Thesis (Ph. D.)--University of Pennsylvania, 1935. / Bibliography: p. [137]-145.

Thesis (Ph. D.)--Catholic University of America, 1941. / Includes bibliographical references (p. 227-251) and index.

Thesis (Ph. D.)--Catholic University of America, 1941. / Includes bibliographical references (p. 227-251) and index.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains vii, 109 p. : ill. Includes abstract. Includes bibliographical references (p. 78-96).

Thesis (M.A.)--Creighton University, 2009. / Bluebrary (DSpace). Title from title screen (viewed Mar. 12, 2010). Abstract. Bibliography: leaves 153-155.

The purposes of this study are to (1) determine the extent of bias in elementary textbooks in terms of frequency of reference to various work modes, and (2) to determine if qualitative bias exists in the portrayal of work modes.

The problem of this study was to trace through available sources the history of Norma and Mel Gablers' work concerning the curricular appropriateness of textbooks and interpret in terms of motivation, scope, and effectiveness the identified impact of their work. The purpose of this study was to present a comprehensive report documenting specifically that which the Gablers have done, said, and represent. A chronology of events of the Gablers' textbook involvement from 1961 through 1981 has been recorded. Material written and/or distributed by the Gablers through their organization, Educational Research Analysts, has been reviewed and summarized with extensive documentation to convey the philosophy and intentions of the Gablers since their work in this area began. Specific passages of textbook content petitioned against by Norma Gabler before the Texas State Textbook Adoption Committee have been presented as organized around the Gabler outline, "Textbook Reviewing by Categories." Media presentations featuring the Gablers have been reviewed for the purpose of informing others about what types of information have been presented to the American public about this issue and to offer a glimpse into the human nature characteristics of the Gablers as personalities. Professional educator reaction into this probe of textbook content is offered to relate the numerous concerns expressed about the monitoring of educational materials. Finally, an analysis of the Gablers' efforts and identified observations as to their effectiveness and influence have been recorded conveying the extent and success of the Gabler involvement as it pertains to textbook content.

No description available.

Comparative research on the treatment of animal materials in Chinese elementary language textbooks and American elementary reading textbooks provides an interesting perspective on both Chinese and American cultures. The study uses both quantitative and qualitative methods. From the study, we notice that animals in Chinese textbooks are presented as animals, i.e., creatures closer to nature without human fantasy and illusion attached to them. Animals are used to communicate to children for moral education, wisdom development and so on. By comparison, animals in American textbooks are presented as much closer to humans. Animals dress and act like humans and are found in human setting. Animals can be more human than humans. Idealistic images and dreams are frequently linked to animals rather than humans. Textbooks are cultural mirrors. The different orientations of animal materials indicateenculturation of children. The cultural reasons beneath these surface differences are examined. Predictions are different cultural values and different goals for the provided on the animal enculturation in future China. / Department of Anthropology