This article reports on the development and use of an inclusive process to select a departmental textbook for general psychology. It describes a method for developing department-specific instruments to narrow the available textbook choices and an in-class textbook trial used in the final selection. Reported advantages of this method include “buy-in” by faculty, student evaluation of the books and ancillary materials, and classroom testing. We also provide several recommendations to assist other departments in employing our rubric.
Get full access to this article
View all access options for this article.
References
1.
DicksonK. L.DevoleyM. S.MillerM. D. (2006). Effect of study guide exercises on multiple-choice exam performance in introductory psychology. Teaching of Psychology, 33, 40–42.
2.
GorenfloD. W.McConnellJ. V. (1991). The most frequently cited journal articles and authors in introductory psychology textbooks. Teaching of Psychology, 18, 8–12.
3.
GriggsR. A. (1999). Introductory psychology textbooks: Assessing levels of difficulty. Teaching of Psychology, 26, 248–253.
4.
GriggsR. A.Bujak-JohnsonA.ProctorD. L. (2004). Using common core vocabulary in text selection and teaching the introductory course. Teaching of Psychology, 31, 265–269.
5.
GriggsR. A.JacksonS. L.ChristopherA. N.MarekP. (1999). Introductory psychology textbooks: An objective analysis and update. Teaching of Psychology, 26, 182–189.
6.
GriggsR. A.JacksonS. L.MarekP.ChristopherA. N. (1998). Critical thinking in introductory psychology texts and supplements. Teaching of Psychology, 25, 254–266.
7.
GriggsR. A.MarekP. (2001). Similarity of introductory psychology textbooks: Reality or illusion?Teaching of Psychology, 28, 254–256.
8.
GurungR. A. R. (2004). Pedagogical aids: Learning enhancers or dangerous detours?Teaching of Psychology, 31, 164–166.
9.
JacksonS. L.GriggsR. A.KoenigC. S.ChristopherA. N.MarekP. (2000). A compendium of introductory psychology texts: 1997–2000. Retrieved August 24, 2000, from http://www.lemoyne.edu/OTRP/introtexts.html.
10.
LandrumR. E.HormelL. (2002). Textbook selection: Balance between the pedagogy, the publisher, and the student. Teaching of Psychology, 29, 245–248.
11.
MarekP.GriggsR. A.ChristopherA. N. (1999). Pedagogical aids in textbooks: Do college students' perceptions justify their prevalence?Teaching of Psychology, 26, 11–19.
12.
PedenB. F.HausmannS. E. (2000). Data graphs in introductory and upper level psychology textbooks: A content analysis. Teaching of Psychology, 27, 93–97.
13.
QuereshiM. Y. (1993). The contents of introductory psychology textbooks: A follow-up. Teaching of Psychology, 20, 218–222.
14.
ZechmeisterJ. S.ZechmeisterE. B. (2000). Introductory textbooks and psychology's core concepts. Teaching of Psychology, 27, 6–11.
