Abstract
Educational conditions for children in Third World countries are considerably inferior to conditions in industrialized countries. One important effort to improve conditions has been major textbook-development projects financed by international organizations, including the World Bank. This article looks at the success of such projects and the possible reasons for problems. Then it addresses two crucial questions: Why have these major textbook-development projects ignored instructional development? What could instructional development offer these projects?
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Chadwick, C. Instructional development and third world textbooks. ETR&D 38, 51–59 (1990). https://doi.org/10.1007/BF02298182
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DOI: https://doi.org/10.1007/BF02298182