NotesFAQContact Us
Search Tips
ERIC Number: ED210771
Record Type: Non-Journal
Publication Date: 1981
Pages: 43
Abstractor: N/A
Reference Count: N/A
Limiting What Students Shall Read. Books and Other Learning Materials in Our Public Schools: How They Are Selected and How They Are Removed.
Kamhi, Michelle Marder
Censorship of books and learning materials is a growing trend nationwide, according to responses from a 1980 survey of 1,891 public elementary and secondary school administrators and library personnel from across the country and of state administrators overseeing evaluation and adoption of textbooks in 21 states. This summary and interpretation of the survey findings discusses local and state views on textbook adoptions and challenges, presents overviews of local- and state-level survey results, and gives recommendations for establishing district policy on materials selection and for formulating responses when selections are challenged. The report includes comments from individual questionnaires as well as implications drawn by the researchers. The authors conclude that challenges to classroom and library materials often result in limiting students' access to information and ideas. They found that many schools lack, or fail to follow, written policies for selecting and/or restricting instructional materials. Those schools that do have written policies, however, appear to resolve conflicts with fewer restrictions on materials and, therefore, less negative impact on the educational environment. Responses to the state-level survey suggest that local and national pressure groups, especially those considered politically right-of-center, exploit controversy over textbook and materials selection for political ends. (Author/WD)
Association of American Publishers, 2005 Massachusetts Ave., N.W., Washington, DC 20036 ($5.00 postage included; quantity discounts).
Publication Type: Reports - Research; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Scherman Foundation, Inc., New York, NY.; Ford Foundation, New York, NY.
Authoring Institution: Association of American Publishers, Washington, DC.; Association for Supervision and Curriculum Development, Alexandria, VA.; American Library Association, Chicago, IL.