Textbook Selection: Balance Between the Pedagogy, the Publisher, and the Student

R. Eric Landrum, Lu Anne Hormel

Research output: Contribution to journalReview articlepeer-review

17 Scopus citations

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 languageEnglish
Pages (from-to)245-248
Number of pages4
JournalTeaching of Psychology
Volume29
Issue number3
StatePublished - 2002

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