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Schoolbook selection and reconsideration policies for managing challenges to schoolbooks in Nebraska school districts
Abstract
A comprehensive survey was conducted in Nebraska to discover where challenges of schoolbooks or instructional materials occurred, how policies were written and used by school officials to manage or deter challenges, and what challenge issues and resolutions were prevalent in Nebraska school districts. The study was a partial replication of a previous survey (Kamhi, 1981). The review of literature revealed recommendations that schoolbook selection policies be used to guide staff during the selection process. Authorities stated that censorship of schoolbooks and instructional materials could be managed and reduced through the existence and use of reconsideration policies (Campbell, 1976; Hayes, 1964; Jenkinson, 1985, 1986; Knezevich, 1984; Krug, 1982, 1989; and Tulley, 1986). Specialists also indicated the nature of challenges of schoolbooks and instructional materials was changing (Ambruster, 1984; Bernstein, 1985; Goldstein, 1989). The subjects of the study, superintendents in Nebraska school districts, were surveyed to examine: (a) the location of challenges during 1987-89; (b) the controversial issues and materials; and (c) resolutions to challenges. Policy content analysis was conducted to examine the array of existing schoolbook selection and reconsideration policies and to determine the match between recommended policy content and actual policy content. Methods used to communicate policy, educational rationale for selection, and the process for schoolbook selection and reconsideration were investigated. More than half of school officials in Nebraska had schoolbook selection and reconsideration policies. At school districts where challenges occurred, nearly 90% of the population had policies for both selection and reconsideration, but as a generalization policies did not contain all the components recommended by specialists. Policy communication was indirect or lacking, and the public was seldom involved in policy development. When reconsideration policies were available, management of challenge was more orderly. The rate of restriction on student materials in Nebraska during 1987-89 was lower than the rate of restriction in 1981 (Kamhi). Challenges were distributed proportionately to the number of school districts within each enrollment range. The issues challenged, the materials challenged, and the resolutions to challenges in Nebraska were similar to the findings of the 1981 study (Kamhi).
Subject Area
School administration|Curricula|Teaching
Recommended Citation
Fedler, Peggy A, "Schoolbook selection and reconsideration policies for managing challenges to schoolbooks in Nebraska school districts" (1991). ETD collection for University of Nebraska-Lincoln. AAI9129549.
https://digitalcommons.unl.edu/dissertations/AAI9129549