Abstract
We report a national survey of introductory psychology instructors about how pedagogical aids and publisher practices impact textbook selection and student learning. Respondents evaluated the importance of 79 attributes on 2 separate criteria: textbook selection and facilitating student learning. Some criteria received high ratings on both dimensions (e.g., textbook accuracy, readability/writing quality, use of examples on both textbook selection and student learning), whereas others received high ratings on only 1 dimension (i.e., ancillary materials and test item files for the textbook selection process). Experience in teaching the course also influences the relative importance of textbook selection criteria.
Original language | English |
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Pages (from-to) | 245-248 |
Number of pages | 4 |
Journal | Teaching of Psychology |
Volume | 29 |
Issue number | 3 |
State | Published - 2002 |