Improving Textbook Selection

Abstract

This study describes an objective index-based textbook evaluation method that can be efficiently and reliably applied to large collections of introductory textbooks. The method was designed to help an instructor or textbook review committee reduce the pool of available introductory textbooks to a manageable number for more in-depth treatments. Initial results indicated that there was a great deal of variability among introductory educational psychology textbooks in the extent of their coverage of recent developments in cognitive psychology. Based on the dimensions assessed (key concepts and major theorists referenced), the majority of textbooks were eliminated from further consideration. The advantages and limitations of this and other textbook evaluation procedures are discussed.

Faculty Forum

“…Selection of a textbook is an important decision for the introductory psychology instructor (Chatman & Goetz, 1985;Morris, 1977). Certainly, the impact of emerging technologies and improved computer access may quickly change the current landscape.…”

“…These suggestions offered different methods used (Chatman & Goetz, 1985), including a textbook selection committee (Britton, Woodward, & Binkley, 1993), student These suggestions offered different methods used (Chatman & Goetz, 1985), including a textbook selection committee (Britton, Woodward, & Binkley, 1993), student…”

Representation of I-O Psychology in Introductory Psychology Textbooks

“…It should be noted that the utilization of an index search could have left out some I-O material. However, Chatman and Goetz (1985) found that using textbook indexes was a valid method and this method has been used in other research. The pages listed in the index were then scanned for I-O psychology material, as well as up to five pages on either side of the listing for content related to I-O psychology.…”

Faculty Forum

“…Zechmeister and Zechmeister (2000) further pointed out that the lack of agreement across studies exacerbates this problem. Chatman and Goetz (1985) also suggested using the extent to which textbooks cover key concepts as a means of reducing the size of the set of texts chosen for further, more detailed analyses during textbook evaluation. As Zechmeister and Zechmeister concluded, "this lack of convergent validity is obvious and troublesome" (p. 9).…”