Publisher's Synopsis
Excerpt from Empirical Studies in School Reading: With Special Reference to the Evaluation of Literary Reading Books
Among the many scientific studies of education which have been reported in recent years, few have been concerned directly with the determination of the prevailing tendencies in textbook making, with the use of textbooks in schools, or with establishing the merits of various types and kinds of textbook material intended for classroom instruction. Attention has frequently been directed to the measurement of intelligence, to the grading and distribution of pupils, to economy in the course of study, to the standardizing of equipment, and to objective measures of attainment, but hardly at all to the evaluating of textbooks. These have been left to their authors and editors and to the commercial agencies Which produce them. The result is we have a body of textbook tradi tions, gradually changing from time to time, like fashions in dress or house furnishing, but without much scientific basis for judgment of merits or demerits.
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