Matthew Boyd


Over the years, science achievement scores in the United States have been declining despite the movement towards reforming science and math education. A review of the literature reveals that the issue of the quality of textbooks used in science education is not often mentioned. In this paper, the author evaluates the quality of textbooks used in science education in four schools and discusses the findings relative to curriculum reform. Two Public and two Deaf Residential schools were surveyed, one each respectively, from the state of New York and Pennsylvania. Only the books used in 11th- 12th grade science classes were evaluated. The criteria used to determine the quality of the textbooks are: the use of adjunct questions, the use of vocabulary words, the incorporation of handson activities, and the age of the book. In addition to these criteria, a survey was also given out to the teachers who use the books asking about their evaluation of the textbook.

Publication Date


Document Type

Master's Project

Student Type


Department, Program, or Center

Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)


Bateman, Gerald


Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.


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