w ich ve e :
3. methods of t dy, 4. cont
1. i res , 2 . co si
, an 5. me cal ons t c-
tion.
4
Here also he cri eri ar e o er d wi h ys s
hes e m - evalu ti n r th r t ·
teri ls res 1 t e .
ith h e p oced
f t rs V
on van,
s1 11 t o
d
r
0
h
i t 1 s·re s eval
n .
0 o- i
b
•
3.
r C
1
0 m .
5.
3 J. • e t,
~_,,----____ ' !!!!_ ---
a 1 g
4
•
•
•
• •
C • '
0
eri
r
b
0 1
t,
2)
t ·c1e lis
.. t t
)
ze
t od
e
•
0
s ec d i
e OS
1
•
s
'
•
•
e
0
41
6.
q r
rovisi n shoul
skill in he s
be ma e for helping teaches ac of audio- visu 1 mat rials .
7. rovisi n s 1 be a e fo regul r eval ati o of
au o- visu 1 ma erials .
8. The development o an do- visual pro ram shou d
be b se on long erm cot nuous 1 nn n.
9. ud t r
gram sh 1 ba
sh ul ere
10 .
sho l d
s
s e
e
ol .
n
h
0
t
ol .
s
le
0
1 s
0
'
pr opria ions or
d n consi ered ed
1 r ly .
a di ~vs 1 pro
t ional needs an
space , fac 1· is , de ui m n
n 1 l s C
1
s a
sis fo c, c 1
i
s
s
p
s '
0 al at.
e
r v a
r
e , i
rs gr
S C
0
'
r
t
o E
h
e s
d s i
n
e
p io
C
C
S S 0
0 It
'
i
0 e -
i
0
f o
s
se
s
1
42
h ve
he most voice in choosi t .x boo s. Curricul ms e -
cialists and others sh uld also b re r s
'
b t i w s
f t th t th acher s t h m s t n led e of what
is nee ed an
'
e fore, is
.
n t b s i t 'on o sel ct po
t se for his cl ss s. r t e er
. ly
r d th
C nit t ssh ld esta t 0
l., · o s s o e
1 fo w
'
s oi 1
s 1 1 - i e
•
T 1 s e
'
r C 1 s 0
co
•
0
-
e
'
s
•
e C s
s s
C
•
r
1 r
fr n 0 S C 1
1
s
s r p 0
'
0
C
o,
- s.
43
deletions, or revisions, and the revis ed list as len c on
structed into the tentative ev-,luation s eet f or the pilot
group. Suggestions f or further r efi ements rer
the scale was prepared f or submis on to ihe
a e before
el f e erts.
nhe cale was s o con :r ct d t t he items c ul be
r ted fr m -4, , i hi ic ted n
-6, w ich eant t t e
A c PY r111 e f i n
on he oos tiv e d on
5 f er erion
i ci le
e ix B.
t ,. on
de ir le st t e n e t tc
ic
hr
iv C
e l
ste
r or
•
in
t
i
tive v
h ts
n-
se ss n
C ns· er d r
' S ID' 1 e t
lan
1 be r
c sen fr
s '• r
'
h
ced t o
n a b 1
hr e c
0 . .
r
f i n o
minimum.
s:
or
r
1
t
t .
•
'
i
rst
'
of
1 .
'
who ealt · th
r of th
e r 1 ms of e d c i onal
ar ork, 1. e. , 1
:h r
rt
C
s
1 C a s
t er as as a
c or in s,
assi tant s ndents, an 1ri ci als· s c n, r fes rs
in he c lle s f Ca iforn_a, ~ o er to be
er -
enced in selecti n; and third, au h ri 1 son c rricul and
administration through
ut t e country.
It
last group
uoul
provi
ea bro
er i
pr
princi
les
nd b
C r C
.
5.
lt
h t
1
0
on t e
n 1
who o n t
lo
ically
into
arbitr r
cl
s·r·ca
.
on r
ls
r o
a 1 II.
s
d is
C
0 S
SC
C
9
r
V
er
v· r
0
s
d e
r
r
0
-
rs 0
r
0
n .,
or
OS
r
ci
44
f elt hat he
tation of the
sev ral
on r o
'
an
5
ha\~ m
i
e n
r
•
•
1
s
i 1.,S
r
s.
1
.
e
TABLE II
A CLASSIFIC, TION OF , J!BERS OF Tl P NEL
OF EXP RTS BY LOC TIO
Classification
1. Currie um Specialists nd d
in C lif rnia Iiah Schools
2. Auth riti sin C
Unive s tis
3 • ut oritie i
Un ted S s
Total
forni Col e
r rts
t a ors
nd
um- Per
ber Cent
2 . 1
11
•
3
.o
5
46
value an a low tandard deviation would be the best ~stablished,
1 Ce m er
va ue . If ,
t
t
&
oft e jury see ed to agree that it had a high
t he oth r han , a s t atem nt had a hi gh average
rd eviati
co
W'"~ 1 o 1 rg, it w uld i nclic te
·v- r nee of o i io , but i
o e t n s that ha a
via t _ on s r at T ely hi h
.sic.
i t
'
-
y
V lo r vi
•
h C
ch
t
47
a·s r
'
ot 1 of on
hund e
d eighty-fiv
~ ere
re
r
hese
e e
· vided into
four
r ups
by school opu-
1 io
'
bul t a,
d
•
0
r
es on
' s
s
t o i y-
0
t xtbook
s s
nd
V r
•
inc t
er tu rs
r no 0 S ,
s n a e
te num er .
he i
.
io s
t
I
0 0
s
0
r
r
r
C ols .
.
c i
a s C
s
r 0 h
r · u
r i -
r a · 0 s .
d
0
1
n
0
b.
5 g
V 1
r -
C 00 S 0
0
•
CHAPTgR III
AD1 . ISTR TIVE POLICI S IT R G D T TB XT
It is the purpose of this chapt r to describ how
schools administer their textbook programs. The exte t to
which schools keep re ords of textbooks is out ·ne and mt o s
of approving the are co ar
tiat from those th tar
•
a ic textbooks re dif eren-
ations oft e t
will de crib 0 ch s m ke uc oi t
r ctices are itl r
Te due tio Co
een fi ed 1th a
r Ct
of
ducati n d r re u
t b ic
t h t "o
i o s
the ov r n bo r •
11 2
Th tit
d
of
r ir ment an the et o e r
these regulati ns are discu
•
s C A
st oft e sc ools ave a c le
C
0
1 d
t r
d w
et r t xt •
o k
t t
r
f r o
h V
of
tis
t
1 t ft e ba ic
e
texts used ich t e con 1 er to b u to dat, and which, in
1
Cal for ia 1 istr tiv Coe, itle _, Arti le 6,
S cti
3.
2
ta ia, ivisi n
,
'
ha t r 4, 1,
Secti 1
•
general, they revise once a er, a shown by the fact that
ninety-five per c nt of the schools indicat d that up to date
49
records are kept or asic books.
n rea on for this is that
the state re uir s eac school to su 1 it a 11 t oft e b ic
bo ks used eac
ear. T i la
is included in rh t 1
commonly no~ n as the " ctob r e ort.
11
3 I
ner' 1, ,
complete details as to auth r, title, coy i ht,
publisher, and oth r infor ation are list
ord ring of a diti nal co 1 s .
t sim 1
it n,
t e
Su
lementary texts
a r
t t are b sic.
.About
indicat
th tit id n
SU lem
ntary books
on f
f rence in small, m
since the
re nta es
filer
ed fro t
List of approv
of tl b oks u
0
of
t -
ne SC
t
av
•
,
t se
ix t
C ,
c a 11 t 1s an
n t a
C r f 1 11 te a
ool in ur, or 27.3
r C
a com
i t a rov
Th
t
it le
1 t
0
ot V C
e
irt
•
ri
r h
,
t
,
r-
1
v ri ty of th e ca 1 a rr r
1
f t e
I a
3 ca c C de, L...£.. cit.
s
50
fund th t less tha
alf ft e cool, 46. 9
r cent, hav
such min
ogra hed or 1ri
ted li nd in
man ~ ca es t hey a!'e
no kept
up to da
•
If t t o l v ·
valu in inf 1·n-
ing
int re t ·d lay e
f t
e books u
r i
r v·~1ng t xt-
0 1 - sale
men v ,i th C
in
1 . re s
nt·n eir
r
ct , sucl V 1
C
f
t h
sch o
•
co r
ic e.
e
C s
r
he
)
C
o r
0
.
T
.
r
r
iv
C
1 C 1
m
•
I
i
g
1 ,
1
1
•
C •
I
r
r 1 1
C
1
b
1
j
•
1 r ,
C r ,
m
'
t t
,
a
e
1 e t
t
k
•
,
h
1 r
of C a
1
1
•
Co 1 s
f
r
0 , t
,
oc
4
I r • , • 161.
5 1
consiu ra le space and require the services of
someone s·ille
in listing and
cataloging.
This,
cou led i h the fact that
such a
library is in a
conti1ual
st c1. te of C g b ca s of ev
a d X
iring a
o tins
and b cau n I a
co u ly
in
r ceived a
ol
es 1 i
e n t a t
ful
time serv·ces
of e
train
r
a.
a
librar
r f 1 1
~lf t 1 l C
ich c n a
t
vie
._ 0 11
•
T
f 1
..
1
C r
r s
a
11
ry- is r co
r C
•
he f
C
i
•
I
I
r
V
r
0
]
•
,
C
d
C X
C
u
•
T
i k
i '
1
C 0
'
0 av ce
rr 1
11 r r
•
f r
-
•
r C nt de lo
ar
curric
0 -
00 n
C ti
1
1
0
fo r t
re i s,
,
a
f r
r jct 1
curri
1
•
e
5
II
C 01.., C p
l
r S
7
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5 .
•
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=============-=-========--- ---------------- --
r
• •
. 2
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7. 5 7 •
• • •
5
• • •
•
53
curriculum laboratory also s rv
a a library wher sampl so
educati nal material ar av~ilable for us • A i t ca
1th central librari s, it wa fun tha curri u
la r-
at ri s are
in Ta 1 I.
or
1 th 1 r r c o
In r
th c r c
o s t a u tin
a
ls
t a
outr r.t ifs fr
ing t
1 01
0
a
C
e t
la r
r
rs
1br r.
o i 1
u
r
-
r .
,
s
an
,
t
,
t.
r f
tl1
co
C
1
0 ,
SC
j
t c rs n
X
r 5
•
C
•
r
1
a
1 1
1 t es
t
s f
r t
eir cl
,
t
,
, 1
r
r 1s
r
1
•
1
1
1
b
Tis is s w
ere
n
C 1
1
1 d
t
-
C -
54
I
•
3. -> •
• ..J • •
• ..J
• • •
.o
doubt a~ to the ethics of asking publishing houses to supply
samples without cost.
LOCJ L AND S'i' T _; A
L ,.
rocedures relating 1Q L stat approved Jist. he
ul sand Regulatio s of the Stat
that a regula r (b ic) t x
t t a rov d list .
th
t e st t
s
ar of du
1 c d fr m
, 1
C ing
i n r
ir
S 0
1 '
0 Y. f
u
55
•
SC 0
ucato
ireme t
a
r
the flt t l. t
C
r -
f ct
t
e,
de ira
r
t
e ri
r C
r 1 , a
t
ch
a some
ir m t
t
rs or t e jur, a
7 .
r
a t
,
1
1
C t
C
C
•
1 e r tr at e t f
r ir. g f • 1, r
1 -
C
1 1
e 11
t t
fret ey c
u ed
a b le t~x t wa . · of no v 1 e. Th
to the t t
oar
nd r .uir t ha t
ic t xt
e
5 Calif r 1&
Sec on 3.
1 1 r tiv C e,
6 1nrr . , . 1 4.
ir.g
r V
ef re us "" .
1 tle _, rticle
,
~ --
56
Salesmen also exhibited some dissatisfaction with the
requir ment that textbooks b li~ted 1th the state. Of fifty
tio responses, 5 pr cent indicated atisfaction and 44 per
r o pose,
cent gav a negativ res onse. Of t t ose
1
ho
ost flt that the rule a n l aami is t red is ya r v nu
raising device beca no a t tis mad t r evi w th
s ,
and a f w 1 d c ted tat th roce
Local approval ft xts. Je
bility forte t ext s on tl e 1 c
wa too cum r
n foun t
vel is
nth oar of educat n t tat t .1s a s1 run
•
re o 1-
st
1 it
d leg t d dir ct to a a ministr tr rte boar makes t e
0 ti u o recomn en ti of C rr·c r. 7 In e r
tud it a s f n t the bo r of due tio
b . ic books 1 3.1 er ce an e u 1 m
2 . , per cent of e sc o ls. I
oe t mak the
function rall
an a sistant. Te
ooks be a r v d
11 1 of he d cati
1
C
e
Coe
u
o e r
c 1 o rd of
at
ca
t
C i
r V the
o l s 1
r
r i C 1, or
t- C
•
S cti
7 ra A. Jensen, "Current ractice in Sel cting
extbooks for the Ele entary Sc ool ," hir ,1 t earbo of
the Nati pal Soci ty for LJ Studx 91. Educati n, II, •
128.
57
the gov rni oar of eac high ch ol distric s 11
a opt textbooks for use 1 th sc ools under it co trol.
Only bool s hich hav been fil d an officially listed by
, the State oard of E uc tion under gulati n r e cribed
by it, my be a o t d y th vc boar .
It is doubtf 1 if a oar of educ tin ca leg l l y pl c t e
r
P r
of 1
j
0
0
or
C
onsibili t ,
on
e
r grou
t e 1
V
t
--
C
1c
•
•
tex
r
•
for
r vi ..
•
T
r of
t C
r r
8
t
•
f
C
-
-
e
C 10
,
e
C
lian
0 t
C
1
0
t d
t
' o - C
,
i c t t ool s on a
r
t s , 0 r,
i is
th 1 C 1
U C -
i
a r ov 1 o
ei
C
•
h
C.
V
c•
0 0
us
a
C , •
•
,
r
i c re
Currie
'
su ple
ary t exts
t h
definit ns utlined in the Rul s
oard of Educati n.
10
and eg -l a i
f the Stat
T
ometi~ sex 1bit dissatisfaction with the
00 cho en a ba ic and
pr fr to us
one
approved as SU -
1
et ry. In
sue _ cas
the book
that s ould
e issued to
c.i C
tuaent of
S 0
t l elf,
hile
tudents r
ly
on cl s s
f
a
orti n f t ir work. 7.
•r C f
C
t a t t
is situa 1
t
c c~ C
1 1 1 s
_ di spo 0
-
T xt o
r e
s
I 1
in:
•
2 .
•
0
11
i
d
t
C
i
'
i
ic i
1 i
tr tiv C
0
r ch
•
rt C
, S cti ~
d
C
-
r
1c :
r r r
n e
•
8
•
r
4 . They ma , fr s ,i
utat of
a r ·es to s
Ca l ifor nia t any or r i zati 1
such oo : s for educa t ional
s .
T
b
, La d to
of n
osse
n f
c untr
ion f
I ti std it
th it
h. ch f
the un·t
fou
o t e,
d tats rte
rm rly wa a T
d State •
12
th t he i o iti n of ol
9
ex
la .· v ri
b t 1 c ould o
sc rta 0
the
r J.uir
t of
S r t V
C s
t X
•
i
(. e
s
r
e
C
t •
C
0 C:
•
t
V 1
d t 1
•
libr ries
reva 1
C
•
C rric
or t
'
mor r
'
1
C t i
r
C
r a
1 s r tiv C e , 12£. £.11 .
r
1
•
'
22.1 per cent of t he ca es. A p r 8ntl r in some cases the
methods used to stock such curriculum la oratori s ar
subj ct to qu tio .
The majorit of educ'tors f vor d tle r ent
r c ice hr b ba 1c bo k used in a
on a stat a rov
centage of ed c
r und tat stc
1st,
ut t
s d to t ..
to C • ,
1 r
ic on t
r
r
in
t
ft i s r c
V 1
3.
.9
1
ly
Of UC
us t e
di n
t e t
a rov
f
C
of
t. I
r i
to
d o
s
1
t
C
,
r val f
1c
se
a e b
llo
r co
bo 1
r duet r
ic t xt 1
t i 1c ,
•
f V r
f 0
1
f
t
0
C t 0
r ic
r occ r,
1
11
r
t
C
of
t
,
a
•
•
r
r
60
r
-
occasionally, according to the rs ons s to the question
nair •
61
T xts r bo
tin is u · ct tor
that m of 1s 1
t fro
u l ie fund and their dis s1-
r i v rid,
oll
•
uir ~ m ~ts f tte state .
ine oft xtbo ~sin t
it tad re r c ur
It was found
igh chools
g n rally
CHAPT~R IV
THE S LECTI K
The method of choosing educ ti
bearing on the
tr rily chosen
or democr
f
C
r s
\.,
1
cl~ssr
0 t
1th
1
r V
scho
iza
,
f
tea~h rs
ic
t
of
,
X
ty s and l it s sel ct
would very lik ly if
f
ans t t
k
rs. hi
C
1
e f r .
mally
ul
C
•
C
KS
n 1 materials h s large
d. A t xtb ok ar 1-
r fr m e 1 C by
a 1 e r r s i n
1 C
l
-
-
•
tr
•
a
•
recommendations were a nroved by the princi al . The s , 11
schools had little or anization into
..
ermanent o tempo ry
committees for such selection. Sc ools o 5 O t 10 O sho 'ved
much the sa e pattern ce t that t here as m re e hasis on
temporary an p r anent co ttees . In seve ty-five er c nt
of the larr ,er
found hat t er
ols the , r is n by c i tt s. It as
1 OS n rb r ry sel ct
C 1 0 d n1 r t 1 t e i C l s o
f cts v rify t u C
1 us t da
ch ice o t xtb s tha · a t
t t
ect
C
s
t s
s ec
h
h
C
r
ev s
t
t
1
• Je
the 1
a C
t
1 t
•
1 t
'
e
reb te c r c
Pr ct ces in e
by prin-
11 r
•
r bi r y
ve a
t s
e
C
t sc ol
0
representatives, arrl three schools rotated me bershi for
this work .
t 4
It toul appear from t ese results tat the selection
of textbooks is one e ner lly 1 a e ocrat· c basis a th t
th se are ea est to the pr bl 0 te C , viz., the
classroo~ teach ~s , h ve a major cr t i sue sel ctio.
Decisio s n tl e need f r s . t s n t
-
-
un o . i chools t fi n t t bo t t e ed
r yea S C t ue s t s 1 s
the tr u le t s e
•
C S s , a text C n t s of
e ul
•
t n a t
tr e , te t r t
V
'
1 t
•
t
'
e b et
u t e t r e n C
•
In this stu
•
u d s a l.
C tt s tea 1 e e
'
t he
.
1 C 1
P a
11 a 1 s
1 C 1 n. Onl te 0 17
1 di
t h t b ok r e br u t up eri d r
evie , . h
f ex erts sh 1e t it C n ere ea 0 r V
texts i en i rvals t n 1 t nt r t by V ng
the ite a C osi e rati 5. 3,
.n. 2.23.
65
~tie allotted f.2£ textbook selecti n. The proce s
of d termining which of a number of s amples is the most suit-
able cannot b c om 1 - t din a fw d ys ore n n
few we ks .
Books sh ld be
V
a tri 1 i cl s s,
carefully, a d
th r u hly a lyz d . I t r a
sev ral s
le , t r..i s
a roe s hjch c
t e fu l y c rri d ut J ee t wher an
e te
iod f tie s all t ed . Ta
n h of tie
f r
f r
cas s
al o
ma e i ..
t t
'
e
l'
,
ti
t
C
•
This ma
C
t tboo
C
1
•
f i ,
a
In 14.l
i
i
0
b f
du
t
rid f tie
,
t e ro
e
C
e.
of
t X
e a c
e
r C O 1
t
n r 1
0 S
ld
e
1 era le le _ t
e
1
ve
ch n i e a c
, ic
t
sho t e
1
f t
s i
r or ,
cis ns r
t e chool,
h
,
C r
a in
1
t .
y
l Rr r
o h t
v-
r
r c r full
al
t ria s .
. h
• 1 1 ch ic
1
eeks
1
2
4
6
8
10
12
V r 12
V riable
Tot ls
T LE V
Tl-IE
OF , . E /11
BEFORE FI -/·L SELECTION
Scho 1
Totals
No.
3
.o
1 12 .2
27 1 .2
. 9
12 .1
9
. 1
5
3. 4
13
. 8
33
. 3
Schools
Under
500
o. %
3
3 .
16 20 . 0
13
1 . 2
20
') 5.
6
7 . 5
3
3 .
1 1 . 2
.o
1 17. 5
chools
500 to
10 0
o.
0 o.o
2 6 . 1
7
21 . 2
12. 1
2
. 1
3
9 .1
2 6 . 1
•
10 30 . 2
66
Schools City
0 0 .o 0 oo.o
0 oo .o 0 o.o
5
.o 2 13 . 3
5. 0
3
20 . 0
2 10 . 0 2 .3
2 10 . 0 1 .8
0 oo .o 2 1 .3
o.o 2 . 3
6 30 .
3
?O . O
1 1 .o O 1 .o 33 10 .o 20 100 . 0 15 00 0
7
5 .13, S . D. 1 . 2, which means t hat a m ajority listed this state
ment as an "excellent principle •
11
P .t CEDUI ES I f T O Y uEL.:.:.rC" l
The use of o .j e ctiv_g_ ____ e..,;. v __ i ___ c,.;;;..e...,. s t o _ e_ v_ a_ l _ u_ a_ t _ e _ t _ e __ t _ s . y
instrume ts have be n developed f r the a lysis am eval -
tin te t books , c but educator s d a ree on ho•,
ade u tely s C 1 r um ts s e t h p s w hich they
a e i e de
3
Tabl I s t e 0 t.e S · ls
•
h d C e ucl t
· e e sed .
re se a q e n
on ~
t educ r .t
ul e n e ent ho s 0 boo 5
ct·o
t e
0
f
2 :
ee
0
eel
la
ill OU
Th
tb
2
1 t
- '
0
a
s
tha
t e
d
ic
V
ate
a e C 0
r e
e .
C t t
1 ·s
•
i
beca se he
tty an ·1 . J •.
tb o s ," J our
1 1 .
ec i
i
e
'
·t
C e ul ex · t 0
ca a po t
.
soe b
ry 1 vel 18 5 t
3 C . ax el , "The c s 1 1
tbo ',, . Soci ety -- -;;,;::-- _ s _____ y_ - ucatio .,
rt eth e . . , P rt II , 170 .
z-
s
C
ee
ho
68
T VI
I G 0
0
================= ============ ============= ===--::...-=--=-======
•
6
•
0 56 8 . 2 8
•
0 1 75 o. 9
•
0 o .
l •
.o
3 l .
5.
•
7
5 8
1 .
•
69
grades above that in which they ere being used. Teachers'
opinions cannot be entirely satisfact ry bee use they are
subjective and are based on 1hat t hese individuals think th
vocabulary of th child at any specific
0
rade levels ould
be. Pu lishi h uses rece t have given a rat deal f
attention to th vocabul r level o textb h v
a e im ve nts 1 adapt
I
t . e t t e ,hie
the are i ~e e • 1 eve , . ul
at s ac
that its
th t t
in e d
•
It
h
b
1
evi e ce
rod ct as be
v cabular 1 ad
t •
•
0
t
I
t
b
C
ya sci t 1
t
0
t e
C
f
p
z
e
a
sue
'
t
n1
st
th 1 1
b ef t, es ec all 1 " e 1
all c rt t •
abl
0bta1nin
9
sttde
1 ca t t
_____ parent eacti
ere t h c
OI .
1
C
ec
u
rt
r
lQ textboo •
T/ LE VII
THE :CXTE T O , '!1 lICH T
ARE OB ~ I I
C 0
ch ls
to
equ cy o •
s
•
1 .3
•
r tly 2 1
• 3 •
7.
0 C 1
57 3
. 2
•
33 .
1
• ,J
• •
ver 2 3 • ..,
• •
To 1 77 o .o 3 o.o 5
•
cy
1 ys 0
•
0
•
0 0
•
tl7 5.
• •
cc
•
7
• •
•
. 2 2
•
V r
5 5 • •
T ls
7
• •
5
•
70
.o
•
6 6.
5 •
7 "'
•
5
.7 2 ~-5
5
.7 2
.,
•
.o
0
•
0
•
0
•
7
C:
• .,I
•
5
. 7
5
.7
•
2 .o 6 1 .o
parents and s t udents ere obtained to assist in making a de
cision in the selection f textboo s . It appears that it has
not ener ly bee e co n t o o tain the opint n either
71
st de ts or are ts i uch se ecti n si ce onl 2 . 2 per cent
0 th S C chec t they ys o re ue tl 0 t i
0 0 t scho 1 ic t e t t t y
0 1 r 1 S C r n 1
3.3
s e
•
t. d
e 1 1 ins
e
e 1
0 5
')
C
t
•
0
0
3
.3 C
•
Ji V
'
a s
h n C t 0
s t in d .
72
Teachers can easily fall into the ractice of revievin a few
texts and makin a decision on the basis of this limited
s mplin . Such a ethod is si pler, since a reater number of
texts makes the decision more c mplex . Ho ever, fro the
stand oi to od oce es, it o 1 ee desirable to ob-
ta all the t eri l s av il ble i a y one area . It is not
unc ,on fr a pers n t o t ach 1th ab o n a arently be
b
at· ied, o t i t at e 11 s better and
t
1 ti , t u h snot com-
.- t n ot er c tin
5
text. Occa io lly
h rs r vie rs i the fiel, he inds
1 •
i e t e t be the st de-
'
C
a as
s. 1
ctio sult .
11 s s t.1 t s 11 r SC O ls
1 sure t all available samples
C C
a e
s .
s
1
e . s t sc ools
ere u e to bt in
SC ls f 5 0 or less
te th ta 11 hers ere c ntacted,
t 5 . r ce t 1 th 1 r er school
used to obtain sa les from
a set to all u 1 s ers in-
e tio~ ere being conte lated.
73
AN EVALU/TIO~ 0
1
TEXTB 0
LECTIO. P OCED
Strong points 1n adoption proced S• In order to de
ter ine rhat ad ini trators felt ~ere the strengths of thetr
adoption ocedures they rere ske t check on a list those
items they felt ere stro oi ts i their p ra • Lins
\ ere provided t t he b ttom of the lists that any that h
been omitted c uld be ~itte in by th respo ent . ble
VIII sho st' ite s nd the number c ecki e c, t o ,
it t erce t e accor in to sc ool o ul tion . I
be ee tis chart ta or , o ad ·nistr to eel
th t oo r se c d as o eri , 1 o 72.
p ce s c ec ed th s i e • i i ver -
fi db t ~ ublis 'r s nt vs ho 1
cate y a
u dint Cali
m ri .
t
te
r
s r
the s
s
r sent t st text oo
de er c 1 s lectea .
t t they felt tat adeq
textbo s . ·e
ol
0
e
t
r, i
fr te t o sel cti o ins
Infra, • 35
t
e
e
t n
e
t
i te s ··er
at fe r
a
ca es, 1 e e
V
th
n t
1
the
t t
not n c
e
i t e
t e ti
f
t 00
0
11
ic s,
t the
r ly
1 cti n
al 01 d
t t
I _
DlJC'-
e
oi;aJ.s
-
•
1. Books s elected in m i ni mum time . 22 11 . 9
9
9. 4
2. Selected on basis of merit . 13
4
72 . 4 74 77 . 8
3.
All available s amples examined . 90 48. 6 50 52 . 6
•
All have voice i n s el ection . 127 68 . 6 82
86 .3
~ ~ . .
•
VVllllll ., V Vvv w w ~..1.eC
• '-'
8 8. 4
•
, ~.u. ~u V w I.UQ..Y express OP1nlons . lO u. 5
9 9. 5
•
IJ V ~\.A. v J. J.V w lU Q _ y vJ\. l,J.A.~ w.:J VIJ-',..LJ..LV1 .l5 e 45 24 .3 26
27 . g
•
.. ..&.Ulv Q -'- .,1. V tWv\.A. • V.A. V V Q-'-\.A Q ~..&.VJ.J. •
..&.-'- / V'- • 2 54 56 .
•
Rating shee t for objecti ve
. '-
7 7 • ✓
10. Sales pressur e at m inimum .
97 52 . 5 50 52 . 6
11. Books used for long t ime .
97 52 . 5 45 47 .4
12 . Trained persons make choic e .
35 18. 9 17 17. 9
13 . Teachers satisfied .
73 39 .3
46 48. 4
14. No adminis t r ative pressure .
130 70 . 3 69 72 . 6
15'. Changes fre auent . 114 61 .6 58 61.1
0
10 20. 4
32 65.3
17
g4 . 7
44 9. 8
9
18. 4
~
6. 1
12.2
33
67 . 3
0 o.o
27 55 .1
29 59 .2
9
18 . 4
14 28. 6
36 73. 5
~o 61.2
Schools
O ver
1000
o . %
1 4.1
17 70.8
12 50. 0
22
91 .7
7
29. 1
4 16.7
5
20 . 8
20
83. 3
4 16. 7
10 41 . 7
13
54 .2
3
12. 5
7
29 .1
16 66 . 7
20 8~ . ~
City
School
Systems
o. %
2
11
11
9
2
2
8
8
4
10
10
6
6
9
6
14. 3
78. -
78.
64.
14. 3
14. 3
57.1
57.1
28 . 6
71 .
71 .
42. 9
42 . 9
64 .3
42 . 9
~
~
75
books are in the hands of teachers less than fo'lll' weeks before
final choice must be made. Am jority also checked that ab k
once adopted is used for a r asonable len th of time before a
chanee is desired. dministrators also felt that boos ere
cha ed freque 1tly enough that modern textboo are sed 1
t he classroo.
Apparently pre s ure both fro ublis ers ' r epres nta
tives and administrators is at a minimum si ce b t o t ese
1 ems (10 an 1) ffir esi ated s str o t s i
m jorit o t h do ro r • not r t te fre-
quently ch eked ~ t e one 1 icati ht tech rs ares t
fied it t choices o ce t y ar de.
e i
si 11 rt t. t s d t obt 1 t
pr gr . s tas se t eter n
oi ts
ed ct st
icat st
h
ton
ere t
reaknesses o t roce ures . 1
checked and t e erce ta es by ad 1 tr t rs ace r 1
school size . A c rison o t he to c rt 1 1 so
ore i te s ere checked under tro
The avera en er a 6 . 2 as c re 'it 2 ••
App r tly the tie fact ortant t xtbo
s
sel ction as sh rn byte fact th t o t e to ics ost
t
•
freq ently in i c ~ed ere th t "not e u tie as all 1ed t
carefully evaluate bools" (ite 3) and "teachers re lli
to 1 ve the necessar ti e t the sel cti n text boo "
Ite
1 .
2 .
3 .
•
5.
•
•
9.
10.
11 .
12 .
13 .
•
•
•
•
•
,..,
One per son dominates .
Administrators make choice .
Not enough time allowed
Salesmans hi p de t ermines c .oice .
G roups not chosen democratically .
Teachers unwill inF. to give time .
• . a. Y V.J. .J. v. ~ u , --1 .1.LVff .l..l. .> VUlv pu.vlis hers .
Too much red tape
Too much t ime required
Legal r equirements too narrow .
Change s m~de too r ar ely .
Changes made too often
Organization lacking .
J.. v~"'-'J.~.&.w H ...1. ..., .1 .l"° ~ ...1.6.llV.,. ..,_U e
.l.1V V VJ'-""' V l. Y .._, v V QJ.. t4U v..i.v,1. "4v V •'-'v
Students • r eactions not consid-
A
CATO"'lS I
·o .
35
13 . 5
5
2 . 6
35
13 . 5
9
4 . 9
4 2 .2
71 38 . 4
.o
A.
2 . 2
0 o.o
4 2 . 2
14
7 . 6
1 6 8 . 7
14
7 . 6
40 21 . 6
V o.o
vv ~,J . 5
0. 8
.l 11.4 .&. .._,,.1 V w
.&. v '--" "' V -4 V .l4a.l -'·"' V .... v I J. w .&.'-4 .... '- nct • b~ 13 . 5
•
/V
,_l . 1
r
o .
14 14. 7
5 5. 3
21 22 . 1
6 6. 3
1 1 . 2
38
40 . 0
26 27 . 4
3
3. 2
0 0 . 0
1 1 . 2
9 9 . 5
8 8 . 4
7
7.4
22
23 . 2
0 o.o
53
55. 8
32 22 . 7
35
36 . 8
41 4 5. 1
O PTION ? ROC
Schools
00 to
000
%
13
26. 5
0 o.o
10 20 . 4
2 4 . 1
1 2 . 0
20 40 . 8
17 34 . 7
1 2. 0
0 o.o
1 2 . 0
1 2 . 0
4 8 . 2
6 12 . 2
14 28 . 6
0 0. 0
24 49 . 0
13
26 . 5
14 28 . 6
17 ~4 . 7
o cnools
O ver
1000
o .
~
6 25 . 0
0 o.o
2
8 . 3
0 o.o
1 4. 1
9 37 . 5
6 25 . 0
0 o.o
0 0 . 0
1 4. 1
4 16. 7
2
8.1
1 4.
3
12 . 5
0 o.o
6 25 .o
7
29 . 1
8
33 . 2
11 45 . 8
Ci ty
School
§.zs t e
N o .
4
0
2
1
1
4
1
0
0
1
0
2
0
1
0
3
5
5
5
14. 3
o.o
14. 3
7. 1
7.1
28 . 6
7. 1
o.o
o.o
7.1
o.o
14. 3
o.o
7. 1
o.
21 .
35.
3 ./ .
35. 7
-....J
°'
77
(item 6). Many stated that t eachers are not adequately trained
in the selection of texts, a fact hich m ight indicate that a
pro ram of in-service e uc tion b
conditio.
iv
Sc 1 so fe t t t
11 t fo use 1 evalu ti · t xt
ce ures. It 1
by t e s 11 r
t dent
c si era
str to s 1
•
I t
r
ct
i
b n t d t
1 r er
r ct
t
'
t
1 tl C SC 0
C ~ e t t o r
-
a optio
as ed t rate t e adop 1 pr C
basis xce
'
0
'
a r,
sh s t r
It as und t V r e 'I
eel ent r v r r.
methods t be eit er r 0
1 cl
d er
d ,
t 00
•
s
'
t
e ua
'
dicati t at a ti o oce ur s ere
b little di ference in t h r ti S 0
are ·it t he larger ones.
t help all viate this
n · ct·v c eck
pro-
e o te
t
-
1 C
t
n 0 0
•
tr r
C 00
0
•
C
r
-
er c si re t r
C n 1 s
-
oor. ere s e to
s 11 school as c
-
EDUCATORS' I.TI 0
Rati
eel ent
3
• 7
G od
•
Fir 72
1 . 4
r 6.
ry P r 2 1 . 1
T liliLE X
0 TI
u
00
o.
3
7
0
1
1 . 1
<3 •
•
7.6
0 .o
cho ls
500 to
1000
0 • 'J
0 0 .o
2 7.
7.
2 . 4
0 .o
1 Tl IR CllOOLS
choo
over
1000
•
0 00 .
52 . 2
3
. 2
.3
•
City
ool
s
0 •
2 14 -3
57.2
2 1 . 3
7. 1
7.
74 1 .o 1 o.o 6 .o 23 O .o 1 .o
----------
78
...
79
Educators were ls a ked to stat rh t chan est y
1ould like to
ignated t ho e
in option ro r
t e
t
s
0
'
C
ar
e
in preset ractices, n most of t hem des-
the h d ch c ed r vio
•
c- ny sai th t t r
t a
•
hoe
SC 0 r ti
t 1 t 0
0
0
0
•
0
r
s
i
r,
ly
r
a
as ea ses
n cha es
t often
t o r vi
t
r
•
h
r
C
0 0
t
t
or
e
-
•
r
'
0 t
c ce
80
vary in this res pect also. So e selection i s made in the
sununer, and occasionally in the fall.
It wa found tha t r l atively few s chool s use an ob
j ective scale f or r ting te. tb oks ad th ti still fewer
c ses is so e devjce use to est bli h the lev 1 of the
v cabulary . Only two ci y sy t ms indict
th t they had
s med v ce fr v cab lary n ly
•
Stud ction o t b ok sam 1 s are
obtai 1 a f C n n ral. t de to 1 i n
is o y
t II
d le b ks . Thi
r C ic r C i ch ha i h s all r
•
r t 11 d , X
1 so
1 s i 1
•
0 t V r ce ur
t s r a am-
r
•
r d, e C t
a C re r to all 1 1 i i . t e
i r
•
1 s
r C
jn ls t n 1 11 on
•
r r oi t s in
t e r a tio r r
00 - s 1 ct d n t e
ba ri , t a
1
1 t e c r ea a r t in elec-
tio t n u h ti
f r c reful con i d r n
,
81
of all samples, and that there wa no unoue pressure either
from textbook salesmen or from aa i _ i trators. Thy also
· ndic ted tha t ch n e was r uent en ugh so tha t mod rn bool-s
w .r used, ye t change w snot continuous, and t chers were
satisfied with the sel ctio s one made . The weakness s
check d were th t not nu h time was llowed fr s lection
and rs a·d ot h v tir e fr caref 1 id r a ion
oft tbook sa 1 s. dmi istrat rs lso lt th t t e 1 cl
fan objectiv to of v uati · s s may
rograms d t t t c r not al ys e t y trai ed.
e lack of stu et or r tr cti s c
a a
•
In gen
i V 0
r t
r
er
t f
et or er oor.
C
V
tL CTIO 0
IO- I UAL
E .I L '
esearch studies int e ield udio-visual educa-
tion over the past t deca es h ve pro uced c nvincing evi
dence of the i port nee of sensory i ds as an educational
tool. This research and t e f f cti~ e us e of otion ictures
and o her sen o y ai sin rld ar II have sti ul ated e uca
tors to strive to ncl e e u e of au o-vis al t ials as
a art of the regu1 r ducation 1 ro ra • he ro ra of
t e se ect on o t extb OKS s bee r eco ized r any ye r
and h r ul ti s c c r in ch s e ection ve been d
out, but
ar cop
the·r d
robl so t
vely n ·,
i on r ot et •
1 at ria l
s co cer i
Int is c
r e h s o s 1 t
f
ic ures
are stre sed, butt p val o 11 es r , tea hr-
ade raterials, adi n r c red ro ra s, an c' arts nd
aps re also iscu d. 1 t ative practices it r -
gard t aud o-v sual aterials e v luated t o et_er ith
procedur sf r election of motion pictur sand other sensory
aids. , ucators' eva uat · ons o the r cedures used in their
schools 1th rs ect to a io-vi ua
etho s ar a so iven.
C IO
0
-
u
I
The relation of au io-visual and curricul •
83
di r c -
tor of an audio-visual dep rt ent in any ways -us t ea hi hly
specialized in i vidual . e n erst a d ec a ic d illU t
now how to
1
ere air f c 1 x o j ct · n a hi
ust be a p oto rah ran be skill din t he r i t i g d
d velop ent of il s; e uU t n r s t n h t ke r cord' ,
slides, odels, and c r~s, he t n n r t a ing
of ho ch ta ·i s ar 1 t d uc na or •
or t hee r a s
any cs s ha s
than on t he r el
tional ro r a ,
, t e
.-,ve o
0 0
n in
t e c r
0
t
by
r
s r. es o t h
he 1
e c nt
visu 1 dep rt
of ucation in
0
on re u st t o s ools .
e t
00
is
r
1 t C
t
e
ct
br
hav dev o an o-vis
in sc ools o 1 0
county -v s a
t
11 b
d
r , r l ianc
r
t.
t n
e
culum de pa nt o t en nc u est e
is a c n id r ob rcent e r
r
0
ev
n •
C
nl t
n o
s
r
S C
e
C
ot
1 n
1 s 111
a a
ca r
1
s
I s
r
r o
0 S t
' b
at
s
ic
r
n ~
•
s
s
C r 1-
b t rk
s
o ..
1 . Ther e are no curri culum or Aua 10 -
39. 6
41
55. 4
•
v u..i. .,_ .L.'- u. .. \.U.1 1 ..L.J.4""' ..L.u.v.11;;, w .u.u.v..i.v - v .1..::, \.A.Q..L • .)..L 20 . 8 14 18. 9
3.
A udio-visual is s e
. 4 0 0 . 0
•
.L J..l,:;;;;.Y c.1.1.,;;;; w CIJ QJ a 1.,,;;;; b
0 . 1 10
13 . 5
•
~ J. J.v) a~~ w ~~ a .i.c.11.,11;;. but have fai
. 4
7
9. 5
-
6. Aud10- v1sua~ 1s on an equa
bas i s with curriculur1 . 10 6. 7 2 2 . 7
,Q ..... s
1 100 . 0 n.
hools
500 to
0
o .
16
39. 0
8
19. 5
2 4. 9
4
7 . 3
5 12 . 1
7
17 . 2
l '-'V .
hools
Over
1000
!1v •
~
2
8. 7
2 8. 7
3
13 . 0
13 56.6
2 8. 7
1 4.3
2 o.
Ci V
- . 00
s
J
0 o.
7
63 .
0 o.o
4
3v •
0 o.o
0 o.o
111 100 .0
0)
~
85
cl osely together.
ew schools
st ted tat t t 0
re e on an
equal basis .
fri ters in t · is
ield have 1 ic t ed t h t
aua· o-
visual should
be a
---rt o
curric 1
.1
T e ury o
e p rts i n
this
study
elt t t
audio-visual
l s
a i
ortant
rt
of curricul r
rin s
.in tra
.
1 s h ul b
p
0
an
'
'
a p rt of
t he ins ructional
ro r
V n
a
t te
t was 5.
7,
• •
1 . 1, C
t
ajority
f t
t
·t
n
ractice .
t 0
s e
r
be coordi
te as a
rt o
r ul r n r t
n
o r
•
appr
•
e
t i o L
-
requires
that 'the
ni b ar
h
SC 00 1 t
shall adopt
t xtb o
r s
C
-
tr l.
112
0 S
1 r
i
0
t n
t
1 C
ver
or
or
r C t
•
It es
und th in n • 7
s
the
otion
ic ur s a
ov
y
ca d
hat
boars
e uca i o n
t
-
ture
e ce t 1 the
n
1 V
•
is r t
1
ar Dale,
1
York:
The Dry en e •
2 aucation ______ , t te O a 1 ornia,
C apter 4, Articl cti on 11 1.
V
n '
86
note that in tl e 1 rge school . y tem s a ar tly t e ocrd of
e ucation is ore inte r t
tres s 1 cted fr us •
int
ew stat
rov rsy t 1 board of uc tion t
r
"
t
r
0
e
ct t e fil mot c
1
t
e
t
s 1
C
t
r
,
0
0
f
, 0
C
f the otion ic
t tin areas of co -
s an ctiv rt· in t ic.
'
t e r gon 1 ture,
- TI
. t of s
1
C 0
0 0
•
t
0
i d
e •
•
('\f (\J
0
87
• • • • • •
CX)
co 0
rl
0 0
0 '°
• • • • • •
0
0
,-f
•
•
• • • •
rl
H
• • • • • •
0
• • • • • •
•
'
•
0
• • • •
88
nature of moti n pictures app rently faci itates their evaluation
by pupils in the classroom. It was found that the p rcentages
in favor of student evaluati n ere hi her than t ose sown
for a s1 • 11 r practice with r gard to textboo s. Their u
'
owev r, seemed to encour ge such practice because te c r
and upils view t .e pictur s t c et er and it ·st erefore,
c Dparatively eac.y to as t er actions of u 11s at r a o-
t n ictur
a beens wn.
er act· ns of
r nts, sin t e cas oft t o s,
ere in eneral not soli ited.
ich indicted t. tin so e cases
quested, pr ic 1 r
n t e
n r
ict rs int
od
y ien.
r b co
or 1
c s r oo, or o
tur sis 1. t d
n ber r
v id n d
1cat1 n in r
re
s h o
in
n rov rs,
1 t
u
'
e r,
r re
h s
0 n
•
e
r a
use.
tel
ny t
ra
h e
arr nee t
es as fi s r c
he ex ri nc
or t es
1
a 11
-
t
1 d
th ta
ajority
or t e t
nts
h ve s
en t
one or
ore
1 e
•
he
situati
n nee
y a es it 1 -
tive in
o e
cases t t
oti n
ctr
s be
s
by r
e 1 ve
or
ct
V or b
th,
d
er r
g od reasons f
r kee
g such
s1
nL.ent
~ ng too
rigid, so
r stricti
5
u t b
1 ced on t
r
e or
r
8
the pictures lose their effectiven s
or any given teac 1 i ng
situation. In 69. 5 per cent o t e schools no restrictions
are placed on films. The 1 r er c o ls , 1 ere audi -visual
departffients re o t c
on, ar t OS th t y r or often ake
grade level assig ent , ut even in hese schools it i n't
the practice in 35. pr cent ft e cases .
er r estricti ns
are
ce on fil s, h
r, t y ar in o t ca e s ade by
r r ese t ative c
tors, curricul
itte s, c nsi ti g of
'
nd a io-vi u 1
ecialists .
fil .
One oft er aso s
~ appr ova
ven or h i
uacy of any a io- vi sual
1 s is t h
a r -
a
u t
or u
o a
UC
in
ch r , ot r
s to
n o
hoo
•
o e
. an
t y r r t r for
rge tot
of r such a
so .
any i
ools .
rv ce
cat t
i
e
s ch
an th tall ht is nee s ry
clng c ru any at the b i ni
e
0
e
n pictu e . 3
0
C
t
b
1 1 one rns
ai d it
t
and in o
cas s
rs tan
1
b si ss o 1
t
for o
o ic is ood
ic r lati ns
o the pr o-
t o
na
e
t ers, t e ar of comr.ercialis is
r
f the f ilru . In
bvi s, owev r,
3
Infra., P • 98.
so tha t they rang fro those that re 0
1
tright advertisin
or are propa anda, to films whose sponsors hip or essage
causes little question.
of sponsored ilru i t se
In vocational guidanc i
her are so e ar e s
ore appro riat
r the use
han o hers .
s nd r t an b e tha t ad scrip-
0
tion of a pa ticul r i 1 by a corpor tion
i
in . si-
1 ; on t
ness in h t a ea OU d be quite cc
0 r nd
in
social
tudi s
ere bias us t C r
b e cl ded
ors
to ro a a
dize s
,ul d b C
n· r ol
9 6 , t e ·ic i an
dio-visual Confer
nee d ca t d
C c, r e ul V i 0 he
ons ored
f·1
.
n t 1e C ol 0 t
s
u e
so s u
st te
4
•
t a
und 1 . 5
e C 0 th school
el
n t
t 0
V a C
s i he 0
son or d
otio ict s .
ra ol
(
•
er
cent)
requ·red
S C
1
cl r d
o gh
.
cipal
or o t ad
.:
i stra
l y
r1
r
or
a s
r e n a e
( 32.2
er cent) r uire
y sor
f 1
a r o
or
such
fil s before
t ey re u e
•
due tors
re a ed to
a t t e 0 C 0
he
schools
ith r
d to clas roo
s on or d
cia
intere ts.
Table
III
s t e
cho 1
oli
s on
is
.L
III
IOOL PO GA~
choo.1 r10
. 0
o .
1 . Practicallv all s oonsored fil
- .
pprovod . 17 1] .3
•
.W'-'w "' w t.JV U w V .&. 'l;;,d f il
8. 4
3.
Some should be ne r mi t ted and
s ome reje c t ed . 80 53 . 0
'
. ..
•
l '!Vw '-' wJ.J.'-,/\.4 .... ~ """' .... V ........ ve
0 6. 6
•
.n.11 s houl d be rejected with
pt i ons . 1 . 7
o -cal s 1
•
8
26
40
3
0
cnoo
nd
00
•
10 . 4
'i3 . 8
51 . 9
3. 9
0 o.o
0
500
10
o .
4
10 . 5
9
23 . 7
22 57 . 9
3
7. 9
0 o.o
0 . 0 38 100 . 0
hool
-' , .... .
3
12 . 5
7
29 . 7
12 50. 0
1 4 . 2
1 4. 2
100 .
t
2
l""' .
1 8.
6 50 . 0
3
25 . 0
0 o.
2 100 . 0
'°
......
subj ct.
92
ost ad inistra ors ap arently felt that so e fil s
and the s ·onsorship should be er itt d and so e rejected and
that both the merits of the film and t i sponsors ip s ould
be considered . T1ere ~ere s e
o believed th t ost spon-
sored fil
s were entirely
satisfactory and
~ t only a few
sh uld
be
rejected .
he panel
f e
rts w s in
ree nt
t rivat y
sponsored
fil 1s ay h •ve adv rt si
d e va u ted
before t ·
y ar a
o ed and
t
1 al s be cru-
tinized int r .s of
t
eir social,
con
or
olitical 1 .. e s.
he c posite rat·n for a ertis
or propaganda 5. 06 , • D • 1 • 0 •
th t indivi
1 te
1
w 4. 4,
v ra o
re 0
• •
2. 20 nd
n 1 ·n c -
ch va -
t
uat·on 1th
gard t
t b
1
. e s'
but in any cs s n-serv ce
o d b
ry be-
a b
r un
c ssary or c a atis-
factory conclusion in all cas s.
CT
C
ilw. Visual
and roll film are es ex n ive than
te als
c ass ides
tin ic ur sand th r -
fore are generally approved on a ore in ividual b
was found that t ey were selected eit er by ind·v1
•
chers or y audio-visual specialists, curricul r r
t
and teachers or in t og3ther ~n t e 1 h cools in al if rnia.
Teach r-
required
no approval
was so e t
ndency to
de rt nt h r
97.
e r
t
ol
C
e
0
.o
C
of
.
1
s
known.
io nd
cti
C r. I s
rt t
re th C
r s 0
o a
o the
ly
fi 1
h
C rt in
d be ri
r
on ors 1
93
instructional m te ial almost univ rsally
beyo t 1at of the individual.
There
, ave
uch m t rs cl r ""d t r t
h a
· p 1 or
.
1
o fice, t in
urr i
s s t
is ft to t r.
C s
of vi tion
s .:
C
0
i
b t
t
u
s
•
c i 0
r
-
,
e
0 t
0 t
, C r C
•
C 1,
or C r ic
1
in e 1.
r C
t 1
, r
'
t
C
•
r
u t
,
r r ' 1
r t -
re
r
n
t 1
r
1
s
i
t
'
t r
r .... t r
cul n t
q· estio d.
,
94
a large number of privately sponsored recor · s ar be 'ng used,
it would appear th t teachers' udg ent woul d s u fice in de-
ciding hat wa satisfactory or u
int e 1 roo.
The
approval 0
carts an
t
f ound t t
-
-
charts
nd ps r 1 ct i 11 cool on bo t th
sa e basis
d r
r
t C r-
e
ins ructional
ria s .
a
t
-
t
e
s d by
0
r r
cool t
•
t
n·v s 11
1.6
t
r
r
no
n y
or r
C
0
t o b
s h
c-
• ,,JI
•
tr
8 d
0
r
se
ctin
1
~
line
d
t 8
r ov
r
r
"-
ch
c ed
th r
t
s
av
ra e
b r c C
r r 0
t
.8.
t
I 1 f -
•
•
..... v. ~'-' _ y U. w 'w U \IV V '-' ~ \I '~'- " \ " Q J.J vQ k'C •
•
.A-4~ • J U\.4.IU • .,.,u~ P• 'lw V . ... Hll;."4 .
•
Materials selected wi t h r elation
•
4UQ lo,Q .I. .LClo•w '-'11;;;L.l\,,.L UJ....L.Y w vV. 'C U •
•
• .1. ..1µQr. . ;;u1u.a WQ vc.1. .J.Q ..L.w -> '-' '- ,; ,; I l '-'.:" U •
·1 t .
•
L-' V ~ ..L. U.Q \I .LVJ ,l.;1 V V . I C''- \,, .L VI;, •
I 0- PRO
- ---- - ~========================
OOLS
.. "' .
• V
'"T" V "'TL. • .I..
-'- 7 )\J • V
• 1 -'- I • I • V • .L '-'- • 7
• "- -'- ") .L "l e V 7 .I.. V • -,-
"'T V "- J . 7 "- .I.. "-"- ..
• "-
"-.,. • J
\.'V '"\V • "\ C...'- C:.'\ e C:. c:. c;. -,- . 7
• f
7 . c;...
f
( . ,. 1 2. 0
• I
"T /
"T 7 · -
'- I
_.1_.1.l
/7
o;-c.. . ,
"\ "\ "\ "'1- e / ... "'7 "\v . 8
• 1 "l'- "\ "\ . v c... v "T V e V
• 1 I I • "T
_.J .L V e C...
"'T J c:.,. . "\ ..L. V ... v . 7 "7
.1.V • ,_,.
• I :J V .) I . V '- V /.:) • V
90
51 . 5 45 4? . 4 24 49 . 0
"\V .J. -:1 . J ..L. V ..L. V • V 8 16. ~
ols
.,_-,-
58 . 3
( L... 7 . 2
9 37 . 5
13
54 .2
12 50.0
3
12. 5
15 75 . 0
12 50 . 0
.o
15 63 . 0
~ 12. 5
I
c. 7 . c..
13 54.2
15 63 .0
~ 12. J
City
School
Sys
-
o .
8
10
12
12
10
6
14
15
5
15
4
11
15
15
9
47 . 0
58.
70 .6
70.6
58 . 8
35.3
82 .3
88 .2
29.4
88 .2
23.
64.7
88 .
88 .
52.
'°
\.J'\
96
mo . t frequently were that aterials are se acted with relation
to their value in the ducati nal pr ram (item 7) and a cen
tral agency retains the fil w r they can be processed en
kept i n ood con ition (it 8). In any cases this gency
is the c unty ibrary of u io-visual terials. Also list d
frequently re th po nts th t fil s are se cted on the
ba is r rit an o favoritis is o to ny c ny
or r pr ent tiv. r tl c 1 lt
the r 1 s l i va 1 o s
t e c assroo.
axi
0 t
u
all
lar
ta
t d
n.
s
b
pti
r
1 st C
V t
t
•
c n r
ols, alt
0 S
n
r
r
•
s
r
f
V r t i
s
.--...... .A... ............ s .!n ---1----------------- ....... ___....-. ....... ~n.
so s d to
i ate t e e
e es f
tin. Thes are iv n n
b
•
books, it was found t
r sp n
nts
r
n
t
-v
n C
t
n
r
av r
t r
a
r t
re pr e
-
-
e
c-
-
t-
•
Ite
1.
2 .
3 .
•
•
•
•
•
•
10.
11 .
12 .
13 .
14.
15.
s
Too much t ime required
Selection by special ist only .
Commi t t ees not us ed .
Little relationship to cur riculum .
m v.u. ~ .Y no t spent wisely .
• ~ • ""I . . .. .
J.Y.11.A'-' • U av
-
viewed .
Il
1
cnoo
otal s
'
o .
8
4 . 3
0 o.o
22 11. 9
20 10. 8
9
4. 9
6 (1
36 . 8
J'fVt s el ected f or educational val ue . 29 15. 6
~=ter ials in cen
.
available . 4 2 . 2
~=terials too dispers ed . 14
7 - 5
Not immediat el y av ~ilable . 1 0 . 5
Old m aterial s used .
19
10. 2
Propaganda screening inadequate
15
8 . 1
Favoritism s hovm. 1 0 . 5
Ma t erial s not al ways selected o
m eri t .
17 9 . 2
Eval uations not objective .
25 l ~. 5
3
0
10
7
5
33
16
3
7
0
8
8
0
11
12
I
cnools
nder
00
3 . 1
o.o
10. 5
7. 4
5. 3
34 . 7
16 . 8
3 . 1
7 . 4
0 . 0
8 . 4
8 . 4
o.o
11 . 6
12 . 6
cnools
500 to
1000
No . %
3
6.1
0 o.o
8 16 . 3
9
18. 4
3
6. 1
23 47 . 9
7
14 . 3
1 2 . 0
6 12 . 2
1 2 . 0
4 8 . 2
3
6. 1
1 2 . 0
4 8 . 2
6 12 . 2
0 0
Schools
Over
1000
No . %
0 o.o
0 o.o
3
12 . 5
2
8 . 3
1 4 . 2
7
29 . 2
5
20 . 8
0 o.o
4 o.o
0 o.o
1 4 . 2
3
12 . 5
0 o.o
2
8. ~
5
20 .
City
chool
Sys terns
o. %
2
0
1
2
0
5
1
1
1
2
6
1
0
0
2
11 . 8
o.o
5.
11 . 8
o.o
29 . 4
5. 9
5. 9
5. 9
11 . 8
35 . 3
5. 9
0 . 0
o.o
11 . 8
'°
.....:i
98
be conscious of strong than veak points. The shortcomin s
checked most often were any of the films are nev r previe ed
and that committees ar
ot used in aking t e selecti on. As
in the case of textb oks it was felt t t many evaluations
of the films 1 r n t d ne obj ctively.
in ~ic ted which ~snot includ don t 1e
f j n
tany
due t ors, es
cially in
s t s,
flet t t fun s
er
t
e u
visual
libr ry or eir scho ls.
It w
t e
te
ul
eakn ss commo ly
t 1 s th t of
s all r
chool
or a g od io-
e r
t t h
C unty
libr ri s r p " OVi
.
a C n e s rv
ce t o schoo s
by SU
lyi
ot n
ictur s
ot
io-vi u 1
t ri 1
•
s
r vie d t e r actic s of sc oo s
This ch p r h
with re ect to u
o: a min tr t ve
1
teri 1.
,
ce
t e select
f
t ri 1 ot er t n oti
w re ivided
int ir doptio,
ict rs, n
ev luati n of
c dures. It w
f ound in m ~t schools tha t
ve an udio-vi u 1 de rt~e t t tit
a
rt of cur i-
cul
or t e e
of ·nstruct i
1
rvi
•
st n ial perc nt g of schools t e audio-vis 1 d
In
rt
s b
t
Vf
e rt but o
d closely it t e c rriculum de rt
t in ictur
qualitly th n
the fact th t
r evaluat dint
classroom or fre-
r t xtbo s, ut this was rob
d
t o
tin ·ctur s 1 d t he s lv s or rea il
to classroom us • The opin_ ns of stud nts
obt
t.
99
relatively fr quently, but as in the case of te tbooks, p -
rents ' opinions were seldom solicited . The exception seemed
to be in the case of controversial subjects or to ic about
which there mi ht have been some doubt . In very ew cases
did the boar of education sh w n inter tint e cote t
of motion ictures or make form 1 a r oval beyo appro i n
tne p rch se of 11 s as a it m of e nse .
io t ot on ictures f or cl ssroom u
by 1 divjdu 1 t e~ rs in the small schools t ar .. a pt d
y co mi t t es i n t e 1 r r school s st s . A OS i
n or t h ·s ' 8 S t cunt li r rie u 1 ny of th
ictur s fo r 11 SC ools . I V r C s n
-
t on
trar cho ce b a ir ctor of s al 0 rin al
or t n
•
Fi s r 11 ot s i 0
ci ic r 1 r u
.
ect h
assi t was , i was usuall
co itt es . of or
l eft t t e ent of t l C , C
r i C t cl t ip 1 or e u
a r ve such u .. e . r lly t riv
son or
.l. • 1
uld er both n e ri s f
f'lm t e nature of t son orshi
•
e e of
o inion, t t all films uld b ermitted in e cl sr o
or ht all i t e y C red fil ssh u e e c e re
s ldom 'ndic t
•
It wa f o d t a t slide till fi m nd te e
100
materials w re gvnerally 1 ft to the ju gment of 1 ividual
teach rs and that r a io ad recorde
rogra s ware also
ures for sel~cting
a atter of individual choice.
charts and r as sh
d a c tr
cools. Int e sm 11 scho 1
1
l e 12 r e o
11 d
t . e
lect on
ade by indivi-
mmittees e e
t up to
ls , hr
a rov t hes
t
•
he 1 r r sc ool also i icdt
tin
ra t y
nu to
t 1 ~t of
rov
ch rts
•
uc ors i
era
of hei
roe
re th
1 t a
se 11 s cos n
of va e r
C n
an
du
enc
h
t
f
0
f
,
s
s
st
vi
t
i
0
e sma ler cool, t
r ou y a
o r
s ... 0 1
u
r
t
C
th
ol.
e C
y a e
OU
t
V 1
i
,
t
a
0
t
t i
11
,
e a cl of
1
0
d
h
C
of e
•
h 11 s
s
u t
un s
n
u io-vi . u
e
ri t.:: of
t
t
i - v u
ole in su
e i hut such
t __, r a
t o t
1 g
•
,
Cl/PTE VI
Tl CTI
o ern educ tin c ls o
1
.LS
ariety o lassr m
"diti n 0 nu 1 ber of text ri t
au 1 - vi 1 ~ate
ons <'ntly s el 1
ls,
boo
t e t er classroo ai s .
r y 1 to all hases o
ed 1 0 s,
int et xt o k, a C
i r tint rovi e
t·es in
tea _ er h
th s
et
riety
y
sh ols 1th e
ts
uch
1 n
y
.. ivi
e
1
1
rs
1 s t
V e
Y a
r ly
t or
o a 1 io 1
e e •
u k o s
s
111-
e
h to
OS
res lt
oice . e
OS
ate 1 ls, b t UC
n 1 is to
it is
dist i ut db c c rns n t • . 1 a 1 int in ca
s- tio o c ildren but rat er in re d in on eyi s e
e d t 1 b nefit to the or aniz tion.
is c apter d ls 1th methods f selecti h et
and b klets in the schools o C lif r a , and the r cor s
t t are ept such su lies . e tit de o tte ad inis-
t rati n t the ere t t a hlets e screened
102
before use in the classr om, beccuse of the d ger of ropa
nda and advertising , a e lso descri bed ad co ared with
t l e opinions of the a el of exerts . he eth ds 01 select-
i '1 periodi ls d ne s Ja . ers for use in h classroom are
also outline in this ch pter .
L
t r . i et o C 1 1 s C
h
.
1 t s as ec 0 a
t s i C 1,
1 i 1 1 t s
s
1 0 n.
h 5.3
n t
-
s
'
. 5 ch
e C t i
•
. 2 ed
1 r. is
0 C y s sin-
d. C ols, 7. C t, y
0 ttee or ati n t a o e se f p et
at h ls.
. e e resul are 1n r d c n r s to the
sed i se ~c 1 textb
k •
s of tex s, a h
t re ere s e sch ol th !"l
de d d t t
0
•
11 0 m e~noa 1s usea .
,,
1, . 1 ~~ ~9 . 5
•
. u '"' "~~'"'u ....... s e.1.ects • 57 36. 5 34 43.6
•
.u,.., "''I.,"'"'",_. -> ~ .... ~cts; adm1n1s -
•
~o 19 . 2 19 24. 3
•
• .a.,v .., . , .... .a.,"" .. ..,a,. \,1.,6 ii;J \41,1,g',6. ~ .~o
0 . 6 1 l . ~
•
Selection is made .from an
list . 1 o.6 0 o.o
•
VVIUl,j.l,. "V'- c S or 'teocners approve . 4 ~ . ·1 u o.o
•
vvuJ,u .. "" '""~ ,-1 of teacher s , super-
c •• select .
, 8
5. 1 1 l . ~
1 l vv e l vv e
ools
o . ft)
14
33 . 3 9
47 . 4
18 42 . 8 4 21.1
7
16. 7 4 21.1
0 0 . 0 0 o.o
0 o.o 0 o.o
1 2 . 4 0 o.o
2 4. 8 2 10.4
.o 19 100 .
City
chool
sistems
~o . %
9 53.0
1
5.
0 o.o
0 o.o
1
5.9
3
17.6
3
17.6
17 100.0
t-'
0
vJ
104
the teac er, there were many th th d some form of committee
or anization to decide n ·hat textbooks should be selected.
One v ry ood re son for this di erence is th t textbooks
re sic to any course, heres namphlet terial is used
to su ple ent. The v riety of . a p 1 ts s o lie ts
the ro l o a proving their use y committe et s.
o e retain din t acher's file or os f the
ye r
iv n
s ly a
se s, b
a
b s
1
n,
al n
o n
t
1s
r.
si n.
ek.
pos
riety ca
r
1 ult.
ive, r
t 0
36. pr
r t ri s
ry to estrict s
C L 0
e
y
1 l
n1
t u e o
t ··,o, r s-
1 classro
y ar se i ly s a
ph
t
e
s
s
t
t s
th t
her and, t-
e ly u e .
r 1 h
t 1.
ch ls i
n, d
e c er's u
1 se-
z -
e ct
ic te
t f
e t
v ce th t o SC 1
y-
h use d the ud ent f the
C HLET 'I
105'
Table XVII indic tes the res nses of educators on
whether or not a co lete list o
on file in the central o i e .
a p let mat rials a
ducators ~ere also ask d
t check hether or
t there ·. r s a
hese
res onses also ar s Oin in the t ble .
rt· 1 list .
1
es en
th tin a majority of schools fil s a e not c plete and
a i h nerc
0
o te i
of the 1
1
st
r
ar n.
elyi
d
t
11
0
t
a e o ot
te
nt
e
r .... s se
h
estr c
t
e
l ee
din he
se of the
y the
te · oar
e a
t i 111 t .
1 ts r
s
t V ri y
little
0
t a
d
nt .
t " no
r e
C r
t
e of cs
th se
s he
sion
of
i 1
nd
t · C ::>n
t e
tin r inst cti n
t n,
s b en
1 n, or y the c unty
ro
ar
c tin, r y the
V r
b
d f the sc· ool
his ecti n
district in
1 ht e sc ol is st ted .nl
of the
e can e the s
ct C
r C lif rnia, Divisi n
274C.
,
PO S
Re- S hool
S O S To als
o .
-
ec
1 .o
0 1 8 86.
t 1 1 100 .
0
9 3 •
3 5.2
106
T I
I
Schools cols Cit
n 500 0 ·e Sc ool
200
1 00 1000 Sys ems
o . o .
I
o .
f
o .
10
12 13 .8
5
. 1 17 • 7. 6
5
86 .2 0 88 . 9 19
82 . 1 82.
87 o. 5 100 . 0 2 1 o.o 17 100 . 0
2 . 10 32.3 5 . 1
3 5. 2 1 6 • 7 6 2 . 9
7 0 . 0
3 30.
107
beca se if it is carried t to the letter i t oul men
t t eve~y iece of m at rial used in the classr om voul
h e to be a 1roved by s me overning bo rd. This re ula-
tion coul m - n th t any bulletin )r r se y theteach-
ers , ul have to hav bo rd pr v 1. ome eel that this
res ons bility c dele ted t the sup rin en ent
ad ad in s t a s t s t t th f ct th t thead i is-
t rati on p its t e use o bul etins, circul rs, nd 1 ct es
s e such ov 1 h s b n de .
f e int s ec 1 n. ul hav
e ct e t t e o e · ch he re ui e
s rri t t n be 1 t u su e
be br u ht i t t r an e
of tho ch r
i s n. e
t t
t s
th th
a
0 s f 1
t
he
nt
ly
t o
de-
t a
1 y
ate c cs
umbe s
v th ut 1 s ch
• In th ca o_ P.
b t en lit ral y
C
t
s to
te
aut· ritari n
s ct n i t
r al.
ul sere t
1, b s
i
ro ect
, in ca e he e 1 vid ls r r us · ht
o e d t t ce tin a lets r r ere uns i~able for
c assr se.
108
/i .tti tu es ~
possibilities _f inexpe1 sive ateri ls. One issue in educa-
tion s the ex et t
lie tions shoul
ic h the u e of pri ately s_ons red
e erm itted in the classr om.
her are
t ose Io felt at such aerials re rese nt a c oss-secti
0 0
so ety
d th t they a e v ua le a· sin orienti
t e stude t to
er
1 fe .
t erst xe th vet ht the
h o s
e el
b i s. e 0
sha
he t
yu
t
soul tee-
re
r
s
dol
e
11
nl
r
s
C
lassro
0
d
e
•
• 'i
e va
1
ul
0
t it
o·n a
s
in
1
,ex
(
e e
2
n
-
t ,
s u z
t s
i o
e t t
s e
i 1
ev Y e
ent .
112
1 y e ry
n C
fr the ost p rt ex
e th[ t
II
t
• • •
s e
h b lk
it 1
r SC 1 0
n a . he
nc s
te C rs'
s ,
p l e
'
r -,
.
ed
i ch
n
•
or
her
sed t
e C
t e ty- ve
C
1 i s itu ion, a
h s s e a t ority
s by
h r , or
•
n
cc
t t
free
teri ls),
1 .. ot s
s
1 1 r
ri
t·
n,
ol .
'
o . 3, Oct
17, 1
•
• •
109
' estin h
us e and
ne 1 ills act h
e ix,
t e
ic; n
d Steel In it te
b
let s
.
th
unds
n,.., . s u
i n
f t
classro
s .
11
3
d e
d
- es i t
C 00 s ith SP
ct
t o fr e
let ate i 1,
n
as
C C
t h
t e as SI 0
n T 1 I r. h
t i
t ' t
,er e a e r-1 11 s e
i h
er C 'JU
ny
t
c·
d 0
SC e
e t t
e e
e
0
po s i
'
r
'
e ed .
se
s s
n
e
e t
n
at
u
d n
i
t
1
lt
p r
0
h t 0 1 n s
se . h
e e s
e the
t -
1
e t h t s
lica 1 ns
C
C
e d
n t rs
ee
t
n
rn.
he
al h
as the s ze
f the cool 1 s
en y t V r
C r ul C 1 C ing .
1s
3 _ 'ct , 1 c . ill•
tti e I C
1 . There is almost no cause r or
concern. 18 11. 0
2 . There is s l ight danger o
propaganda.
35
21 . 3
3.
Some propaganda requires
loos e screening . 46 28 . 0
4. Most pamphlets should be
s creened .
17 22 . 6
5.
All s houl d be car ei\. l ]
28 17. 1
otals 164 l vv e
chool
nder
500_
O • r1
11 13 . 1
22 26 . 2
21 27 .4
20 2~ . 8
8 9. 5
Scnoo
500
1
%
4 9. 8
6 15. 0
15 36 .6
8 19. 1
8 19 . 1
84 100 . Q 41 l vv e
chool
O ver
1000
o .
%
3
12.4
6 25. 0
4
16 . 6
6 25 . 0
5
21.0
City
School
Systems
o. %
0 o.
1 6.3
4 25.0
3
18.7
8 50.0
24 100.0 16 100 . 0
....,
.....
0
111
may be due to the f ct th tad inistrato s re mo e remote
rom classroom situ .tions int e 1 r r school systems and ,
t erefore, av r so e s t f n r n· zation t t ,1
t e
c re o such pr lems.
e a el o ex erts
5 1 ed co siderable re nt
to the st -te ant t t ree d in xp ns ve ial
of d 0 u e 1 the classr
ms "
C 1 o-
le , r 11 ic 1 p 0 d s ly
e e 1 use.
11
co 0 it
'
•
t
m or ty s
imp r
•
pt s
y
1 n
•
1 o in
t they re t
t C sr e--c r
ar 1 rary ul C r 1
ad str t n.
educ
- -
.ree
p phlet 1a1s. h 0 b
lets c ini r 1 b e t
opa in a
.
ts . n Li
.
h a n ·
ertisi 1 so fla n t e is t
112
it unsuitability for schools, but exa p s of privately
spans ed ateri ls y also be cited ·vh · c h cont in so 11 ttle
dvert is ng th -t t 1s virtually ne 11 ible. B 1een these
two extre es are booklets and hlets co taining all
e
0
rees of advertising . ert : nly s e ere ected n
t e asis h th y e poorly or c eless y written, but
ny en t su · ct t 1 ch re . t vertisers s et s
se uch o l ert t e d c t e . r cter·s-
t cs ad rest s t e i r t a l usto rs dare
ful e . t te · ls es d t t e -e
C
h
' s
e
t s y
t e t r
ol
C
s
t --e 1 ce 1 th
s n t fla rant
e r iss le
,ri
n, n
s
'
e •
1 1
h s e
1
0 s,
s
e ,
e t
in
"bi
ls
ar
e
1 the c e o ey
s.
rt· 1
~a-, c ec ""e t
el t
s a a ce
1 he . ess · s
er e
r tte , d,
no dverti ing sh uld
t ·r th a vert1s1
ture it ul
d, t e t ure m
Attitu ed
r
1. No policy s hould be established . 16
10 . 3
9
11. 5
2. No advertising s hould be per-
mitted .
? 4 . 5 2 2 . 6
3 .
It is acceptable if
flagr ant . 56 36.l 30
38 .A.
4. If the message is good adver -
tising is secondar y . 40 25. 8 24
30 . 8
5.
A dvertis ing s hould be screened .
32
20 . 7 12 15.4
•
nuvertis i n~ s houl d be permitt ed . 4 2 . 6 1 1.3
Schools
500 to
1000
o .
J
4
9. 5
1 2.4
17 40.5
10 23.8
8 19.0
2 4.8
Schools
Over
1000
o.
City
School
Systems
J! No . %
3
12.5 0 o.o
2
8. 3
2
14.3
7
29.2 2 14.3
5
20. 8 1 7.1
6 25.0 6 42.9
1 64.2 0 o.o
Totals 155 100 . 0 68 100 . 0 42 100.0 24 100.0 11 100.0
t-'
tit
114
source of advertisin · ould be of second ry importance. In
t he city school systems there see to be m or e tendency to
f vor controls than in the smaller schools.
The jury of exoerts i ndic ted th t it was sorewh t
less concerned about advertising t n nit was abut pr pa anda. In response to the state ent t t" uch free a nd
in xpensive pamphlet ateri~l is desi
0
ned for advertising,
and therefore should be c r eful ly scr ned befo e it is used
in the classr om," t he anel ave
than as t he case · .. 1th propa ->an
s •• 2. 4, s c red t o the
SO e V • t e s er r a n
• T co . osit w as 4 .13
revi usly uoted m an f
. 63 , s. D. 2. 54. is fi e
stil_ ind c~tes t h~t th
or ad e t i i ,
felt ht d erti s h ul d
t be screened .
uld st d
n the
alf ay
0
of i po e t st t
e rt en " i f c sid b
1 r d " ex e lent , s 1 1 le r r ctice ."
SEL CTl
, ..
l lC
l 1 ◄ C s
e c ice of ne s er s and r a·c ls r se in
the cla ssr om, t ou h so ew at re ted t t previ us t pie ,
does no t _r eset many of the ro em s outlined. duet rs
indicted th t the selection of ne1s apers nd riodicals
is left uch less to discretion f the lassr om te c er
(24 .2 per cent) tan is the case 11th a phlets, and there
115
is more emphasis on endorse ent ei t her by the principal
or su er visor (5 . 8 per cent), or such materials a e review ed by committees before they are ordered for classroom use .
One reason for such a re uire ent ro ably is thL, t subscrip
tions inv lve expense nd bud et ry item s r ust e chec, ed
b1 s e nd_ inistr tive o icer . Ther ·ere
number of
schools ho i ic ted
~t the ·b ari an also h d a
rt in
hel i
te c ers a e se ect· o s or t he clas srooms, s t t
a s e h
the scho 1 librarian,
t r t an
the 1 i 1,
e rt
ent he ad,
s p vi or .
t is u 1 t,
, erever n it of ex
nse
.
l.S
i vol ea, s m
n
t ori y u
ove s ch c
st .
p
ss blY i f 0 S
o e n e i s i voled,
the
.
S d € de ree
c re to et r . i ne
ether or
ate i als
re d
te is 0 nee s ry .
C
n t
ten
ust
e con
red
e er
ey r e t o
b u t r
SC
unds an
t u ht is s
eti es
' i V
n t o t se r hich
the e is no h r e, n C
not
elp
ri if e r not to concern d ·ith expe se in duca-
e
t
the i
1 s
4 t
.
the e d
. or
1
m
e uh or i
ortant .
is chap er h s e lo
t e et ods aai techni ues
d n e ecti
free nd i x ensi e a
1 t at ri 1
116
and eriodicals or use in t e classroom. It . ,,.. s ound the t
in os t schools there is no olicy concerning pamphlets or
t heir choice is left to the judg ent o the t c er. he e
are some schools here approval of a ri cip 1 or de ar t .ent
h ad or a committee is re uired
t t ese e
1 the or-
·ty.
_. ost do not h ve a
complete
file of
the
amphl ets
used
and many do not h
e p
rtial list.
It 'I s
oted t
the
due tion
ode re
res
t
ny a hl
tor bul l
n sed
in the schools
ust h
p
the s t te
bo r 0
eduction,
t e C u ty bo
0 e on, or
the locc 1
overnin
o rd.
It
t th
1 u e
du
the ro
~
OS i
iti s f i e e
...
at r ls
s a ·verse. r
er
, T
s no C US f r n rn 1
1
t
..
t
s -
her
t n 1
b r
d
C r-
r m,
s
i als sh uld
ry
c refully
revi 1
•
lar ,e city sch
ol
e
1 d
d
c ref'ul
scree 1 g
s
ols.
o e onserv
rd t
r
0
t e
0
A hl
t at ial
n
s the c se
th
a .
er ere nl a fe 1 0 1 di d t t no V r
s
u
...
e ted, and,
e
nd '
n e
ly
11
t t
t 1
1
d 1 t C
room.
e d ts 1
en
be i e d
t
er isi
117
n snot flagrant a
if it was of an acce table nature ,
it ~ould be ermissible, and i the essa e ·as good, the
s urce · s of second ry i portance .
In the as of
eriodic ls
nd neis a ers
opt d
or use i
th classro ms,
t .ere
e e
i n '.l ic ti ns
t m ore
controls
e
sed . The jud
ents o
te C ers lo e
,ere
t acce ted s
ten
sin the c
e of pa phlets,
t e se
co t es
0 co on,
in
ny cases t
c ers
C
c ed t
r n
s,
s rs, 0 0 rt nt
ds.
1· 1 0 1
i se ct
.
n
s ho 1
er co
t
c hoos
.
i o i c
n IS •
r 0
cl~ 0 s
•
CHA TER VII
EDUCAT
'
Pt; LI ,
An i ort-- nt 'act r i C i t i
th inf u nee of • U 11 r
'
s ,
ically t all SC
of th scho
ls ,..
-
cuss tl eir ro u
and conferences 1 . r
trai 1 nst t
•
J
'
salesIJ r
tr tors
•
a 1 n t e J f
indica t . ns
~r
true at he r t
•
...
00 be i
.
0
ro uct C US f 0
•
1
h electic s
•
r
f C io f 1 ,
I
t o mu time r r C
119
ishe
'
e r
t tiv s .
0 S us hav o e r za-
i on
nc oura
0 0 sales en r en their wares
'
a e
s 1 1 on s tha nei h r
o l e nor S ' e en are e loi ed a d s o tha e
r
or
i C a r out ins
0 er
'
r
e
0
ns h a e
e
•
r r s
or
00
1
0
-
C 0 0
0 0 0
0
•
O U
0
1
0
'
in s -
C •
I
0
1
rs' re
-
0 S
0
and other ma erials that adminis rativ
established urging teachers to giv b
o inion seed to be divided. abl
by numb r nd ercen a ea ordin
e n, in ,
cher c onfer nc s,
C
r
1 f r
is ne d
e e
a
s
1
r
r er on s.
re o
s f
f ev
W 0
n n ca
b
r
r C
in o r
C
r
C r
he
er
in ener 1 f v red
e ess 1
•
0 s e e
C f
h C
1
r
V
e
0
en
wa
r
n e
r
120
olicy sh uld be
en an dience."
ives the res ons s
schoo z • I i 1
d wi o
d r
•
e
0
r
0 V
n
C
1 n C er
121
BLE
0 0
C
1 Over 100
0 • Ii
s 1 7 .
8 9. 8 38 8 . 8 21 9 . 3 7 41 . 2
0 2 .o 0 . 2
9 9. 2 8. 7 O 58 .
17 100. c 87 .o o. 23 1 .o .o
122
cies r erviews wi
Bookmen a e lly 0 a e
e h ve cl r d 1 d a n
•
In
• 3
r C of sa e . y h C s
I
conv OS of h us
C 1 of 1 I 0 r
SC 0 s 1 . a owed 0 w
0 r 0
•
d
.
C
l. 0 V
1 s
b
'
r s 1
C
0 s 0 0
•
-
' '
e
0
0 n e s
a 1
0
•
V 0 2 a
00
•
a
h
0
r
C n
-
h
'
r
6 n
e
•
sh
s ue
0
ha
r 0
0
ea
C
w n a
o ve en
0 s
0 r n
•
123
PRACTICES AND POLICIES ITH REGARD TO TEXTBOO S PLES
The supplying of free textbook samples to schools is
standard procedure top blisher • It is on yin this way hat
they can keep educa ors apprised of what is being offered in
the field, and it is considered a part of he expense of e
school textbook business to su ply uch samples u on req est.
There have been cases where sue rocedure hav be ab sed
by teache , and ev n school sys e , wh o wis oc
libraries or clas r ooms with ex ense b ook s l es
sup lied b pu lishing houses. lis r ind c d h
hey are wil in or sa le o r q s d sed he
classro mas a ar of he eva a in e ha hr
h uld s o e c n r o wh ot e r as s 1 n r
acquirin
e •
chool in ca d tha n 6 . c f the Co es re-
quests for sa les a made by acher co c in 1 her '
re resentatives or pu lishin d rec ly. her are a
considerable mumber, thirty-ni wh req ire ha c e-
q es s cle r thr ough curriculum or oth r ce r office
he samples are sen direc ly o he teachers. Ins 1 ewer
schools, twenty-two , sa ples ar sen direct y o he c n ra l
office. Tis meth di d ar icularly 1 rge schools
where the or aniza i on fr e
representative or c ee ba
members of high school b rds
C in
0 s 1 ore on a
•
he Ed ca
sch ol ffic a a
1 s
. 24
te book sa les , bu rovid h "all c o ies of X books
so rec ived shal b re urned -wi i hir y days after t
0 ion of ex ooks n s bjec y he
h.
h schoo
oard .
u2
_he
Co r h r s tha "no e b r 0 a hi h
ch ol bo d or SC nnec wi h ny o he
ic ch oo 0 1 a any n
'
'
0 0 V 1 e o her
.
d ,
e e r o a
'
1 V se o e or f r u e
s or 0 0 y s 0
..
3
•
of e 0
V 0 a
w 0 C 0
0
•
0 e e s
-
•
...
-
-
0 e 0 a
C s 0 0 0 0
00 s
0 or s
00
n
s
•
r
h s 0 ra a 0
f Ca
' D
•
• 1
r
77 .
125
of money tied up in those s mple text • Salesmen eneral y
indicated that they did not wish to haves mple textbo ks re
turned bee& se the books have been use , and can t, theref ore,
be represented as n w, and because o her sc ool are rel cant
to handle used textbooks. is is not a univ r al r e, h ow-
ever, and in the ca e of expen ive texts, s olemn 1
a. k for h ir re r. any schools in ica d ha n n r
r oe d re wa develo e ~ f or the 1 osi of
ra her a c bina n wold b end ng on -
s ances. or x le, s ome h reta d e e r
de c o 1 e , s ed a c la s r o s p s ,
rs i n h sc ool r rie. y rs s e
hes e e o d ca f or hes 1 x s or h
w e ent b ck as re red by he ca 1 n e.
he y f ex er s fe 1 ha he q e o of he
di osi 1 n o ex s wa of r 1 r e nc
wa. 1 v n a va 2. 1 . D. • 3 7 , w r 1
o e a be r han f r a
hing h
ses .Q_
he a rov 1 of
heirs les an
of their res ec iv
new ex
nf r wi h
r C S,
1 nd
'
rs
er w ch
•
de cri
1
ela ses 1 dee 1 n is a e. ive
meanwhile, contac ed o her schools and or ed in
e
r
hav
hr
e
8
n
126
of he sta e re selec on is c 1 ed. O ften it i not
un 11 they have visited h school aga n, OS ibly ring the
follow·n chool year, tha h y learn of he final re
•
h se i eres ed can nq ir b ele hone r ke a sec a
visi to the c ool 0 e he decisi on , or if a
par ic lar sa e an f or eno have his 0
-
ed'
he w 1 ar th t i s C
•
0 s 0 h e
r ca O
y
er n 0 0 0 0
1
•
h s
C
•
0
0
0 s
•
r
'
r r
V
II
r
h e e o
r
•
C C r
1 en
0
r C
r
h r 0
-
eel
n
h r
C
e
•
SC r 1 e
h e C 1 or r.
T
ethod
1. They are not notifi ed . 104
2. All are notified by cai l . 10
3.
Action on texts is sent t
all salesmen. 5
4. Those whose books are adopte
are notifled. 50
5.
The revis ed list is av
to salesm en . 6
ls
cnoo
tals
59 . 4
5. 7
2. 8
27 . 6
4. 5
•
OT
I
Schools
r
200
o .
~
48
54. 5
5 5. 7
0 o.o
33 37. 5
2 2. 3
•
I
Schools
500 to
000
-
. io.
32
68.1
2 43.0
0 0.0
12 25. 5
1 2.1
47 100.
Schools
Over
1000
o .
%
18 75 . 0
2 8. 3
2 8. 3
2 8. 4
0 o.o
24 100. 0
City
School
Svstem~
No . ,
6 37.6
1 6.3
3
18.7
3
18.7
3
18. 7
16 100.0
....,
"' --.J
T B
I I
One e hod
f c onsi er n
X
men to s t u 1
f their w re
ver 1
y , a ic
t
les o
V 0
n s . I
n
C
y 0 c o C ad
C 0
0 ir
or
7
0
r
f
r
0
0
1
•
00 S is o ask
f or
r o of
r
f o a
0 n
ce
C
0
0
0
0
'
•
0
r
128
all sales-
one to
ew he
is
of
hat
ook
•
s
s
0 0
r
•
1
n-
.2
129
REG LATIONS REGARDING TEXTBOOK SA , ES EN
Apparently textbook salesmen have a good recor in he
schools of California. In response to the question on whether
schools have a written set or rules and reg lations with re
gard to publishers' representatives, only n ne, or 4.9 er
cent, stated that they had such requirements. They were also
asked if they felt that such rules were necess ry, and
•
per c nt did not think tha hey were. h h o h
populati n under 1000 particularly indicated th
any of he sc regulations wo ld bes erf uo •
commenting on these ques ins, s id
exerci ed very good jud ent, bu the
h hey e
on whe her r n ta s f writ n re 1
able. Sixty- ne s e ha writ n r 1
iany of h sew o we e n
w ul be a go tin,
v r of wr
eca e
ere s
ns w
r
en, i
0
V
•
lishers or teachers, bu bee se i wa heir i
w ld aid textbook sale rnen wh wee rue s e
but often di n t knov exact y wha sho be n in a
partic lar school system. Here a ain indivi a in ic
that written instructions would be much better ada
large chool sys ems than to small ones.
0
Precautions taken in the selection .!2f. te ts. Anther
indication of the good record of bookmen in he hi h c oo
-
-
130
is he r s onses
of aam·nis rt rs on the reca ti on t ken
to see that no sa esman exer s u due n luence to e his
book a rove
•
Many chools ed ha no
r caut· ns were
'ke
'
h ha 0 r u
ha b en necessary. There
w
ons 0 con id nee n he le men as ro-
•
T se SC ool in whic sa e ar s
n
d S C a t - o -
C e s a
s i
or r o e C C r o h
0 r C
C 0
e r i no
u
or
C n
0
'
a
X r
C n
ence as a
e 1
r en e
e
•
C
h r
d
r 1 s 0
00 S
1s
r
i
C s
00
s
r s
1
0 -
1
s
a 1 ns w
re
c s s e
•
ha
00.l.S
r
0 e W O
,1
C
uch a
C s
r
s
n r
C
c o
•
C a
r C
ec in
wi
rinci a
de ar
en
ds
nd
a
0
s ab
he
ys or
0
r
sch ee
'
e
on ha
are
ava a
e only
r
f r
rs.
I e
lar
ch ol sy
1 wa
o nd
a
on
nee
ar
ew a
re
e a ora
131
and that direct contacts are or limited.
It wa found that ost chools per it teacher to ask
for samples directly from publishing houses, althou h any
mus make such reg ests hrou h he su ervis r, de
head, or principa • The 1 i on o sa le x
many ca e evident y i n o c ef ly rked ou.
uca ion Code re uires the ret rn of s am le et ,
bli hing houses do no w n h n a a
he schools a e use of hem.
he lar er ~chools seem to h ve e 1 e
of n ifyin re resen ative of c ion a en
te tbook a op ion. Most c , ch o
salesmen except when h o s 1 ic
1s a roved, in w ich c se o a iza
by n o her way h n he o ore •
0
t
he e of s n i
n o
sa les is not wi e rea
hose who se sch a eh ic
hi h y successf • e reas n n
r
ime 1s oo 11 1 , sal smen oo
C
is
a a
0
e
'
of n
0 V
h
ea
f
h
n
s
0
1
n
he
are somewha n to end a
exhi i , an
b oks cannot be u ed in an ex ri en
1
ion w
h
classroo •
o t sch ols don
h v a ri
n
of r es n
132
regulations c ncerning tex boo salesmen and they do not
feel that hey are neces ary . Ed ca ors generally felt that
it w s u.nnecessa y to s
p r caution r me
res to b sur
that salesm n did no exer und
in 1 ence o e their
bo k
0 ed .
e meas
res
tha
were given
were
ro tine
or in 0 co 1 e
'
c ec in
hrou~h principals,
depar -
en
he
r
ervi
or
'
nd
he objective selecting books
on
is
0
eri
•
an
si
!fie
ha
no
recauti ons
wer
'
r ble n
ber s
a e
h
hey h d
s
i
he
rofes 1 na a
tu e
of
ex bo k
e
•
VIII
T E
OL 0 I
T
IV I
I
T
TIOi
he s 1 ction of UC tion ate al or t he 1
sroo
is a
1 ost i
orta t
art o
cur iculum
evel t.
,uality d
type of
terials us d
pl y a
e-
ter in
the natur 0
t e ex eri C t
•
0 -
ver, t e
cboic
t ·t 0
is
only .e of t e r
0 5 it
e r
tr t rs.
er
e o r
C
t t 0 n r
'
so
0 h
ive to
· t
ct·
0
,
VO
0
"'
0 S •
s
•
l
n
n
t
rs'
e,
n
t
t
t
e
t
n t
r
V
t e t
or he
X
i
c-
ti n of t X s.
vot
t
to
or
ro
•
e
ta
t
an
t e
.
tra
t
t
o e
1
'
shortcomi
s, it w ul
the
ua ifi ed to X
books 1 ct
•
ubli s rs'
a e
1 C
h ir ca ls on
0
r
'
V
1
e
h t t e
s o in o s o t
t iv
34
bac roun s w ul d a e
roles o t xt-
1 o in
ositi n t
s
ado
r C ur
t h
0 1 n
s, t y s v ri o s or-
•
0 S
th n
-
1
'
0
•
0
•
r
0
•
.l.2I
0 CY W ITH -~G
opini ns f fifty-f'v tb
th se listed in th dir c r
ssociat·on e
ced r s ~ t h r
in the o i to
not d to s1 n
0 s
b
•
s n
s
in 1
o t i d
0 00
ions of ed
r n·
0
0
0
n
C
'
co 1 C of
C r t n 0 r 0
b
•
0 n r r s
tbooks, in s ool of
q n,
"
f el
h h s hoo s o a s
2
e er 1
f
r o
C if' rn a
n
differs t r
n h t
r
h
•
1 C
.
n
on S S 0
c.
e C
i
0
1
C
The
's
0
of
r -
us d
-
0
II
-
136
orty- ne , or 89.1
er C n
'
V affirmative answer .
n wo , 0
3.
r C
re ne a iv
•
owever,
hey qual-
i
r ns er
y 1
in m cases here were
0
or
'
sue
rien s i sa
i
'
the re u-
h 0 0 a 0 d 0 a d e des r
0
s
e
•
0 0 y-
0
0
d
0
V
0
0
n
s
s
cl s . 0
•
-
--
d
n
0 es-
0 •
-
•
-
•
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r
C
-
'
s
s
f
e
-
0 C
00 s
e
0
•
e
er n
0
e a r
•
137
The educators, on the other hand, seemed to be more concerned
about censorship.
Salesmen agreed with educators that they did n t favor
a state reviewing board to examir.e books befor the t xts
could be put on the state roved list. Th rev re on. y s 1
of the fifty-one wh fav r d such a r vi w. e a el f
ex erts husi ...
tic ab ut it r re l t u
me 1 h t m re 1 I V
..
i Q s
a r tir -1.
•
. , .93 t
1 of t
oard a a i .41,
• •
.7
te I 11 t. s lt
u I' 1
he a
r,
it V i C
•
as ivi s th tr t r r
cale fr -4 t
~
i se .
I
C Dt ,S I
e mo ui 1 t d o a s f
he ares ic ~ ti T1S ar C t
. tif all u 11 s l tt ,
to t
of tboo
•
f f -fiv r , f e
se t e o tall bli s b 1
by 11.
od in C d s h t r )T
e -
tat ve i e
re lar calls e ch ol ,
but 01 y f V f lt 1 a ui le t d. he
138
ail re t o noti ya 1
bi hers o
en ng a op ions was
co ~only in icat d s one o the eakne s es in selection ro-
ced rs and as one of the
es here c anges could be
a
at
ld l ed to i iprove et.
of text s.
las
vored co ittee
-
ctio 0 tax b 0 s. T ble I
th r sp s s t h t
er n to t
s to h t
t y or
e .
a s
co i
0 a t tb 0
•
b 0
~t
;
100
'
r
a
1 0
0
n
t C er
c de i 0 -
J
S 0
ec t
ve. n e mall
b 0
0
co e
0 t
r
r
•
C
h '
a
a
'
t·
r
s
s
t
es
t s,
C, ir
r
'
r
r
y 0
vor
•
It
nd
0
t C
t c e r not c 0
•
s
t
,0 n a 1 0 nia ,
t o C
-
'
e
1
a
to rov
0
r e
ch c
te
pr r C
•
is
TA
00 I C O PINI ONS
ethod
1. The teachers involved decide i nf or mally .
2 . The department chairm an decides .
3.
The principal chooses the t ext.
4. The curriculwn worke r or supervisor selec t s .
5.
A commit tee or teac hers selects .
6. A committee of t eac hors and administrator s
chooses.
•
All teachers involved r ate t he books .
Totals
II
0
chool
Less
Than
1000
• jz
0 • iO
20 37 . 1
5 9. 3
2 3. 7
0 0.0
8 14 . 8
14 25 . 8
5 9. 3
4 l vv •
L ECTIN G BOO
chools
100
to
.1QQQ_
o. %
7 13.0
4 5. 6
2 3. 7
0 o.o
16 27. 6
20 39. 0
11 . 11 . 1
Systems
of 2 or
3
Schools
No . ~
2
3.7
0 0.0
1 1.8
5 9. 3
16 27 . 6
28
53 . 9
2 3. 7
City
Systems
No .
%
1 1. 8
0 o.o
1 1.8
3
5.6
10 18.5
36 66 . 7
3
5. 6
54 100. 0 54 100 . 0 54 100.0
f,-J
w
'°
140
has the ieri t t ha t 11 ave a v ice in t e selec ti o o tex s .
It will noted t t there ar a few who f el t~at such a tech ni ue is va l uable, but, in eneral, co .!i ttee s action is 1 ore
favored. ubjective nswers by the bookmen sowed tat t ey
did not like ti s 1 st eth d bee use it was i os ible to
talk to 11 h tac ers nd to de cri et
he eat r ~ o t !e r
.i tt i s 0
o ch oo .
0 n r e n
be 0 boo
r e a
•
t h
s
t
C r 0
ca 0
0 11
n t
six, or 83 . r
1 t ut sc ool h
s
e
1
t
rea with re r
t i
b n
C
0 70. 9
d
e
•
t
f
a
in
C
t
i u
.
J
C
cool
basic
a
y
vai able.
1 ts a
C
he
r -
0
-
1
•
s
a
-
•
1 C
141
he
weakne · es in tex b 0
t· on roe r s, as in ic t ed
b
00 en , ar
co r
0 t o e s
d bye ucat rs.
h r
s e i r
0 t
t xtb o sal
1 en
V
ro
oi t
·r-
r·c ty
e t
r
'
0
ar
.e
ste
•
0
-
11 C r 0
1
'
s
.
·1
V r
•
•
I
00 .
0
r 0
r
i
.
t V
b
e
0
e
y
r
er
s
a
t t
0
i
r
n
0 0
t
0
00
0
y
0
J t
1
t
0
0
cy 1 · any
C 00
1
s
uch a
r
ci
'
t
r
nti
s t
n
i t
d
n z
C
t
h t
UC C 0
no t
ar
C 5
142
that methods of selection rere oft n random and haphazard.
Connected with this were such w aknesses as failure to send
out notice of pending adopti ·ns, selection made too close
to the end of school or during the swnm r, action postponed
causin confusion as to submission of sam 1 ~, and no o or
tunity for teachers to make an ade uat choice.
Apparently in some cases bookm n beli v tat th is
a need fr more obj ctibity in textbook sel ct~ n. Te
st ted th t adopti s re . tim e tr v y u r-
ficial ex 1 at ns, to much r liance o c y
aid not now f 11 them tr- r hts, and t , t teac
ial in the fi ld. It
obj ctive criteria or
f t th t SC O • l ic
valu tin n t t ct sh u d
be maae with r f
t r · a
ce t t
s
t o 1 jc 1
e crit r
•
· re t n
uently ere
seer commi es till 4 i ted, t
t n
rej t
1 s r -
I
t
rt
of rs h rd t ov re , at r too tr -
diti nal nd, in o e c es, disi t reste. L ck of o te
. un ~ s a t e di ficulty of eein a · 111 tra r n r-
visors as el.o listed occa onally. he c n es reco d d
by bookm , of course, ere sim ly to ov re e the aKll
utlin a ve. T ere re gen r 1 m ha 1 on t e need r
salesmen to int r ew teach rs and for thee tabli hrne t
of m re or niz d r c dur sand objecti es lecti n of text.
on t sel ction ft xtboo s by
Emphasis throu hot
teac rs and te cr er co ttees.
G
>.t:
0 C s s r 1 L 0 e se
a 0 u ., t V
'
t d
r 0 S C
s r
t t
0
s
or
s
th t
e 0
"
a
"
t
r
n or ct d
0
t r ts
8 r o or by 00
•
t y a r
n ,
t r
143
0
t d
i
-
e C
•
144
0
e
o .
•
r
7
3.0
2 . C 0
36 •
3.
b
0
• 5
•
r
. 9
o.o
•
•
145
req st for sam le te tbooks
cou· d be c .nstrued s a viol· t i on oft ese sections, but in
extr me cs s sch 1· ion igh b evi et.
of s s. T le IV in ic . s h t
-
s es en be ieve is doe sh ld be done · 1 i th sa la te ~t
one has b en In ge er e feels m le
t elon to t e is
.
nies, its b p J.n co n 0
c h ·ce
s h t 1 e s · i t he
r sk h t r
•
h oi t u t
n s C S the ve l i t V 1 to t e
1 s; h er, s s s 1 ' t
of
e 1 f el h e boo s
'
b 0 0 t 1
t n 1 0
'
s e
n C e
'
b ore ch
C e is m e.
•
C rri-
-
1 nc 1 of them 1
C r sa e ex s be e i or
at h rs e nd revie b s f r k' g C ri ns,
n 1
,s'
d val ns. res ch n 1 sis n ev 1 ion
is one 1th t e ose of s ctin ne v t xt
'
11 tle f lt
C ld be fund it t is proce re; ho e r, ins e inst
C S,
r
146
0
0 I
O.v
1
s
b
e hod
•
o .
1.
he 0
n 0 y . 17
•
4 . 0
2 . s
7. 9 3
•
0
3.
C e n 0
o.o
2, • 8
0 b
•
s
es 3
. ', 5.8
,,,
C 1
5.
e
s s 9 •
3.5
e
6.
a
37 . 7
0
.o
1 ie
•
n
8
2 .
3. 5
•
67
•
57
o .
books are not sup lied to the l abo r at orie
147
ith t he intention
of adoptin t xts or the classroo , but for otfier purposes in
evelo ent.
tbook sal s ·~~ n eel th---,t w ere cur-
curricul
ricul
1 borat orie ar e e . tabli hed , books should be supplied
at t h o ti o o
f i ty-t
teen, or 3 . 5
i
e
t the
5 •
chool •
boos re o to
o ot
t o
0
he
i
pany or urc se
r o s c ool f n s .
n in to
ue stion on 1 boratories , nine-
nt, i dicate
t book soul be fur
, and t irty- ne , or
tin o
C
a e
t t · ey sold be urc a e
ly wo el t t t
rs soul
sales ·e i
r o
urn· sh
ora r·e •
1
UC
t O S
e . !: t
b e
t· e o
o ten ke
ev
S 0
n
en ral
boo
e s t·n t
e
"
h
es or
rs, sot t
0
or o
rt
0
b th
C
is
t o sl o t e
r
, a d
t
tt e
tr s nd tro
o nt
•
es e
n
er t · ir
osier
e
s are on
r ion
s 1
r tir e at
i conn cti n
it ot rs.
hey o
ts e to eel
t cool t tbo ok
x ibits are a oo
thod f r e tin t le i r ro ucts t o
cool
rs nnel . Only ten, or 1 .
er ce t, f l t t at
xh bis er a ood or exce
nt _ eans of res~ntin book,
ere
t enty , or
. 7
r ce t, in icated t e as fair,
148
and t enty-thr e, or 43 . 5 p r cent, r t ed t em poor or very
poor .
he rea o s iven rere th~t
t oo sort , that t er wa
. C C
nerally exhibits were
r act al try- outs,
and th t o ten te c_er s ~o ed l itt e i
r st i t e is 1 ys .
t 0
C .
t·t· ol t 0 0
5
c o e t r
e
y
u r
a
r C
i
r
d o r t o t
r
or or
•
a t
a i
e 1
i
tr
'
ook
rt
'
C r is
cc si
0
r
nl 0 t
r b
0
an
bl
t
an b
t a
.
d
r
t
0
he
c l essroo
•
t
r
r
•
e
r ee
t
t t d
r
n
-
t h t
0
r i
r 1. ost
s d
e
t
r
ti
is
ot
t
a t t
t nt -t re,
or 41.9
e t,
V
t
f
·tt ort nee
in t i r
es , an
ixtee
'
or 2
•
et,
t t d t t
it ' d
tt e
ct o
n
r
•
e areas
t
149
often in icated a a fected were soci 1 studies
nd so e
arts of health due tin. 0
i ty r sponses only t enty-
seven, or 54 pr cent, b i v d t t t ere should be re-
strictions on t e u
that uch oft is
s
ot
itab e
lly er ened
fe t
t
•
1 b
C
r t
C
t te
or
r
'
i
s
t, r 7
•
to t
0 ree a
1 ts.
t ri 1 a · ot e
r c "' assr o e n
r sue
s
i
ar
e
t t
h
·a1 a
. i
s t
r
0 0
'
'
b
r e
C
re
b c
er
or 0
1
an a.
In
n s
in
r t t . e
ne i t rf re
't
ossib
f a
b
5
t
b
ose n cated er
a e
it ... d an
t
b C r -
ed.
n
er
or
0 b C
'
s
t,
•
0
•
r
t
b
'
h
t
n
f
t
C
e r
0 1 s
-
'
sch as the
feel uch
bl s rs o
t
b
0
8
ub ic ffair ai p 1 ts or th Unit xts ou
re stron ly abo t ch c o tit· t n o u-
t e tra ition t xtb
I
' IT
150
y S C 0
s
n
0
0
-
-
•
'
'
0
•
ctl
'
0
y 1
1 1
choo l
•
he indica ed ha h y f l t ha their res onsi-
bili y was o fin o t wh sch oo ex e of em and to
wor i s ann r . I s heir li f t any ca ... s
he ista es
y a er e
h f C h the vc:1ri ou
s h o ls ad
s of h
en 00 -
e w r e 1 i
0 v ola S C
•
X 00 r s
-
•
0
r
T
s
io
r
n k-
0
i s
•
'
or
1
k
•
•
-
d
-
s
s
C
0
r
w
a e
n s
r
-
0
r r
re r
re
I
n s
r
n
n i
r 1 a
r
y
r e
re
de .
0
1
•
-. s
0
•
•
or 1
0 3
0
5
1
o .
0
0
ts
oi t-
2 •
•
•
•
0 .o
o .
1
7
5
0
2
152
0
2 •
?.
0
•
153
The qualit~ .Qf rel tionships between p_ublishers' re-
-
presentatives and educators. Publishers ' representatives seemed
satisfied with their r lationship to educators a sh wn by the
fact that of fifty-three respons es forty-seven indic ated th t
gener 1 rel ti nshi s rere either good o e cellent . This is
verified i n he ttit et ken by educators, ho signified
th t they b lieve h' t re 1 tions nd re uir ments ~er
not n cess ry b c use of the coper tion ht h d evel oped
bet en book en nd di i r ors .
In rs nse to a esti n on ,h boo en felt e
the obst cles to etter rel ti s, those d m os t o ten
18 ck of ime on the rt of sch ol p p e t i
b olon nan the 1 c o r cognition by som e o t he r o
st tus of the extbook salesm n .
he gen r 1 ~no of he eval u tin i r's ep-
resentativ s s th o a prov 1 .
that they were not critical of h
schools and, in g neral, a rov a, b
0 heir re
s bing e in
e fel th t re
ere s me ·eakn sses that cbuld be mproved b t al un r -
s ~ in cop r tion.
SU .!ARY
This ch ter h s outl·ned he o inions of p bl ishers'
re resent t vs n te t ook n roe ur sin heh gh
schools of l ifornia . It disc ss d · is ra ive o icy
l
with regard to bo o en nd t e o inion of sales ~en on t he
proc ed res i n textboo selectio .
dis o it · n
t e e t
t ext boo .. ~ a 1 s
ree nd · n x e i ve
1 ti o tot xtbooks ere out l i a
r
roble~s of reque s t s and
iscussed. Opinions on
hl et teri 1 ith re-
t robl e s o t he r -
lation o l i r ' e re e t atives to cool p rs el ere
C S S
•
t S 0 h
s 0 e basis
s i s' i ,
, r • O
on a
C'
...,
t 1
n e ..
h
d n
e
n
0
t
lt t h t t xt boo· ... r e
o e r 0
8
1
ene
r
ir
f
el ct
r
ition
0
b ie
•
t
0 t h s ho ls. 1
~ tbo s ,
h d 1
e all
0
e se
i
•
t t tin
on a o 0 r n
e e i ons . h r o
a
0 1 t y
ton pr ce ur st t ere
n ral sa 1 s
'
ut re
t t
re reque ted
o tstan i g
i ositi n of
15$
textbook samples should be ecided by the company. They
apparently did not feel that r evie , in curriculum laboratories
Vi s always a good w ay to e
1
alu· te their products and w ere not
s atis ied 1th school t extbook exhibits . Opinion was divided
on the advisability of ha ing establish d d sand hours or
written rul sand r egulati ns fort tbook sal s m en in th
schools. They si
0
nified a des·re to copra e
,hether iritten rules would make it e sier or
to do so. The shored
t t
w r s t is ie
ability to make and keep app intro nts and ; · t h r
to school people, and t ey oin d out
lem in this r espect seem d to be h
u s i n o
felt that the pro ra s
of e C t rs
'I re so
11
often difficult t o
t n
ienc
·i th th s
the
.
of their
r o cts . The
lso 1
revie.
ro lem in
some schoo s is h f
ng r
fess i on· 1
ers o
'
h s
s kill in
contr·but i
n t o t he
UC t·o 1 r o r
•
t
tio d
i icu t
·ht eir
tionships
rob-
e . he
s
c rne ·i
d 1-t t a
s r -
kin vit 1
CHAP_ER IX
THE OPI I ~ s , AU o ITIES 1 no TI 1
The prec - ir chapt rs have outlined practices and
iaeas of e ucators an te ook al s th a option a
u e of ducational at rials. Thi-capt ·r iscusses the
jud s of authori i o _ a 11 t sic ri 1 le
ctices th~t de el d a r of ud' of
i e r , t e ri cs of ur 1 i
ork i
co
boo <
n o e r
1 .
ra -
i S 0
s
r C C •
u tionnai
ta ti • A
o ini no
s, bot o
an 1 sis is
u to s
e t c.
r C
r
C
t i
u
t t au o
i
a r
a e
ro
t.
e r c
u
u
ee ,
it
e
•
a e .
a
i
e e se
r
ve o
d 1 e
t .t
o t 1 1 e
11
1
Toot . e ju
t of a t o i i
e
ts of
e r
i
e e e ..
roe d
o g e 1
dard aga
i c ch
1 ti
f
a
157
procedur .sin an objective anner, a r ting sc ' le as de
veloped on mich they could indic te their reactions from a
range o "objection ble" (-4) to "e cellent ( 6). A detal ied
escri tion of the ethod of constructing the scale is given
in Ch pt r II.
Th oubl o c r chn·
Il' es oft ose nt r wt d
scribi g th sc 1 its i
list f curr · t
n·versit
co tr.
C
i n
1
0
n s
f
0
r o
di , tc
V
r
s r
e
r
s,
0
•
r
ng h s n n s o 11
r rn. C r f ol l - u
en ix C.
n r r o t n b
i v s f hree r us rec
b rs c 1 0 rs
e s u s d to
h r t •
C S S
e n
n
'
r
t
s
0
0
11
l,
1
1
0
h e r nc in
in t he
tt r e
t
e
-
C s
'
-
1
s
-
1
-
roles of
t e college
in the re
rof sor
0
C
eir r
t
1
a
•
•
•
1
extbook se ectio , rofe sor of atio in
n univer itie. of C lifor i oar recog ized
of eco dary c lu, a colle ge d uni versity
oth r I'e 1 1 cou tr o, because f
,
curr
11
0
a
e co
0
V
r
a
1
•
u
0 t ing int e re
r tin. A 1 t t
•
1
•
•
0
0
•
n
e
t ic
a
e
159
high mean usu ly have a lo sta ar deviation a are those
that a e consid re be et 11s .ed as basic princi les
or r cti s. r n e of on in ithe ir ction rom
t Il n is con i r to t it· in w ic a roxi-
ately two-t ir 0 ere e 1 r rating .
The first sat t , , i I f
si of .74
r s o 1
it
5.07
1 t 0
a r .e t t s ar C r
•
A 0 j ve
0 1 0
1 1
•
-
•
e 0
0
co
•
h t tio
r
1
•
t t
1 e
'
e
,
o 1 s if
r C
160
It was felt tat ratin s of 5. 00 or
ore by the panel
fo any t m indicate that a large 18 j rity of the members
consi er t h t it s of reat import n e as a
rinciple upon
h to b s r cti s, d a ratin of 4. or more would
sue i of co si rable im ortance. Aver-
a cor 0 t 4.00 r item s1 nify t h t the
ane a ro l rating to defe d it 011
, 1 re 0 S fo consi er-
1 0 C t o et er
ev at s 1 e
0 1
•
I
0 1 n
g 21:
•
e nel
-
-
0 e t -t
-
0 1 a
0 e JC s
0
T e tem er-
1 0 e e a ti of
•
0 t 0 of a let a d udio- 1 al
w 1 ean o 1 or t
•
It oun
1 0 .. ot av t 1 ts 1 t
1
y el, ce mo
t· at
e com 1 t 11 t 0 ic te cm lete
1 1
T LE VI
EVALUAT
1
~ 0 I A T c~s
·e n Stan r
cor Deviati n
1. Adoptio rocedur s OU e ta e 1
writin sot t teac s,
sales re t il
t e 0 1
ma teri 1
•
1 .74
2. A c t
of
tr
t 1
•
5.
1.
9
•
1
1
a.
.25
•
8
•
5. .47
c.
•
1 • 1
•
•
2 .
9
e.
4.
3 •
f.
•
4 • 8 1.
4. A lit 0
u
e m imeo ra
4.1
•
5.
is 1 e r or r
S OU
1
e V 1
text oo les a 0
-
e rso s 0 r 4.19 1 .
•
•
•
10 .
I (continued)
EVALU T P CTIC S
A cen ral lib ary
r re co i e of a rov
mat rial are
1
et .
be esta bl sh
instru tional
Tis libr r s ould contain :
• Co ies of all
• Co 1 o a 1
roved basic boos •
rov d supple-
c .
•
11 1st
ul
a o
C unty
educ tin •
books .
oo s off rd
u lishin
rov d
ch s
et .
or
d lobe
res .
t 1 ls .
1
0
e local oar of eduction should
r
d
re e for 1 elf rather than deleg t
fina rova of :
• t x ook .
• em a y
•
c. r 1 rue r 1 .
•
ean
C
.oo
4 . 58
4. 6
. 7
• 0
. 20
•
• 06
.06
1 . 7
t e
• 1
. 40
. 20
162
tan ar
lJeviatio
1.00
1. 73
1.87
1 . 4
.82
2 . 3
.19
. 23
.19
3 .12
11.
12.
13.
1
•
15.
1
•
T
VA i U TIO OF I
y T
0 S 0
a textboo 0
a. t ive
xt
b . 0
c . ts ta i
0 t i n C as r
d . e res 1tati V
e. Depart e t e
•
ri nci s •
t e
0 X 0
1 s
s
s
ho
ac 0 e
call r
int
(
w h c
.
1
w t
t
quat
n
a e at
or score
valuat
a
I (contin d)
CT
ean
co e
c nsul ed i s 1 ct-
a co rs
t C. r w will
i ri neir c asses . .oo
a d s rvi ors 5.81
r
(
ry
1 . ) 4.
3.1
er
•
5.00
4.1
e s
l
-
5.
or
-.
r
• -
•
-
•
1
sea
or
, 5
163
tandard
eviatio
o.o
0 . 2
1 . 1
o. 0
. 81
2 .
1 .
•
0
•
2 .
. 5
T 'LE ~ VI (continued)
EVALU TI PRI CIPL S AI
BY T PA JEL OF E
17 . An 0 C ve a aly s sold be de
of t VO bulary of e ch text un er
co sidera ion to deter i e whe t her
not tl VO a lary i SU t t
r or tis 1 e
•
18. e
is
a n
as os-
s
•
1
•
d
e classro
20 .
0
I
'
g
21 .
o s a
1 1s t h
0
is -
C on of r
'
e a -
i v 1 :
•
0 s d
I
P CT C
.. ean
Score
4. 8
5. 50
1.06
-1. 2
.41
s
tan ~ar
evia tion
2 . 1
•
3. 5
.9
.7
2 .
2 •
•
•
2 •
•
EVALUAT 0
other
ic
0
•
TABL XXVI (continued)
y
it
0
I CIPL S IC
1
' A L EXP S
165
TI
ean t d rd
core Deviat n
• 3 • 7
2.5
•
•
2 . 2
•
• 0
-.
•
•
• 0
.71 3.
•
•
o.
•
•
•
3 •
11
u
e
TA LE XXVI (continued)
VAL T O 0
s
t
0
ul 0
a r
r
e
ure
RI CIPLE
A
1
L
e
,
cl
ts t
ai e
•
ar
1 s
s
s
a
ea
Sc
5.00
•
•
•
•
•
•
0
166
a d
Deviation
• 7
•
•
. 52
•
•
L (co tinued)
TI I
y T
•
1 t
subj
ive co
1 ts,
•
•
•
•
•
•
•
-
ean
Score
•
•
•
•
•
• •
tanda d
Deviatio
.2
2 •
•
•
•
. 2
4. 2.
EVALU TI
L
42. ree
rials
4
•
free a
m e ial is
1 t
f er
1 1
44.
TA L
OF
•
VI (continued)
It
1
CIPLE A
A LO •
t -
s-
168
CTic ,s
e ta
Sc r D vi t :o
AL
•
2 . 54
• 3
•
• •
file of sup 1 mentary textbooks ut ta mo~t th r educa
ti nal materials re ot i tee r f iled in any ce tral
place. Exce tiors to are
en cry ai i c r ften re
t io
by
1 tur and other
ce tr la enc that
h a f ile an u Ji h s its t tare ava l a let
teac ers.
The n 1 n 1 at th t t a f co s16 rab e im-
0 1 r 0 i
11 11
f a
0 C
V t 0
1 -
,
C •
•
s
1
i
V C
•
n
-
C f a 1
t
C ti
1
C 4,
•
r d V
1 xt-
t
1 e
e
t 1 re ul r (ba ic)
e n a 1 t r ved by
•
l
cator in ic ted
tate f Ca f
0 1165 •
a, Divi ion 6,
-
satisfaction 11th this r e uireme t bu
170
he a el seemed to
have more reservat· o s. To a state en that "the State
Board of ~ducati
s ould r uire that b oks be list d before
they can be used a b sic texts," the anel ave a an
rating of .41 S.D. ♦ 3.74. Tlese fi ures sow t tit ther is
-
a consi erable range of o inion regarding sucl a restrictio
as shown byte fac that there were eve p rsons o rat d
this state et -4, a , at the other end o
were f r rs ns w h gave it a ra i
between the ex r mes ha
jury thus see to var a
avera e r ti g of .41 wo c
fr this staterne
t a
to review tex
•
e
- 1.29, .D. • 3. 2.
-
T
b
e
f
r
1
of+ 6.
t e
1 i
a C
,
scale, th r
11 value
t C •
,
t
s
u
. 0
1
he
t
card
b · a
such a censors 1
ab e.
he at o t ate oulc. e un ir-
The ucatio Code als a ec
al instruct nal mat rials u ed r g 1 r
sou d have t e a proval of he local boar,
card of ucati
•
T e
ta e that
e cla sr o
county
el was board, or th Stat
so what more ind di sed to ar 1 r uireme t tan
2 Ii., Divisi n
8274C.
ter 3, Art cle 2, ecti
171
the sect o quot dab ve, bu was sti~ far
o enthusia stic.
It wa given a com osite ratin o 2 .20, s •• + 2 . , wl ich
-
sows that on th hol roe b rs fe that t ras
1 art t but th t t ere er so er serva t i s .
ely
eve of
thr e flt
t ose res o din check it as objec t ona le , a
tha it 1a s so ·
UC tic
C r om . T
, 0
a 1 t ia
0 ,
1 . 7 r
V
•
2 t
1 tl
1 g
oth r i r ct 1
1 1 .
t
r
,
e mea _
he
t 1 s .
,
le .
n d a r ir s t h
s
b t
. D •
♦ 2 . 2
'
i o
0
•
o, s.
•
♦
•
t ,
'
r
1 l l
n r te
nd
-
a 4, rti le 1, Sec i
-
d
-
•
t -
f
ad
0
supplementary texts.
172
ost schools in ans ring the question-
~~ire indicated that a si gle textbook is issued to students
and t his is cons red asic for .e co r.e, although th re
was an appr cjable num r o si if d tat ev ral l r
used, ofte as "co-ba ic" text
•
T
ra
e ee
that a single t xt or all c ra 1
school s stem vas a s r rac 1 , a a
ratin of -.06,
• •
♦
3.
o. e ro 1
-
at one b ok s OU d b e s a
c nsi ered t b SU 1 men a
'"'
or h C i
given a ne t f 1 . ., 0 ,
•
r
t e anel WO 1 all
a num e f s t C r
si ra var o h
•
PI C
Repr a s
-
ated that co co .
f r ado ti r. r
ubj C 0 1 1
larg rs .. t b r
-
V or, ri 1 , a
•
at e iv co 1 ma e uch
•
It diet d t t ac e h t i a
-
be re r .... e r s t u i
OU
173
was given a rating of 6.00, S . D. ! O, w ·ch a the ighest
rating given on the scale. The jury also was i
e ral
accord that th selec io ft xtbooks i so co 1 1 x that
sa les should be i the anas of c rs f r sev ral weeks
r nths f
y many
•
s.
n
f al
f
f
--
f
ic
1
s m de. T
a 1
s
1
--
C
•
'
time
e • I
00
C
C
"' ic t
e c n-
a
t t
ti
'
r 1 -
C
•
1
ccnsi n. e 1 r 4 . 1,
• •
174
♦ .58, and 4.39, S. D. ~ 2.13, rs actively. Apparently
-
schools could im rove r c e ure bye lo in a or objective
met od of evaluat n in not c ses .
t
C
r C
t
t ns
e
b o s
year.
8
T r
e
I s T
E
t ir
r
L TI
I
1
'
•
1
0
•
1
e
r
11
.o .
"
,
-
t-
-
-
175
The roble of r questi gt xtbook sampl s has been
one for which there has een little tan ard procedure , as
show by the res ons s of school admi ist1ators .
alesmen
ta e
ado ti
t
,
t
r
s
r
1
a
C
at i
g n r 1
f
t xt
0
i
r
f
m 1 s
er
r quested onl
w ere
i g seri usl co i d but
C 1 r u
a ina-
1 C
a r t ri s
1
t be u ed
a
t
ro
0 co -
S OS
s ld
-
r C
,
C
ext
r t 1
wn riv te u e
y
ia
1 n f
ur
t
le
or a, D1v1
n 6,
,
•
,
after cleari g with pro er authorities, s oul d be allowed
to contact it r sted teach r or mem es of the committee
an t s u :!.. b ri ten r 1 s co c rnir: the r la-
ti
b o n to SC 0
1. 0 ver,
t hese items
·er
ot indicat d to be of 1 ort nc
•
o si 1 0 r C f o t lacl
of unanimi y of
0 i
e a
ni X 00 sa l sen i
t hat
t
1
0 s i
oced re th
1
C 0 11 size an V iati
•
ul -
t
t at
i a 1 rg cit
tem,
er
r ct co act
0 t t C is 1
i e,
t n C S
1 r
r t
r a 1
er
e
co ri t
t t
V
)
t
i
i
e
a
d
1
V 1
ro
r 1 1
0
•
I -
s L the app
val 0
A
-
director
f a
audi -vi ual
i r
t av
co 1
a 1
ec a z d
u t .o
ve a
r
t C
,
ut he
ul ..
also
t
e
C r s,
r ilm,
r-
stand a
be a 1
t r
ir
o 1 n
ic r
ro ct , an
177
possess training in other specialized areas. Th need for a
person with such trairing may have sometime resulted in the
audio-visual depart ,ent's b co in a specialized service
which in so e cases has deve oped apart fro the curriculum
depart ent.5 The anel seem d to be i agre ement that the
use of audio-visual mat rials did constitute an i portant
ase o t cur icular off ring and, administratively,
sh uld be a art ft_ curriculum de artment. The av rage
rati g for t i ite ,as 5. 8, .D. ± 1 . 01 , whic is an
in C ti tat it cons d red t e i c si of audio-visual
service un e t e c r iculum e art ent a an i or ant
r i ci le.
I t
a 1
of
I
t i
itte
t e sel cti
at r
ca roo
se c 0 t X 0
t C C S d e
, ri ci al,
ti f ti i
an 1 agre
e b co i te
rs, ad ot r co
, h r l o
e b re r
sed
rned .
ral
tive
co sit
sens
of ac r, audi -v al o ,
s ecia 1st, and ot rs, al hou
the rati gs iv
t re not it s 1
as a similar ite for
t xtbo ks. The .ury also ee d t fee
0 e
1 n ictures s ould t sted 1 the
ef e they r a rov
f or ,urcha e an t at the
reactions of stua nts s _ oul d be obtai ed befor the fjnal
choice is ade.
pa e ly the ane i
ot con rned ith inv lvi g
ar ts in th selecti n of oti n ictur
ice thi item
he sch ols
as iven a rean sco
f 1. 50, S.D. ~ 2. 64 .
indict ..
t nl occasi nal y r r
ar t cons lted,
an ~ ttis usually·
e ca e f fjlms t t m i t be r v
cot ov ial.
ny co
J ercial
cone rns
ave oti n
ict es or-
train
o e
of
t -
ir
activiti
t
the 11 1
S C
1
r
f
co t of a , n
t _ r
C
rs
r
s
t
0
C
0
d
val
1
'
ro
0
ee
0
C
ly c on
r
f I'
ar
, re
t·
e,
to a
un e tric d u e
'
0
fr e r r
fi
it
C
to s t t t e
ar
du
1· at tho
alread
urc
•
a,
i
1 £
a
r ti f 4.31,
S. D. ♦ 2 .
to
-
t 1s
ate
a fair
gr e of a
ree
t
ren d
fil s
S 0
r vi
d
nd a
oved in
e
r
as films that ar
system.
urc ase for
179
r r-ent use b the school
Opinions .Q11 ~ approval of ensor~ aids ther than
motion pictures. Although uc 1 of
audio-visual mat rial is ce t re i
ar
an other
ter·a1s ta
ore m orta t role i the
us
sroo
ture • I
1
0 1
o si t
r c u e
c se of
tion ic
e or f
rovi
e, th r
1 a
h
o 1 n
u
ye
ur o e of su h or anizat n b all
is to e u ed t t 1 t e ui
ot r a i -
1
agreed tat oth r au
-vi ual i
,
S H
repre e
v as rec
tiv co
e
or o i
1
•
,
• •
+ 1 .
-
e as
1
e
f 2 .
r a
e i
r n
The
pproval 0
-
_,
The
roducti
n of a
ion
hundred
of
ol ars.
ot C
riti g
the scri t,
iri
equi m n,
ft r
1
o d .
C
, •
on
, +
-
•
,
0
le .
ic u
V a
d e 1 1
nical a
visor
de ,
e
•
h r
r V
b
oval f
rial,s.
X s f
h co t f
,
ca ra ,
nd
e e e VO
180
in ch ckin,
1 g, an
kee in the ilm in 00 condi-
ti n.
rivate c
a i S W 0
end films
t sc ools or su ply
t .. em at
a no ir cos
ould not und ta e such pr
.
ects
un es
t ey 0
r ceiv
•
o s bl
ome ent r-
r s
11
t
C 0
u -v
1
at ri ls
t
t t t
.
i
or use n
s .
~ 0 l
a-
t 04 s a
h
t 1 0
of
0
,
t
e o
co
r
t o t
y
,
t
0
C
t
0
t n
o th.
s
t
1
•
n
,
• •
..
•
• 4,
-
• 2 , • •
.1 2 •
,
y •
a
C
u
a
e
t
t
t
e
•
f
t 0
h
at n s
t
t e r el t t t
so
t·o t
t r
a
t
r
181
in- se vice educat·o of i div dual teachers rather than
t.e establ.shm nt of r c d res
or screeni g by committees .
The sow
o anc
th t
el i
t at
r
n
0
1 hm n
T
r C
by t ir co
i g s 1
n s t
vein t
t th ecognized the im-
us of sch ictur , but
th t t
coul
sol t·o
lay iI u - r
0
n t ach
0
t
bv us
e ury
V
C
rat
e
nd ba 1
ise c oic s
a e soun c
r
t o t
. oo.
V
t
C
la
r o
s
coul u
u
0
fr
s •
•
t
e
e e t
fa anal f ex rts on a et f
ra t e
o tai e • It
•
182
that in eneral the jury favored dem cratic met ods and
c r ful y or ~ out lans of do The r quirements of
the Ca f ia u ti Coe t lul and egu ations
of th t te or f uc ti i tor c ive widespr ad
C e
•
gr
t
1
r e r
•
ov r rela
ct th t toe
•
t
r
•
t f V e
or
t
rt
anel
re
ng
co -
V ti -
C PTER X
SU .ARY,
i'"CLU IO S, AD
In the previous chapters the ethods used in selecti
educational materials int e hi h schools of California, a
sown by educators and textboo sal sen in response to q es-
tionnaires, ere utlined. Practices an
nio s ave been
co ared it t ose considered t be desirabl b a an 1 of
e perts.
his cat rs
ariz st
t ~ at result fro t . e 1
basis oft es
ary an cone
0
It
be n t e
r o 0
uestio
r ar
t C S
of text
t r
f ali
orn a.
r s C
lectio
ro edur
s 1 t a 0
tary boo. Ks,
otion
pict res a 0
boo lets a
8
let t rial, t
ata
a s re
•
0
r
5
S C t X
o-v
t
t e
es co
ati n
a
t
s' s
a
n
t
0
r-
-
eakn ss
r
et .. o s, a
t
velo
o in o
on
b t
sue
ractices
sho
be.
I.llil selection 5L Q8S1C textboo s.
5
chosen byte classroo teac er
0 C C S
t h
supervisor, or ot' er a inistrat ve o
cer. I
t o s r
i ci 1
e
r
184
schools rocedur s are infor al so t ha t a sin le teac er or a
s all rou a est e
cisio ~1th t he ap roval of t he prin-
ci 1. A t h sc. ools beco ie lar er, ore or anizatio is
n cessar and in or
s a es erseded by re resentat i ve
C itte tat a e sue c ic s .
he c
ittees e er ally
c sist o r
d ar e
esentat·v te c ers
i istrators , such as
ds , su
b 1 tl V 0
a 1 1stra or or al
t
C
0
a
e
1 •
bad o ed ca
0
1
0 a
ea
r , r· n i als .
ere sees t o
r r s lection o texts by as ngle
ou o t ea . ers .
r u o a v t he basic
a consider ble por-
r ro 1 as o a e .
S 0 i e n
0 n
as o
n s
00 •
0 S
b
C nt
tle, a
or
list is
0 t
0
C 1 0
c n ra
0
e 0 ation . About
5
s
t
r
ts a
e
r
r
b
r t
t
x ine •
ction
of
-
a
sic boo
t e
•
rar r e o e o a r ove
supple entar y texts . e a rova of
ot b
arefull or ed o t as s
s, b ca se require e ts are less stri
oar of ad cat on e not re 1 ed to
185
approve the use of supplement ry te tbooks and do so only in
a minority of the c ses . Fe er scho ls h ve c mplete lists of
the supplement ry texts nd fe er still m ke a pr ctice of
keeping such books in a cent r 1 libr ry.
I.~ approval of audio-vis m · t erials. he use of
modern audio-visual m · t ials is ne in uc tion comp rd i th
the long tradition of t extbooks. re o s c r e-
fully circumscrib d y la , orb ru s an r
scho ls are more at 1· erty o s ec s ch m
1 i s t a
y
manner that seems to s ita le. an in ic ted
hampered by lack of funs fr e ablis ·
centers nd relied on c unty libr ri
sources to maintains ch r r in
generally c sse he t n 1 r s
rooms. This is es eciall y true in sc ol
although any r he 1 r er s t 0
1
e
nt ls,
oho
e n
10
.,
...
S 0
•
m ke individu 1 s lecti n of
systems de end on re res nt i e
than do the smaller ones to select
other audio-visual aid. roced s
e oti n
mo
C
V ri
i
thy ere
i o-v · s 1
e r
s
s,
rs t o
ch o
in
approval of sensory ai so her h i n res, t lid
and roll film are selected in
pictures, although teacher-made
ment of the individual achers .
ch th s e ay s
terials are le
i on
18
_ J! a .) 1roval
sive .§.Dq £~ ~- ½hlet aterials .
Schools ave little organ·zatio
or t es. ste atic selection
o a hlet 1.aterial . A ost · variably t he c oice is eft to
t he jud e t oft e classroo teacher .
l tho gh son schools
i dicated tat such at erials ust be c ecked wit as ervisor,
e art 1t e , or
l aced on t he se o
inci al , ere was little restriction
robl beca se o
i
•
ny are ri s
•
s 11 to SC o ls for t e
or ivid
rcial 0 C r si
ot rs
i or
n t a
cons i
.
ore
r e odu
a
ain co
o 1 rar el
tro
s.
er r et
cli ed to se
t eak.n sses alt
co 1 roved .
of o
.
ctivit ac
· l
0
t
ods
t
oug
e
lets an booklets . ey resent a
· ide variation in nature an s onsor-
by bli r ose b
.
i t is to in s
ur se o u 1 tin ex books an
iffer nces; 0 r r en by co -
to verti C or en r r e ·
o oti n soc al CO C
•
oices or ssr oo . 0
0 1 a
•
art 1 le ill b d .
1n1s 1n procedur
.
strators s .
0 selectio t b ade a
•
e are
stron oi ts 1 t heir roc ed res than
t e are not unaware t t t eir sy te s
ea sses st co onl iv n ere
eva uation an a eed for establis in
roe cr·teria u on h c to a e judg ents .
dministrators
elt ta t eac es so eti es lack d n erest in analyzin
87
textbooks and ere unwillin t o devote t· e tie necessary for
a careful evaluation. T ere was little feeli n tat selections
were arbitrar ly ade rt at teac ers in eneral are not satis-
fied v.1 t ' selectio s once they are approved.
oth educators
and sa es en ointe out at often teachers do not have ade-
quate tie t o mal e caref 1 evaluations, a s ested that ti
fro he dail sc edul e allott d to co ittee e bers for
cons er t·o an a o ti o o sch atria s.
t at L8QUi t ~. e li r ia 'd ca i o Co e has
-
ire ts a to et o a o ti on o text oo s
.
ch re 0
rovi e t at basic exts t be a by he local bo rd
and t at sue ooks u t a ear n testate a r ov d 11 t.
It as oun t at in any sc ools t e res onsibility f r t e
a roval o t xtb s s ate t e s rint n ent, l-'rin-
ci a
'
or an ass sta t, b t a C . C 1 ariabl a e to
be SU t at s b e 0 t d 11s
•
e
Coe also re uir s t t n ria lS 8 1 0
b a rov t st e bo or
1 1 a ucat n s 0 C 0 ca
i e ovi t str
.
t ta io 1-
!J. s
•
t 0
b
.
sin o
e r so r o 0
te tboo a ne t ·.e r t sal e ore or
ish to is sect o t oo 1 s ly. bl s r e-
se at ves 11 t o ed ce s e o ab se n r s -
i n sa t xtboo ~ ev ho e n 0 e t t o be
1
a reat roblem int e sc hools o C lifornia.
Educators are divided on t he desirability of requiring
books to be selected from a state lit. ot 1 ublishers' re-
resentatives and t he anel of ex arts felt that the require
ant as not desirable because it coul result in state censor-
shi or, as ad inistered at t reset tie, beca se t as
si l y beco ea eans of raisin rev e forte sta
•
T 8 opinions 0
•
xtb o al s n
- -
a a o ion C r a
b s
1 t , a
y s 1
0 V
•
1 0 a
s s
ir -
0 1
-
0
•
b e 0 1
s a n
C 1 0
•
1 s r 0
e 0 C 0 i c
1 h
•
vor SC 0 0 h
11 0
t 00
n 0
1
notification of pendin a o tions so t ha all w
submit sampl s. hey feel tat in any cas s a
on t basis o e r t o a 1 s w en a b tt
have result d 1 all ublisher a 0
a tion an er abl t o s h r
co nlze b 0 1 s a
X 1 b s s 0
8 s a
0 0 0 1
as 0 0 h
tb o
0 8 8 a
'
b co
•
C C 0
t
C
er ri 0 r
0 0 0 C
r
0 n
C 0 C
j
V a t
int
sc oo s; m
a r
V e c rs a r t C
1 C i
1 9
o w· sh to may
o tion are a e
rs lection . ould
he
s . Bo
a
b
1
1
h
0
b
•
SC
y
0
ndin
n re-
f
rt
-
0
a
s
-
r
t-
•
x art
hos
C
n 1
1 0
materials and were relativ ly n gative toward suggestions which
they felt would centralize ap r oval. They were in favor of
statements that tended to establis. a systematic method of
selectin and listin textboo s as well as other materials ,
and t ey a roved of lete lists w ic would be avail-
able to salesme , eac
int e ain ena ca o
·a eri
0
of
b
r
r
1
t
X
luatin
b
iz
r
0 t t
e sel ct
•
s
0
r a
0
n u
X
0
as o
r , a
a cen ra
a • I
n
•
laymen.
ibrary
t
ati
a
0
0 •
n
1
c le
i
b
hey sowed interest
ere o 1 sofa roved
ma e se ectio ore
e ber o t e pan 1
soul
h V
i o
b ed in
ab 1 yo
-
V r
at a
n
b-
r
inion t t o
it on .
s
rate 8 r
UC
t xtboo s.
lace o
C r
classro m teac
it t e se
r
r
n
ors
t s ite s ic.
election. They er n
ns r a dio-vi al
trial , al h
thy f vored
191
democratic rocess by ich t hese could be a proved .
The panel also felt that free and inexpensive amphlet
materials ould b reviewed bot for a vertising an socio economic ideas, bu o inion ran ed, in icatin that so e di
not felt at sue sere nin as i hly desirable . ain em-
phasis as plac don t e ecessity for re r sentative selection
rat er arbitr ry c oi e . v ra o t.os ho favored
classr m r n ng s r t old one b t
r rt· e a rs rictio s ste n fro t e central
•
C 1 0 h 1 0 he 0 0 n con-
0 C 0 0 u a o al at r 1 1
s :
•
o h r ca io ater ar
a sin
t·
1 SC ool 0 a 1 rnia .
b
or 1 ro ar at a mini-
•
r ar r 1 electio s after t ey
'
•
2 . 0 are us a C OS n on t basis o erit . on-
s1 erations s as frie ds 1
'
sal s a s 1
'
s hool 011 ics,
8 ta io C an
'
a dot r re not lar fa t o s 1
t e a ti xtboo s an 0 r at rials .
3.
ks ar e ra ly c osen nstr cto s 0 eac
192
t e cour ses i ques t ion and ho chec
1 h rincipals , suer-
visors , or ot er ad inistrators .
organized t e usually co sis o
here committees a r e
a ajor i y of cla ssroom
teachers, to et r 1th re rese tative su ervisors, de ar t -
8
a s, an o
rs .
4 . si extboo s r ore ca fu ly sel cte and
11
b t · ·strati no e chool s t n ose
ta ar s
•
5. or o uca ion en r ya
us 0
asic textboo s s r rd by law but tap
do tion of ot r educatio al at rials .
ro t
littl
uc res
icer,
1 e
1 y
as he
is fte dele ated o so a i o
UC
1 .
s
i te de t , a si tant
u ri e d
t, or
X b
C
•
ov 1
0
7.
t n o
00
t e
r
be
ve •
e
r n
y C
e ent t
ef
satis at r
an
f
ert
1a as
a a e
or o
a
u 1
boo e 1 te it
a
0
se 0
c n o e r
e in
a o
s on
, but bot sal s esirab 11
o s c a r
ent .
al
0
of
8. ere uire ent o t e ali
rnia d cation Code at
trials used int e sc oo be
rove t tate oar
cat o , county boar
educatio , or the loca ard
a ion is n t b 1 fu
illed , but i is oubtful if a
1 3
strict interpretation o such a rovision can be satisfactorily
met .
9. Co late files o t h t ria s sed 1 the schoo s
ar not available . os t ave a co list of t h basic text-
books and any have fil son su 1 tary texts ad of a roved
charts and as, bu ot r a rial, it t he exce tion of
mo ion ctur s , are not or i arily listed.
1 . to o se c t ion are ft no
do tio oced rs a e a ot sat d 1
not 11 or lat
1 . Lar r
valuat o an a o
s
•
0
1 r o s .
is b t r r SC 00
ma
io
e a
on
e e r 1
C
s
1
rit
e o
a
er t o b set
efi e .
ad ma
d or
re
t e
e
v lua- 12 . 0
tion o t xt is 0 t e SC 00 Se
-
Choices ar
n t nat
ofte
oft
rs o 1 nor u -
it r lation 0 t
c osen.
13. alysis
laries o textboo sis
of teac ers rte or
a on a a ysis
ic a text oo is ein
f t ficult v 1 oft e vocabu-
enerally not a e be o t pi on
ft lis r. c an ana s s
194
would be of considerable help in reachin a decision regarding
texts.
14. otion pictures are chosen for classroom use in
1
1ch the same way as are textboo s. Ins aller school teacher s
select those for their clas sroom wit t he approval of an ad ministrative officer, and i n larger sc ools co ittees make
such choices.
15. The county o fices are of
motion ictures and ot er a io-v ·sua
16 . ost requests for text oo
cane s ein con i re • T r
ca s,
ni fr . c is
he
r
to the co any i 1
not bein bserv
r
bl hose
o a o
t t a
a
bis
favo com liance it t h s s c io .
0
00
e
rvice i
0
•
io
e n
o isio
r V
h SC 00 s .
ad o
t
b
0
s
s
0
0
ur
0
a
-
t effect of r eventin 1 es r a a s o s o text-
ook sa les i t e school .
1. Te relations of boo
satisfactory to bot •
n o a or ar r 1
1 • alesmen are acce tad as c ete t, r of s onal,
trai ed eo le
ave a c t ribution to a e tote ed c -
tional ro ram. There are an
roble s of c e lin , r-
vi in , and prese tin t ir roducts, but, forte o r ,
195
these problems re satisfactorily w orked out. There are some
exceptions, however .
20 . Bookmen make an effort to abide y he regul tions
of the scho 1 systems and are anxi us to h ve rocedur s es-
tablished so th tall 111 h ve fir and equal tre tmen.
21 . Unless school te tb ok e hibi s are c efully
orked ut o eli in e o e th akn s nherent n m,
they my not b atis c ory m s f s lee n te tboo
•
22. C ls not V of h
s ec on o 1 f
in the c ssr o . n
0 n r s 1s n 1
r r ss s o h ve n e
•
0
t
•
C 1 0
h s i
'
C C ol s 1
•
0 0
f r n t n
1 ht ir n 0 r
•
1 d
h re h s run a r C ic h
-
lie r ce r 0 1 SC t ') r r 1
r 1 cation. f
s t S C n
a 0 schools it e.
e h s a s rv
s '
1
19
rocedures can be based.
1. Textboo sand other educational materials should be
adopted by democratic methods. ere all t e teachers c n-
cerned can be used for sue selection tis ·s desirab a, and
ere ommittees must be ap oint a, t e soul b ad
ar ly o clas r o m teachers t o er suitable r r -
at V
2 .
se ec i o
h
a
b
b
3.
0
5
ce
i
e
rvisory a
s s O 1
C r
a
1 is a iv
0
•
•
•
0
0
•
0 •
s
•
0
a
0
r
0
0
C
0
•
C
0
00 ,
1
i
r
0
0 r
•
8
t
co
a
0
C
0
n 1 1 1
0
ca 1
oar
c ion
0
-
197
all aterials used regularly and in quantity int e class-
rooms.
mitte
tex boo
A dio-visual and pamphlet materials should have com
and board a roval similar to that reco ended for
1 s a
b studi
r o 1s·on
0
0
1
s
t
a
ca
r
•
•
•
•
0
•
i r
•
re irements oft e ducation Code and the
egulation o t ta o rd o ducation s ould
a rrie o ta com lately as ossible. here such
s
C
s ry or r as onabl, or anized efforts
e •
s s r
0
C
0 1
C
rio o at
a e
C
h
b
ast
e
r a
r
t on
c-
a C r y 1 1 lty
ecti n s.
tat on 1 t cla
1 er to f a o tin
• he ac io s st de ts an
ort e in a c ice.
t set
nefit
ev no
of
erever
ar-
1 8
13. Samples should be int eh nds of teacher for
sever 1 m onths so that enou h time is available or careful
n,.·lys i s of each book before a final c oi e is made .
14 . hdequate tie should be al o~ed int re lar
schedule or t ~ achers or t e problem of n lysis, eval tin,
and selecti of textbooks .
15.
Adopt i o rocedur s SOU d eel sti u
top vide ces in cl sses 1 c ool
•
16 . ubl s g OU e s ul r
of e dig ado ti !1 0 t t 1 i C s b-
it t heirs ~ es .
17 . Int e t publ · she s u
t·
i d o
cisio r a text 00 s ee
•
1 • T xt 0 s 1 a C
r e 1 p sons t r
ed ho 1 t k f co tr to
the 1 pr e e t str cti n.
1
•
Ti a equat s ce s u rov or
C t ee e s t e co t rv b
di cu s th erits of e r t •
20 . Bee use better un erst 1 e C bo 111
result in wiser select! ns, sales en s uld bee cour e to
resent e erits o t ir pr ducts t t ose k1 t e rec-
o e atio s for adoption.
21 . Reque ts for sa ple s d be made only hen a
199
nefl textbo k is being c nsidered .
22 . Books thct have been r placed by thers and re
no longer pproved for use sho 1 be remove fro the class
room and disposed of accor ing to the provisions of the
California Administr tive Code .
'-3 • Sp nsor
materiels sho ld be r vi ·ed and
ev luated by co itt es b ore t ey r used re ularly or in
quantity int e classr o. t ri ls ffe ~ e by textboo
publis 1
materi ls .
us s sho 1 b us a i r f e ce t s nsored
It is re 1 ed th t n t 1 ft e bov methods re
entire y practic 1 fr C 0
•
It .
t, h ever,
that a r r b e t es t ria 111 o uch t o assur
he b st sel cti n f due ti trial t e sc ols .
F C
1 s
y h e 1 o ad i o in
h hi cho ls of C 1 rn h
'
h 1-
a 1 n h ch a h e 0 nd eve
f h r r rch.
0 h 1 n r s re
1 h r
•
A s
y 0 er ne r ed res e e 1 n
•
f ca 1
e j i or col eve
•
s
de ne a o tin
e ho sin he 1 h
•
ools o o her oca 1 1
•
200
3. A study to de ermine the ex ent t o which s pans red
motion pictures are used in the hi h schools.
4. study to de ermine the r ole of the c ounty
libr aries in supplying audi o-visu· 1 materi ls
o the schoo
5. An an lysis of he free nd inexpensive pamph et
material used in he schools .
6. A study to de er ~ine he relati onship of cri eria
to he me hod of a optin ma ri ls .
•
s u y of 0 ich x oo s e r ne
the nature o e c rric
•
8. co para ive s dy o C f r s r
r -
ments on ado ns ins o ry C 00 o e o o
a s .
•
he dev en of e h s r re 0 r
of the opini ons of s en s a a n in e s C of
mate i als .
1 • A st dy of he me hods of a rov of s e ke
'
asse bly r ograms , dramatic r od c 0 , ex rsi ns a d
related r ojects tha are a ar of t e e rn n ex erience
f students .
IB IOGR HY
BIBLIOGRAPHY
Allen, W. H., "Why Not More and Better U. S. A. Rea ing?"
American School Board Journal, 113:37, ugust, 1946.
Barbour, R., "Choosing Textbooks in San Diego," School
Executive, 62115-16, September, 1942.
202
Bates, Emmert ., Editor, Textbooks in Education, A Report
from the American Textbook Publishers Institute. Chica o:
tbe Laieslde Press, R.R. Donnelley and Sons Company,
1949. 139 pp • .
Bax er, B., "How It's D ne in Oakland," Nati n's School s,
36152, September, 1945.
Bennet
1
: 1. t •
1
"Coordinating the Aud· o-Visual rogram," Edu
cational screen, 2?1116-118, March, 1948.
rubacher, Johns., A His orx of the r blems of ducation.
Nen Yorks cGr ,-Hill Booltc mpany, Inc.,-r947. 688
.
Buell, c. E., " hil elp ia e chers Sel ct the e books
They Use
1
11
American School o rd Jour 1, 118 :41-4 ,
A ril, 1~49.
p •
Burr, Samuel Engle, "The Selecti n of e .. tbooks and the se
or Te "tbook Rating Sc les," Nati nal Ed c tion ss ocia
ti n
1
Depart ent of Element ry chool Princi l s, 8:573-
75, JU '1, 1929.
California Administra 1 ive Code, Title 5, Ed cation. ali
?ornia State De rtment f d cation, ov er, 1946.
210 PP•
•
•
Casti • c., "Selecting e tbooks," Elementary School Journal,
91468-472, February, 1919.
Clement, J. A., he Educational Significance P.f. Analysis,
Ap&raisal !,!!g Use S!J. Textbooks 1n JW1ior ,!!9£! Sen r Hi~~
Sc oois. Champ ign, Illin is: D leis r ss, 1939. O
Coltharp, R. J., " •valuation of Ind strial rts ext oo s,"
•
Cubberley, • P., "A Dis inctive eri n hie 'e en
cation," Educa i al ro ress, : No . 2, • 4-
1926.
, "The S h oo ext ook
--6-:-o. 2, January, 927.
Dale, Ed a ,
The Dry
dio-Vi
Press,
Da '
'
- ............... ~
0
C • ' •
Dal
. J. '
D vi
i
n
0
Dunn,
Vi
2 ,
khar
and
Lo
on o , • ,
book £L
Part II.
in C any,
•
•
r ole "
'
•
•
0
If
•
C
•
•
0
•
•
0
203
.JL.-
nuary,
or :
"
ode ,
i on, (
a
u
g art a
_____________ ....., ______ .
27.
1 z
0
0
G
a
•
•
-
'
"
'
•
-
0
•
0
d
0
•
rnl •
) 1
•
Sar
9.
,
r s
C
p 1
0
20
ss
0
o k :
V
-
•
•
Ho
I 0
• 2
•
0
•
00
0
• •
--------------- ______ y _QI. -1L.
inoi : Pu
p .
ea
. (.. . :
0 0
•
C
205
he
ca -
•
•
•
Cl aring Hou
a l Verna
on ,
(
a ell, C .
·1
11
1
•
s
0
•
•
'
2 : 200-02, D
•
"Choo in
don)
72 :21 -
0 a
3
•
•
20
b
'
l 8.
ook " Jour na of
'
-
' '
19 0
•
0 on : OU ton
nuary
0 ..:- :
Vi s
•
D
1
d
•
n
0
th
-
Seri
res ,
and
u
1
h
r
11
chools. ric n Counci o
Il, o. 8. a h ·n on , D.
0
' 0
II
I
u
s
ds Us d by C i
books ." U ubl
Cali o nia, Lo
or' s 0
on
II
r ec ors of I
ol b a iv
207
lee i
s r' h sis ,
ng les Calif o
2 .
•
e
or-
1
•
y
a o
•
0 y
00
y
•
C
'
1 tt, P . • • , " ar s ick for valua ion " Educ a ional
Screen, 27 : 2 7, Jun, 1938 .
208
LI
OF
C p
APP DIX A
D I TITUTI NS
G IN r1,H
DY
210
LIST OF THE AUTHORITIES WHO C NTRIBUTED A RATI G
OF ~HE PRINCI LES AND BASIC PRACTICES
NAE
Dr. Nelson L. Bos ing
Dr. William H. Bur on
Dr. Stanley L. Combs
Jay D. Conner
Dr. Harl R. Douglass
Dr •• H. Dutton
Freeman M. Eakin
N. L. Eng lha r t , Sr.
Dr. Ralph Fields
Dr. Clarenc Fielstra
heron Freese
~ 111 French
TITLE
Professor of ducation
University of Minnesota
D rector of Appr nticeshi
achin, School o u a on,
H rvard
s ociate Profess r o c -
tin, U iversity of Re
ociate S erin end n
r c 1 n, Chi Divi
I r c 1 n, Ca rnia
D p r ment of i on
D ec or of Col e
ca ion
v rsity f C r
s cia e Direc of
rain! , • c. . A.
ac er
Consu
Pr es or f
chers Col e
v rsity
n
a i on
Col bia
is ant Dean, School f
ca 1 on , • C • • A •
s istant Superin endent in
charge o~ Instruction
Montebello City Schools
Profes or of Educa 1 n, Teach rs
C lle e, Columbia niversity
N ME
Frank M. Gulick
Dr. Harold c. Hand
Dr. Lavonne Hanna
Dr. enry
ra
Dr. L. h a H kins
J m e
• H
er, r.
Dr. J.
p
1 Le n r
Dr. Irvi
•
1 0
Dr.
1111
•
e chi or
C arles
•
an
r.
war
•
lsen
Dr. Re ben R. Pa
TITLE
Director of Curriculum
Glendale City Schools
Professor of uca i on
211
College of ducation, Univer 1 y
of Il inois
Associa Profes or of ca i on
San Fr nci o C lle e
C
p
D V
ch
Ad
.
n r i
Direc
Ven u
C
ervis r or Sch
1 y Rela
e Of ice o
Dir ctor f
L s n le
n o
0
C
0
•
1
1
n
-
NAME
Dr. Cecil Parker
illia c. eavis
r.
•
• •
n r
D
•
• •
•
C
•
V
•
• •
212
Profess r of Education
University of California,
B rkeley
Chairman Co i tee on Fiel
ervic s, nivers y of
Chica
s , Calif o nia
r or
r r f C
Clar Co
C
ool
j on
C
ri
r
f
Co
i n
a n
n 0
i o
LIST OF H IGH CH ors ND T
WHO CON RIB TED O THE S U Y
H 1 g h Sc ho o 1 an d 91 y A __ d ____ ;:;;.;.:;::.--;;.;:_::::-;:...;;;~
1. Acalanes ni on (Lafa t e)
2. Alameda City Sch ols (A ameda
• lb ny Ci y ch o ls ( bany)
• Alha br Ci y Schoo
•
•
•
10 .
11.
12.
1 •
2
2
2
-
2
2
2
•
•
•
•
•
•
•
•
27 .
2
•
(Alh br )
lhambra i on
lpa h ifi d
n y Uni n (Se
nders n Vally
( o nville)
ntelope V lley J oin
(Lancaster)
ntioch { nti ch)
r o ni n ( r ie
Av na ( v n )
arst w ni n (
na La
n ( a
a f e S h
1
)
C n
(
C s ran)
C ified h ol
(C .
0
)
n r
a )
1
Dis ric
)
2
•
C r 1 n
(
r in eria
Lily Lah i
Gri
G •
Maurice
e
a
D.
•
•
ran
•
anor Cr
8
c.
•
ac bs
• H es
• Gr n h
n
C
13
High School and City
30.
31.
32.
Centinela Vall ey nion(Inglewo
Ceres Union (Ceres)
Chino Unified chool District
(Chino)
Chaffey Union ( ntari o)
Chico (Chico)
33.
34.
35.
36.
37 .
38.
Chowchilla Union (Chowchilla)
Claremont (Clare ont)
Cloverdale Union (Clover ale)
C ovis Union (Clovis)
9.
Coachella Val ey Un on
(Coachella)
• Coalin nion
41 . Colu a ion (
2 . Cm on in
(C on)
)
43 . Corcor n
4 • Cor na o
Corcor n)
c ool
(C r na
• Covin
• D 1 o· n
• Delano J n
• Dinuba {Din
9 . D s OS 0
(D s Palo )
(Co n )
i o (D vis)
ion (D no)
)
n
D ney i on ( o
icola s ( ico
• E Creek ( Cr ek)
•
1k Gr ve i on ( G o e)
• E n e ion { os e ead
Emery ( eryvil e)
sc ion ( scalon)
s C O ion ( CO did )
Eureka (Eureka)
Exeter Uni n (Exe er)
Fal brook nion (Fallbro k)
Fillmore U 1 n (Fillmore)
ort rag (F rt Brag)
• For una Uni n (Fort a)
• Garden Gr ove ion
(Garden Gr ve)
ric
)
214
dminis tra tor
d) H. Fred Heisner
N. E. Koshell
L. H. Dickey
Ernes • Fisch r
Valentina Nielsen
Lester urnb uh
i lliam C. Gaige
esley alker
r nk • Rea h
D. G. r well
• C. Hearn
Gore H. P
J. rk
•
l r
n
or an
ce
• Jes s n
C 1 ord •
• B. John n
b u h
al ce • Lozensky
ve yn K. S ewart
R r . icks
J hn n
i lo k
Rande
Glenn J . G
al er •
C. • Jobe
Donovan • ain
Vernon s. e
R. H. enback
Ler y L . Doig
n
• Gilr y ion (Gilr y)
Glendale U ified S hool Dis rict
Lloyd arley
Fr nk Glick
(Glendale)
67. Gonzttles ni on (G nzales)
• Grass Valley (Grass Valley)
L. D. Liley
• • \· ils on
69 .
70.
71 .
72.
73 .
?4 .
75.
76.
77.
7 .
79.
80 .
1.
2 .
83.
84.
85.
•
•
97 .
•
99.
100.
101 .
10 •
103.
1 4.
10 •
10 •
1 7.
10 •
109.
110 .
High School and City
Greenville (Greenvill)
Gridley Union (Gridley)
Grossmont Union (Gross ont)
Hamilt on Uni on (Hamilt on Ci y)
W ill iam S. Har t Union (Newha 1)
Hayward nion (Hayward)
Hemet (Hen et)
Hughson Uni o (Hughs on)
Huntin on Beach ni on
(Hun ing on Ba )
I on i on (Ione)
Jeffers on ni o (Daly c· y)
Julian Uni on (Ju ian)
Kelseyvi le i on ( e seyvi l le)
K rn County nio ( ak rsfield )
Laton J oin i on (La o )
Le oore (Le oore)
inden nj on ( i n e)
Lin say ( nd y)
1 ore Liv
ivin G on (
Lo 1 i on (
Lo poc ni on ( o
L e i n ( o
ifi
)
)
Ci
)
is r c
OS ( L S ·1 n S)
Lower Lake i n ( ow r
Loyal on ( oya n)
ader i n ( ad ra)
ari sa Co y ( r1 os a )
cFarland ( arlan)
k )
endocino n ( nd ocin)
Mod c ion 1 ur )
M onr ovia- rca ia-Duar e
( onr via)
M onte 1 o nified ( on b 1 o)
Na a ( a a)
eedles ( edles)
ord off ni on ( jai )
akd le J oi nion ( akdale)
ak and blic Schools ( a land)
cean i e ( ceanside)
eansi -Carlsb d ( ceansi e)
215
Admi nistrator
Wendell J. Forney
R. • G uilf ord
Lewis F. S 1th
Geor e . Palmer
Geor e Harris
F. 1 • Ca hey
M ar in H. Munz
R. S . Tallmon
• • El i ott
Millard L. o s on
Stanf or d Ha nah
Ray G. ddin
Lawr nee •
J o • kh
Ja es R.
a harine u y
Rob r L . har
fon • Hart
. w
• •
• B.
a ice G. Blair
L. Rb r Fre i
elv n J . C is
E . I . llen
• C . Tho
C . G. de
Gran • en n
A. c. Eriks on
• • us in
H nry • 1 no
Free e
H. • c hers on
Les er R. ins
R dol h • Drewes
Clarence W . R yse
Rex rner
Abrey A. Ba es
Cec e B. Nicho
111 .
112 .
1 3 .
114 .
115 .
1 •
117 .
11 .
119.
120 .
121.
122 .
12 •
1 •
12 •
12 •
127 .
12 •
12 •
13 •
High chool and City
Orange nion ( O ran e)
Ores imba nion (Newman)
Orland Joint nion (Orland )
Orosi Union (Orosi)
O r oville U ion ( r oville)
Palo lto ifie (Palo o)
asadena Ci y Schools ( asadena)
Patters on nion (Paterson)
Pe al , (Pe al )
Pierce Join ni n (
uckle)
lac r U ion ( ub n
Pomona ( o n )
Por ervi nion
or ervi 1 )
Prince n J oi
( rince on)
en e ion (
Rands r ( an
Red B ff ( e
( dd
)
Sc oo
)
n
nc
s
C )
)
S h o
r)
)
)
na ni n (Sn a na )
Cruz (San a Cruz)
ria ( an ria)
onica a onica)
1 ( an a 1 )
Rosa ( an osa)
dministrator
Harold Kibby
. C. Ferguson
J . • Rus e 1
Lloyd Dig
J mes C. Nisbet
T. Eldon Jackson
2 6
o and . Grins ead
• • Lichty
Henry • Kni h
r old • wl s
• H. Wi el
Jins n e son
Char les • Ea rb oo
• • n lish
• Che
0 . .
Ja e
•
• •
ay
D
is
er
er
I
reece
•
r
Ch r s R. Cha
osh
P. Crandal
E. oney
r J . ch e
Robe
R. Ver
Harry • Ty
• Ev n r n
F . • Ea i
Frederick R. y
High School and Ci y
149. Santa Ynez Valley
nion
( ant Ynez)
150 . e lma Union (
151. Shafter ( haf
152 . han on ion
15 . Sierr Join
1 • Siskiy u Hi h
(Yreka)
1
•
onor
1
•
Sou
elma)
)
( han on)
nion ( u rry)
choo Dis rict
r no
1
1 7.
r
ci s c o )
1
•
•
•
•
7
•
•
•
•
177.
•
•
•
•
oo l
r
C
C
)
rvi
)
)
e)
k)
)
rator
H • Ha m
• C. i :nothy
Jack • H i ll
Howard Ga don
• • Cook
J.E. Hurley
or a s er
N 1 E. a
Ch r s
rol
•
•
•
I
0
•
1
•
•
•
•
•
•
1
n
y
on
V
f
C
217
1 2 .
183.
1 4.
185.
High School fillQ. Ci y
11 iams Union ( illiams)
oodlake ( oodlake)
Woodland (Woodland)
Yuba City Union (Yuba City)
218
dministrator
Grenville c. Jones
B. H. Conkle
Milton • Woods
Marion cCar
I
G SC
CALIFORNIA ASSOCIATION OF
SECONDARY SCHOOL CURRICULUM COORDINATORS
THE ROLE OF PRINCIPALS. SUPERVISORS, CURRICULUM COORDINATORS.
AND AUDIO-VISUAL DIRECTORS IN THE SELECTION OF
EDUCATIONAL MATERIALS.
Addreu reply to
WILLIAM E. KEELEY
Pasadena Board of Education
351 South Hudson Avenue
Pasadena 5, California
tudy participated in by:
Name
Title
School
City
Would Jou like a cll9 .. 1 of the completed ■tudJ? Y n . .. . : No . .. ..
DIRECTIO
Th valu of thi tudy will be greatly nhanc d if you wiU car fully follow the dir · giv n b low:
1. Thi tud y p rtain to the high chool of California grad 9-12 . Th reforc. in kin th qu tion be ur your an wer ref r to the grade only.
2. Pl a be candid in your an w r . Th y will be treated in confidence and nothing in th ompilation of data "·ill r fleet. on any individual or in titution.
J. Plea f I fr lo crualify or explain your an wer on the lin provid d al th I llom of a h it m. If th r in not enough room on the lin provided,
pl a attach another page and indicate your an wen on it.
4. th Jf-addr ued tamped env lope to r tum the heck Ji t and any additi nal mat rial lo th ori inator.
5. nd under parate co r any printed material you f I will be f ,• alu in m kin thi tudy. If th re ar nd th
EXPL ATION:
Th t rm 'appro etf' and 'adoptetf' in th following anal i ar u int r ha bl thr u1th ut thi r port of comparati pra ti . Mat · at ar
I red and u-ed in the cla room are con id red to be rither "appro ed .. or .. ado t ·d' with ur rt> rd r wh th r or not tht"y appear on th t r ar
f rmall pa M"d by th board of education or ar , I I J in m oth r wa . It i f •h th t thi tud wilJ brin out prin ipl in I ting mat that
ffort to difT r ntiat betw n th t"o word will be unnrw. .,,~,.,.ry.
Th I rm ba.sic and supplementary texts ar uM'd in thi tud a th ar d fi n ti in th dmini trati Cod Till 5, Arti I 6, tion 53, a
f llow
.. r ular t stbook ba i text i a olum int nd I for th u b pupil and m tin in t le, or niuti n and
ur f r whi h it i int ndf"d . .,
ont nt th of th
.. suppl~mentary book i de'"fin d a one o,· ring part or all of th ur I, th I i n t int nd I for ba i u
not found in th re1ular t st."'
but. i int nd d to uppl information
PART I
THE SELECTION OF ...,TEX!.9WIIIIT .. BOOKS
A. The LlstlnQ of Textbooks
I. 0 ou ri rnt of ·our ad · ur . Y
-'
ur Y •• n,I rit- hlr. , ill u pl'"
nttad, a d return it .,;,1, thi rite k .D.?
2. I a comp) li I of I s in r n fil in
ntral oftic ? a. Tb i t O ------·
b. ppl st . Y - - ---- ; • o-- ----·
If th an wer i Ye.s do o · rr th fit to I)(' up to d t . Y ------ ;
4. If OU h I • pl
inform ti
. ------ k.
b. ---- - - UI .
. ------Co ate.
d. -- ~- - - Edition.
. ______ Pu · r.
f. ----- - d of publi h r.
___ __ _ CJa for whi h book
i adopted.
h. ______ o tf' of adoption.
i. ___ ___ Oat of espintion of
adoption.
j. ______ of ption.
k
k. --·-· · at to whd-her
i or
on th Ii t I low whi h it m of
I. ______ Pn .
m. -··- - - E aluation of th book.
n. ___ ___ m r of op1
erNI.
o. -----· bf.r of
p. · -···
fJ. ··--·-
r . •••.•• Ot .
1n u .
nttded.
nam .•• •
m . ·---------------------- - - - -----
5. Do ou mimeo"'a,,hed or printed Ii t of th hook appro NI for u
in our 1 ? ... ; o ...••.. If an w r i YeJ, how
oftf'n i On .. f'V'e or · lar interval ··--·
a. If ou . I ail bl lo t stbook m n
and o pe ••••• ; o ••... . . Comm nL • ••••••
.
------------------------ -----------------··------------------------
If our an wer i Yu and opif" ar available. pl atta It. one and
,e111. rn it NJith tltiJ heck liJt or nd it C.0.0.
6. Do ou have a central library wh re a op of ea h adopted test i kept?
a. Bui lest . Y . .... . : No ... . . . .
b. Suppl mentary test . Y ... . . . ; No . ..... .
7. Do ouha acurriculumlaboratoryfor ourschool( ?Yes .•. . ;No . . . ..
8. If our an wer i f eJ how do ou ohtain book for th laboratory?
...... a. U samp) t st furni h d b publLher .
•••.•• b. Purchase book out of hool fund .
•...... U e a combination of o and b.
•..... d. Other ( pecify) ................ .................... . . . . .... .
9.
u ation formaJly appro th textbook
-: 0 ------·
··-···; 0-·-···•
J • If th n d I pt t a I?
. r • •. If , who. titl •••.•••.•••.•
. .. ; o·--·· If , who? titl • • • • .
--------------------------------- -------------------------------- -
·---·-b .
---- -- ..
B. ProceclurN in Textbook Selection
· llowin t d ri th method our hool u
o"·n
info and agr on a t st.
ar fo to n id r
-·---·d. k uni ulum w rk r or
------ .
t lion.
•••••. f. up to mak tion .
pl how th mm1tt n ti-
---------------------------------------------------·
ri an oth r method not named abo .. . •..•••.••.•... .•
12. Jf a
I t l stboo whi h t d ri h w r pr -
t · bj th ommitt to n-
fo l.
ach r.
= ===== . ati prin ipal, upervi r or d -
head.
• .•.. -d. I mben1hjp on th ommiu i rotated on an organized ha i .
· ··-·-e- No tandard procedur i u d- m thod depend on ir um tan
...... f. 0th r method not named. Describe .•..••.•.•. .... ......•. ..•.
13. I a heck mad to be ure th ha ic t sts Ject d for our condary
hool ar on the tat approv d Ji t? Y •....• ; No . . . .•..
14. I th sarn ba ic t st u d for the ame cour in an th la in your
hool or t m? Y .•.... ; No ..•••..
15. Do ou bav in lane wh re u i mad of two or mor ha i book for
th a "coha ic., t st ? Ye ..•••• ; No ..... -·
16. Do you ha in tan wh r a book indicat d a upplementary i in fa t
favored and u ed a a ba i book while that Ii ted a ha ic i u d a up-
p)em ntary? Ye . ..... · No ...... .
17. If your answer is Yes, check the item that best indicates how often you
feel this occurs.
------•· Very frequently.
______ b, Frequently.
------C, About half of the time.
______ d, Occasionally.
______ e, Rarely.
18. Check the item that indicates how you differentiate basic from supplement
ary texts.
______ a, Only those books that are issued "one to a student" are considered
to be basic.
______ b, A basic hook is one that "covers in form and ubject matter the
e sential contents of the course." A supplementary book i one
not considered as basic.
------C, Only one book is used for a cour e. This i con idered to b ba ic.
______ d, Book are u ed on a multiple text basi . Hcnc , no book can be
considered to be basic.
______ e. Other, _____________________________________________________ _ _
19. Who decides when a n w textbook i needed for a cour e?
______ a. The teacher.
______ , b, A committee of teacher .
______ c, The up rvi or, curriculum work r or principal.
______ d, Committee of teach r and upervi or .
______ e. Book com up p riodically for r view.
______ £. De cribe oth r ., ____________________ _______________________ _ _
20. I a check Ii t or oth r rating d vi u d to valuat t xt. ?
No ______ _
If an w r i Yes, and copi ar availabl , pl •a atta h a sampl and re-
turn it with thi check list or nd it C.0.0.
21. Ch k the it m whi h b t d rib th m an
or not th vocabulary of a I xt uitabl to
int nd d.
_____ _ a, T ' jud · to b uat
______ b. T i t at. g
______ . R dat r d.
______ d, from ol ar
______ . vocabulary anal
______ {, 0th r m an , xplain ___ ____________________________________ _
22. Do y od for obtainin tu nt or p r nt r a ti n t b k
23.
befor tbook?
a. l b. Par nl ·
______ ].
---- I
__ ____ 2.
---- II '· - ----- • I •
______ 4 . .
. n.
th lb
iii n f
p .
----- -•· and uth r
______ b, I
------ . b
I
II ppr
nl h d,
i d. I nd pt
t book.
------. ---------------------------------------------
24. How bli h r th t a n w k i h in f r
p ifi
puhli hin i: I In
I
______ b. ti
d l rmin th i
------ . ii
f th ur
f ing d.
______ d. 0 ---------------------------------------------
25. Do ou hav thod i ur If all a aiJabl m l ri I
i r i w d g t ___ ;
If your an will r· our m d bri fl ·------------
26. Do ou hold hool t tbook xhibit at whi b tim aJ m n ar in it deratel.y O f Considerable Principle or
Value Imoortant Importance Basic Practice
l 1 J. __
- -t - G Q ./2 /4 f 6
1. Adoption proce dur- e s sh8~
"'o that t
, .. . . r
cational '-------- - - ------- - · -~ _: b /~ ,14 ,d
2. A complete and up-to- date file or list o
adopted textbooks and other in~truoti one.l
materials should be rnaintaimd in a centrally
located office. .1
1 1
, , ,
-2 0 -f2 /4 ./6
3. Such a file should contain a complete list of 1
a. The approved basio books used in Im
~~~ nnla ~
I 1 I .l 1'
- 4 - 2 0 /2 74 ,ls
b. The approved ! upplem entary books used 1
.. ' '• • l
1
l ' I I
- 2 0 72 ./4 / 6
o. me approve<1 per10<1ical s used in the
classroom.
4 1
, ~ • ,Z:
-4 -2 o r 14 6
d . The approve d inexpensive and free pamph-
quanti ty in tne
class roan.
1
r , • ,4 A
- 4 -2 0 /2 6
e. The approved motion picturea, alidee, ~
_ other audio-visual materiale t-..J
used in the schools .
1
) ). )
• •C. 0 2 4 6
~ uoae~ately 0f Con~ideruble £: u3l~~nt Prin-
lo Va.Lue Important Importance ciple or Practice
l
1 1
I J ft
-2 o 72 :;~
f. the approTed mapa, oharts. and other via
material• used in the eohool.. , ,
1 1 4 4
- 4 - 2 0 f2 f4 /6
4• .A list or approTed textbook• should be m.1.meo-
graphed or printed .
5 . this mimeographed or printed 11st should b
...-.:il able to teachers. textbook aaloamen an
~~-
-4 -2 0 /2 f4 ./6
other .J.IH,o .ro.:> \,~\,I, µg.1 a v u • UIJUU "~~wu o "' . l l • e ' ii
-4 - 2 0 f2 f4 6
• A central Iibr
oopiea of approvea inatru
ept. l I t :A
1
:/i
- 2 0 /4 6
7. 1his library ehould contains
• Col)ies of all approved bns10 ooora . , ~ • /: / /i
-4 • 0 2 4 6
b . Copie s of all approved supplementary books . , ,
1
, J 1
- 4 - 2 0 f2 f4 f 6
o. Samples of books offered tor approval by
IT shin,: companies. 1 1 1 1 1 /i ,
-2 0 /2 f4 6
d •• Copies ot approved materials othe r t han
suoh as ua.niohlete . ohnrts. . map•. etc. , ~ ,
4
1 J.
- 0 f2 f4 f6
a. All instructional materials used regularly in the
classroom .9hould have the approval of the l ooal
board, the county board or the state board o
education. 1 a 1 , 1 ~
- 4 -2 0 /2 f4 6
9. Upon reoonmendntjon or the euperintendent,
board of education should appro..-e1
a. The basio books used in the aohool. :::t ,
1
.l 1 /i
-2 0 {2 f4 ° 6
b . The l'Upplementary books used in the aohool. , , , 1 A A
- 4 - 2 0 /2 4 /6 r\)
r\)
r\)
o.:~ :10
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le Value Impor tant Impur tanoe ciple or Practice
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o. '?he charts and wa11• ~ AU l:,,&,.VUQO •
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d. The motion pictures .
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e. I he pamphlet materials.
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10. ~e local board or oduoation should r ese rY&
for :.ii>self rather than del e~ate the final
approval of s
a.
B~ai o textbooks.
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b . Supplementary texts .
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-o. Other instructional :materials.
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B. PROCEDURES IN TEXTBOOK SELECTION
11. !hose who should be consulted in seleetin
textbook for a course ·are:
a.
Representative teaohors who will us e suoh
a text in their classes.
-t
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•
- 2
0
72 ./4
/s
b . Curriailta workers and supervisor s .
•
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- 4 -2
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c. ~tuderrts taking the course . ( Try out
in classroom si tuationa . 1
a. I &
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d_. Representative parents .
a
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e. Depa nt heads concerned.
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r. Principals .
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12. Ccmmittees ohosen for the selection of text-
books and other instructional material, should
include roprosentatives fraa all groups oon-
oerned .
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15.
The same baaio text should be used tor th
sme course in all oomparable class group
aDll sohool1 within a school system.
-t
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15.
16.
Only one book shoul
for a oourae. All o
supplementary.
be used aa a baaio text
ra ahould be considered
oh adopted book should automatically come up
for review at regular intervals (every 3 to 5
years) at which time it Slould be detennined
whether the current adoption is adequate or a
change should be made .
1
-
-
An adequate objective rating scale or acore
ca.rd should be used tor evaluating sample
textbodka.
"
-
17. An objective analysis should be made or th
vocabulary of each text under consideration
o determine whether or not the vocabulary
i• suited to the grade for whioh it ia
intended.
-
18. All publishers concerned should be notifi ed
whenever a new adoption i a planned so that the
choice can be made from as wide n samplin,: as
possible.
-i
19. T.exta that have been replaced by other a and an
no longer approved aa basio or supplementary
t exts should be oc,mpletely removed from the
elaaaroam and disposed or.
20. Since the state has the r esponsibility of the
education or it8 people . it should:
-i
a. Maintain a state revia,nng board and require
that all basio t exts be approved before they
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re:tely O f C ons ~.d9 ral,l ,
Imoortant Importan~e
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ciple or t'raoti ~e
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may be used in the aohools,
l>. Require that book~ aimp~y be listed with the
Object- Somew~t Of l~ o
ionable Undesirable Value
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Moderately Of Considerable
Important Importanoe
22
l!
72
;rt
xcellent Prin
ciple or Practice
~
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1tate before they can be used aa basio texts. :t ~
1 1
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- 0 ,'2 7
c. RELATIONS ram PUBLISHERS' REPRES~TA~
2l.. 1he development of nsw textbooka nnd other in
structional materials ia the outgrowth, to some
extent, of disoussiona or publishers' represen
tatives with teaohera. Fer thi1 and other reasons,
it ahould be the policy or the 1ohool to encourage
~ conferenees.
,.,
-4
22e Salesmen, arter clearing vri th the proper authori. ties,
ahould be allowed to oontaot interested teachers or
oonmi ttee membera direetly.
-4
23. Rule, oonoeming the relation or bookmen to school
pereonnel ~hould be written and available to those
who ere interested.
24 .
'!he choice 0£ a textbook from a number of samples
requires such careful analysis that all books
under consideraticn 1heuld be in the hnnds or the
reviewing ccmmdttee for aeveral months before
final selection ia made.
s- The classroom teacher ia moat oonoerned with the
selection of textbooks. He should, therefore,
be permitted to request samples direotly rrom
JNblishing houses.
•
44
=t
26. Sample textbook• should be requosted or publishers
only when a new adoption i1 seriously bein~ oon
aidered.
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Of No ~ fudere.t'3ly 0 -" C0n s j de~r~ble E::~e ll·1nt P:-~ •
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•u1 .I. ..u..i. - .u1. '- • ,_ , c::1.£ ..., c:.p1e o:. .. Pr &..c-::.i~e
7.
-4
Textbook samples are the property of the companies
that submit them. The companies therefore, should
-2 0
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have choice of the disposition of such samples.
1
, ,
1 1
a
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a. All publishers who submit samples should be noti
fied of the selection after an adoption has been
made.
29. Y lhenever currieultnn laboratories are established,
they should, as a rule, be stocked with books
bought from school funds. Free samples shonld be
-4 -2 0
74 76
furnished only at the option of the publishers.
1 1
a , ~ ,
- -2 0 f2 /4 f6
Part II
SELECTION OF AUDIO-VISUAL
MATERIALS
30. Audio-visual materials constitute an important phas
of the curricular offering and administratively should
be a part of the curriculum department or committee. ,
1 1
/:
1 1
-4 -2 0 2 14 f6
31.
The oelection of motion piotures should be made
by co11'1Jlittees of teachers, audio-visual workers
and curriculum specialists.
32. Where it is posaible, motion pictures should be
ested in classroom situations before they are
approved for purchase.
33. Reactions of students to motion pictures should
be obtained before the pictures are approved.
34. Reactionsof representative parents to motion
pictures should be obtained before the pictures
~
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are approved . \ 1 b 1 1 ,
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-Object
ionable
1
35. Assignment or motion pictures to spe c:lfio grade
leTels or subjects should be made by representa
tive committees ot audio-visual specialists,
teachers and curriculum workers.
-4
Somewhat or No Moderately or Considerable Excell"'nt Prin•,
Undesirable Value Important Importance ciple or rractice
-2 0
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36. Film rented or borrowed for uae in the class
room should be , previewed and approve•' in the
same manner as those that are purcha~,d.
57. Slides. stripfilm and other
Tisual aids should be revi
by a representative comnitt
chase.
similar audio
d and approved
e before pur-
38. Clasaroom use of "teacher made" instructional
material• should require only the judgment and
approval of the teacher ooncerned.
39. Free and inexpensiTe sponsored audio-..-isual
maturials may contain social
6
econan.ic or
political propaganda and therefore should be
carefully evaluated before being approved
for uae.
40. Free and 1nexpensi ve sponsored audio-visual
material.; may contain advertising and therefore
should be carefully evaluated before it ia
approved.
-il.
Free and inexpensive apo
aterials should be revi
individuals or repres
before t hey are used r
ro
•
so
we
. t
le.rl
d audio-visual
approved b
ttee1
class-
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3.
44.
Objeot- Som,1wna1;
or
derately Ot Considerable Excellent .t>t'in-
ionable Undesirab~e Value
Important Impnrtance ciple- -;!' Prac~ice
...
-2
--
Part III
SELECTIOH OF PAKPIILET AND
O nilli
Pree and inexpenain pamphlet material•
ottered tcr ue• in the ola1aroan 1111&7
contain aocial. economio• or political
propaganda and theretoN ahould be carefully
aoreened before being apprawecl tor UN.
I
-L
Much free and inexpensi.e pamphlet .. terial 11
deeigned tor iulwrtiaing 8Dd therefore lhould
be earetully acreened betore 1 t is uaed in the
claaaroan.
~ - - -i
&
-4
-2
F ~ and 1.nexpenain p•Jillet material ahould
be reviewed and approved by representatiYe
indiTiduala er cond tteea betore 1 t ia used
in the classroom.
..
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Prepared by:
William E. Keeley
Assistant Secondary
CHECK LIST QUESTIONNAIRE
The Role of Publishers' Representatives
in Textbook Selection Procedures in the
High Schools of California.
Approv d by the
22 9
Curriculum Coordinator
Pasadena Board of Education
351 So. Hudson Avenue
Pasadena 5, California
California Bookman's Assn.
PIRECTIQNS
... v lue of this study is d .p nd nt to a 1 r
· .
•
-·
. .
•
Tis study is cone rn · i~ h s 1
ads (9th throu 12th) only. Yo
.1 V 1.
lea
incl
k lis
f or t ·
Pl 5 · C ck 11 nc l r
O U C n 1
o tom of
n er.
r:. . u
th s lf -addr s
• If you h v
in ic t d
•ic 1
ov . Yo
•
•
Ing n r 1, do yo f
C liforni i
If your s er 1 !!2.,
merit, t· t yo f " l
•
_a. Fri ndship t ookm
_b. lesmanship.
_c. Adv rtising.
0
0
0
_d. Th r pu ~tion of com or
• S hool poli ics.
f. R o nd tions of o c sc oo
-
-~g. Tr di ion.
_h. Th ir to ' ry som hi g
•
•
• )
0
r
n
io 0
I,.;
so
follo i
•
•
i
0 o in·o s c n '--
C C 0 0
C O S 0
-
•
_i. 0 h rs (d scrib ) _____________________ _
_ j. 0th rs (d scrib)
230
,3. Do you feel that the requirement of the StRt e Beard of Education that "all
regular textbooks must be filed with t~e St t e ~rtmc~t of Education and
accepted for listing before they can be o f e 0 ~ _ r sale to the schools or
adopted or used as textbookst' is a good r equi .. m nt? Yes _; No _.
Comment---------------------------------
4. If your answer is N.2, please check the it ms that indicate why you think it
is not desirable.
a.
-
b.
-
-
c.
_d.
The State exercises too much censorship on what mey- be used in the
schools.
Since books are not reviewed by the State, the law simply becomes a
revenue raising device of the stat ~ .
Th proc ss of g tting books approv dis too cumbersome.
0th r (d crib)
5. Do you f l th t th r quir ment would b tr ,ngth n d if a r vi wing board wns
s t up to r vi w e ch book submitt d ? Y s _; No _ •
• Which of th followin m thods oft tbook s 1 c ion (checkooo for each cype
of chool) o you con id r iv s h mot unbi consi r ion to alls m
mit d? (If you h v o h r th o s it in sit #h.)
r chools or chool s Sys with For
of ss h n from 1000 or 3 SC oole city ms
1000 t o .3000
• • • •
Th ch rs involv decid
infor lly which book t o
b.
•
b.
•
t. ch ·rman deci s
ich book is o b 1 C
c. c . c . c . r nci 1 C OOS S t
d.
• • •
C r culum ork r or
rvi or h c-
e.
• •
c . 0 ch r
t xtbook •
.f.
• • •
ch rs
o kin
hie 0
g.
• •
g • involv d
obj ctiv
rv s h si
s C
h. h.
•
h . 0 r
rin list o
r
c•
•
7. Do y u
pprovi
b vail o
th s hool? Y
t ri ls thllt cou c
is bin us din
•
•
co C 0 0 yo V
9. If your answ'et to No. 7 is ~, check the information you believe should be in-
23 1
eluded in the list.
_a.
b.
-
c.
-
_d.
Author _.
Title f.
-
Publisher g.
Copyright date _h.
Edition i.
-
Date of adoption
D ate of expirntion __ j.
Price
_k.
Course for which material
is approved
Others (describe)
Others (describe)
1
0. In column I check th practice you f eel nssures the most unbiased consideration
of ail texts where thy r e boing consider d by committees. In column II indi
cate which practice is most common where texts are select d by committees.
Column I Column II
Best Practic Common Pr ctic
•
b.
-
b.
-
c. c .
- -
_ d .
•
• •
S les r pr s n tiv s may contact committ memb rs
at th mb rs' conv nienc t o discuss books.
ci
c m b rs only h n
•
ct only the offici 1 s
ooy con c
im nly.
mb rs at c rtain
0 icy 0 b
. h d b c situa i o ~
vary.
f.
-
Oh r best prect1ce (d scribe)
•
1 - · In column I ch ck th
notifying publish of
lldo tion. Inc umn II
Column I
Column I
) ______ _
---------------------. ·---
qui f
ered f or
•
B st ethod
on
-
•
b.
-
-
c.
d.
-
e .
-
•
-
b.
-
-
c.
•
-
vis
on
s r·ou ly
r n
schools
hi in
of CS .
os r r n tiv s hos ooks
ider d .
ir r
1 -.
blisb r cone rn d by il so that all o
·t es.
Lev such notific ion o h j udgment of th depar
7
nt or curriculum h or principal.
Other best method (describe}
e .
-
Other common method (de cribe)
-3-
12. On the lines below please indicate the four or five main weaknesses in textbook
selection in the schools of California as you hnve exp ri need them. 232
a .
b.
c.
d.
e .
-----------------------------------------
13. Indicate on the lines below what changes you would r commend to improve th loca~ textbook adoption proceduros in the econdary schools of California.
I
-· .
.. 6.
•
•
a .
b.
c.
d •
•
II. RELATION H IPS BETWEF.N BOOKMEN AND EDUCATORS
Do you f 1 that t eachers nd
is ussio s of th n w books an
1 s r epr sen
cour e th t
giv · sal csm n
t iv s ot p ofit enough from he
m i ni n tiv policy should be
st lis urgin t achers to n nu i cnc? Yes · o
_, -·
C o nt
or havi n e
p ointm nts to s
o you vor h vin
r r sentative
n of h
for
C
•
of
ur
blish s nd ours en s ~~ r e r esen tives ca
sc ool per onn l ? Y e _; o _ •
writ n l ist of r l a ti n.... overnin(., the r 1 tion of
with chool pr l? Y e _; o _.
chools you vi it ' V such l i ? r cent.
ch clas of chool i h olici e.
·th r 0 s 1 s n in h S C 00
1
"' ..
ck your opinion as t o pply or
i y
b
. ,.
Co l ... -·
d . S
ith principal o
only m mb rs
.
f
-4-
19. In column I below check the item that charact rizes your experiences in making 23
appointments with school personnel. In colunm II check th item that indicates
how well such p rsonnel ke ps appointments.
Column I Column II
Making Appointments K eeping Appointments
_a. a.
-
_b. b.
-
c. c.
- -
_d. _d.
•
_e .
_r. Other (describ)
f.
-
">
1
) . column I lo check h i m tha
~ u lish r's r pr s n tiv to
co umn II ck th item you b li
ok a with educ tors.
ship
Gen
•
b.
c.
d .
•
2
•
h lin s belo: :o l 0
C "l
C 0
r oved?
0. •
•
c .
•
•
2. h i ic
.
l 0
t: ·Ve yo ' ·· rkin 0
•
b.
c.
d.
e .
III, T
J. Check th olicy or ch cl as of SC ool
ink in e ch rs ·ntorm don xt
xp y pu 11 hers ' r prerent tiv
•
. . . .
-5-
Invariably satisfactory.
G enerally satifl::' c ory. There are
xceptions, '1L P 1sv c " ,.
About fifty 12.91: ce t satisfactory.
L ss than half satisfactory.
Only rarelY satisfcc ory.
Other (d scrib)
e 1 ch r ct riz s ·o·.
d uc tors in l.,: t1 a. • .
riz her latio hip o o t
p
•
b.
c.
•
•
oor
0 C i on hip c
C C S i d
ca u ~
•
.
feel ould b mos i
i C
~a ith .., mi
imum of
.
r"'I
....
I
•
Schools of
Schools of
Systems with 2 Large City
JOQO or
Jess
1000 to 3000
or 3 schools
Systems
23
a.
No policy should be
established.
a.
a.
a.
-
-
-
-
b.
b.
b.
b.
Allow representatives to con-
-
-
-
-
tact individual teachers at
their convenience.
c.
c.
c.
Restrict contacts to departlIB'lt
c.
-
-
-
heads,
principals, or curric-
ulum workers who can reconmem
interviews with teachers wher
its ems desirable.
Limit contacts to d epartmen
d •.
d.
d.
d.
-
-
-
-
heads,
principals,
or curricu-
lwn workers and d pend on text
samples and mail d descrip-
tions to inform t ach rs.
e.
e.
e.
e.
Allow sal smen to contac
-
-
-
-
t extboo
commi te s only.
r.
r.
r.
r.
0th rs
-
-
-
-
Check the answer that b std scribes yo r x eri nc s with ach rs ho
t xtbook samples.
U ,
e..
Samples are
rar 1Y r equest d unl ss
chers r
consid rin
an
-
adoption.
_b.
Most samples are
requested
h n a o
r e
, ho
V r,
allY a so.mpl
is
r equ std
wh n no
in
ing con
c.
In about fifty pr cent of
h
en s
h
m 1
, no
-
change int
ts is being consid red.
_d. u sts
re made mor
of
n wh n t
ch
n
when thy are .
e.
Mo§t fr gu ntly
no change
is bein
consid red
book
-
r qu std.
Ch ck the item in th
first
colu
indi
0
with sample t xtbooks
f r
0 r
i r
b n
•
s cond column indic
h t i
1
hat Should
Who.t is
e Done
Done
e..
nd ho d
' olic
1 po .
•
0 no n r
or
-
-
xt ook
s pl s.
b. • I
sho 1 b
rt
o ion of
co
•
-
c.
-
_c. Sampl~s hould b coll c e nd
0
sh
_d.
_d. mpl s should
c 11s for th m.
col cct d nd
ld
11 er r
•
-
e •
-
They hould e r tained by he schools nd u ed in he
classr om as supplem n ry xt •
f.
-
_r. They should e r in d by
copies.
ach r s 1r 0
rso
..
g.
__ g. They should be placed on the sh lve of th cmol libra u"
-6-
h.
-
Other, what should be done _________________ _
_h. Other, what J.4 done _________________ _
26. Check the item that best describes how you feel the schools should stock their
curriculum laboratories with textbooks.
a .
-
_b.
c.
-
_d.
The publishers should furnish them to the schools.
It should be left to the option of the companies whether or not they wish
to furnish texts for the laboratory.
The schools should purchase th books for the laboratory.
Others (describe)
2?. Which of the following bet ch racterizes your opinion oft xtbook exhibits at
schools as m thod of pr s nting your material to school p rsonn l?
_o.. d. Poor
-
b.
-
Exe llent
Good • V ry poor
-
c. Fair
your opinion ow lon
rials 1 hout
~ . H o long o s th v r a - sc
•
o yo e
IV.
t th us of
h
.
ly olo
x book
OF
•
S r C o your produc
•
c.
Jl.
. To c
-
• Som.
_3. 0 o con
•
•
0 •
__ 3.
r no
l le
J,-. If your
f el sho
•
b.
c .
0
o e r e .
C •
s
l o
e r •
in
1
i to ssur d quat tim to
i i ?
•
xhi t lo.s ? ays.
ri a in h chool tends o:
0 C in elling educ l o 1
s l b r C
•
C 0 th s l ct· on s of r <.,
0 •
-
s ic ions yo ·
----------------------------------
•
•
-7-
235
JJ. Check the one item below tho.t best r epresents your opinion as to the propaganda 23
possibilities of the use of free pamphlet materials ns compared to those pold
by publi~b1ng houses.
_o.. N either is lik ly to canto.in materio.l that is undesir ble.
_b. Both types should be c orefully screened by the schools because e1ther may
contain propg.ganda.
_c. Free mp.terinl is publish d with a purpos and should be carefully screened.
Publishing hous § nvoid this by cur ful ditin.
_d. Fre mnteri 1 is generally without propag nd whil th t sold to the
schools 'f!'JlX1 contnin such propago.nda.
_ e . 0th r ------------------------------
-8-
., C
C
LEONARD L. GRINDSTAFF
VIC E- PR ESID ENT
Cali/ornia cA,,ociatio,i
of
COORDINATOR OF INSTRUCTIO N
ALA M EDA CIT Y SCHOOLS
SeconJarg School Curriculum CoorJinatorJ
C HARLES E . N EU MA N
S ECRETARY -TR EAS UR ER
123 SOUTH MONTEBELLO BOULEVARD
DIRECTO R OF SECO N DAR Y EDUCATIO N
VE N TURA COUNTY S C HOOLS
mater a.l s
impor an e
0 g i
c rric 1
alt
1111 1am BL
ma er 1
ues i o
make o
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and here
The
in
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on an7 1ndivid
s
ds 0
is n
The publ ca on o
will answ r ny q i ons r
Y our reply is essen ial. l e
Frida7, September 2nd,
MONTEBELLO, CALIFORNIA
August 24, 1949
a
1 g
any a .
o 1 k
oc
V
o rs
ry r l y,
eron Fr es
Presiden, i or ia
1
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Associa ion
Schoo rr
na ors
TH E RON FREESE
PR ES IDENT
ASS ISTAN T SUPE R I N TE N D NT
I N CHARGE OF I N S T RUCTIO N
M O N TE B ELLO CI TY SCHOOLS
ot
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ul 15, 1
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•
Aui,iat 11. 1949
BoUl the CalUornia loolaaan'• Aeaooiation amt eduoaton
agr• tbd 1;he study ot your opiDions on te::t~ook a.c!opt1cm
proc,ec!uNa Will do mch to impron relat1~ wt.ween the
wo graapa. Por th1e NUon I ac vory ,m:d.0\\1 t? obtain u
IIP\f reaponaoe ne possible ~ tho q-,.1G&r' ... i"n.,c.i1ro milod out
eenral weea ago. It you Ian not tilled O\lt youn, won•t
you please do ao and roturn it to m ct once! It you haft
lld1plaoe4 11., let me kn• w:d I td.11 aen4 you o.nothor. 117
addreaa la PaaodemCity Sohoola, SSl so. Budaon Avemo.
Puadem 5• CGlttomiAe
241
LETT •
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242
,.,
---- -
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ACCEPI'AN C E C FOR PRCSPECT IVE ME1-1BERS
O F THE PANEL O F EXPE TS
Pl-• ■end• your aoale or principle•
and buio practioea and I will rate thea.
I aa aorry but I will be unable to rate
your principle• and buio praotic•••
Youn truly,
Addre••
244
THE LETTER OF TRANSMITTAL
TO MEMB~RS OF THE PANEL OF EXP1'RTv
Thank you tor the card indicating that you are willing to evaluate
the principles and basic practices in the selection of instructional
Mteriala 1n seconda17 schools. Attached are two copies of the scale•
One is for any use you Wish to make or it and the other ia to be checked
and returned to me. You will note that each statement can be rated from
"objectionable" (-b) to "excellent aa a basic principla or practice"
(t6). Will ;you please read each statement and rate it on the scale by
placing an x or✓over the number that most nearly characterizes your
reaction to the state•nt.
Thia at~ pertains to high school oaly (grade• 9 thro,agh 12) conse
quently your ratings should be made with relation to these grade••
There may be state•nts 1n the acale with which 70u will not agree.
In tact, some or them •7 receive a majority of negative ratings. There
fore, will you read each state•nt and react to it objectively without
re1ard u to whether your reaction happens to be po1itive or negatiw.
It you wish to •• cownta or quality YJur answers you •7 do 10 by
writinl bet•en the lines or indicating a co11111nt on th8 back of the
paper, but be aure to •ke a rating for uch ite■ in teraa of the nua
ben indicated.
Attached 11 a Nlt-addresaed •~-.,ed erm,lope tor returning the 1cale.
Will you plew •• that it ia •Ued !! soon !! po1sibla 10 that I •1'
include your ratings in the data.
Thank JOU tor your help and cooperation.
Jlll/"1
Enc.
tours w,r7 tnl.y,
Willia■ E. Keeley
Pasadena City School•
3Sl So. Hudaon Avenue
Pa,adena S, California
r
FOLLOW- UP LETT R TO ME ; ERS OF THE JURY OF EXPERTS
0
•
•
o rece ·ve .. o
ifract·ces i t
0 0
s a o .
rt· ,
S i lC
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co
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r ti scale on
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a 1 · li e . r of
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std .
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245

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Asset Metadata

Creator Keeley, William E. (author)

Core Title The selection of textbooks and other instructional materials in the high schools of California

School College of Letters, Arts and Sciences

Degree Doctor of Education

Degree Program Education

Degree Conferral Date 1950-06

Publication Date 05/25/1950

Defense Date 05/25/1950

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest,Textbooks -- California

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC112724855

Unique identifier UC112724855

Identifier Ed.D. '50 K26 (call number),etd-KeeleyWilliam-1950.pdf (filename)

Legacy Identifier etd-KeeleyWilliam-1950

Document Type Dissertation

Format theses (aat)

Rights Keeley, William E.

Internet Media Type application/pdf

Type texts

Source 20230207-usctheses-microfilm-box7 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu