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

Teaching of Psychology

Volumn 29, Issue 3, 2002, Pages 245-248

  Eric Landrum, R ^a   Hormel, LuAnne ^a  

^a BOISE STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0141798532     PISSN: 00986283     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (13)

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3. Griesinger, W. S., & Klene, R. R. (1984). Readability of introductory psychology textbooks: Flesch versus student ratings. Teaching of Psychology, 11, 90-91.
4. Griggs, R. A. (1999). Introductory psychology textbooks: Assessing levels of difficulty. Teaching of Psychology, 26, 248-253.
5. Griggs, R. A., Jackson, S. L., Christopher, A. N., & Marek, P. (1999). Introductory psychology textbooks: An objective analysis and update. Teaching of Psychology, 26, 182-189.
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8. Marek, P., Griggs, R. A., & Christopher, A. N. (1999). Pedagogical aids in textbooks: Do college students' perceptions justify their prevalence? Teaching of Psychology, 26, 11-19.
9. Morris, C. J. (1977). Choosing a text for the introductory course. Teaching of Psychology, 4, 21-24.
10. Quereshi, M. Y. (1981). Selecting a general psychology textbook. Teaching of Psychology, 8, 215-217.
11. Stang, D. J. (1975). Student evaluations of twenty-eight social psychology texts. Teaching of Psychology, 2, 12-15.
12. Stephens, E. C., Weaver, D. R., Ross, G. A., & Emond, S. B. (1986). The Cloze procedure as predictor of undergraduate achievement in introductory courses. Forum for Reading, 18, 32-36.
13. Weiten, W. (1988). Objective features of introductory psychology textbooks as related to professors' impressions. Teaching of Psychology, 15, 10-16.