An Inclusive Process for Departmental Textbook Selection

Altman, William S.; Ericksen, Kristen; Pena-Shaff, Judith B.

doi:10.1207/s15328023top3304_2

Cited by 12 publications

(9 citation statements)

References 12 publications

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“…Some of these studies have tried to propose the criteria for coursebook evaluation. Williams (1983), Kearsey and Turner (1999), and Altman, Ericksen, and Pena-Shaff (2006) have suggested some criteria. Although there are some differences in these criteria, most researchers have included the criteria such as aims, approach, layout, design, content, subject, language, practical considerations, activities, and skills in their model.…”

Section: Coursebook Evaluation Studiesmentioning

confidence: 99%

Evaluation of Two Popular EFL Coursebooks

Jafarigohar

Ghaderi

2013

IJALEL

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This study investigates two EFL coursebooks commonly taught in Iran, namely Topnotch and Total English. Thirty three teachers with minimum one year experience of teaching the two books evaluated them using a checklist of the evaluation of EFL coursebooks. Analysis of the obtained data by t-test showed that the difference between the two coursebooks was statistically significant in some criteria. Teachers were more satisfied with Topnotch than Total English in the criteria such as language components, tasks, activities, exercises, and critical discourse analysis features. On the other hand, they were more satisfied with Total English than the other coursebook in a criterion considered as general considerations. The difference between the two coursebooks was not significant in some criteria including structures, skills, and teacher's manual. Findings of the study can be beneficial for the authors of the two coursebooks, EFL teachers, curriculum and material developers, administrators of language institutes, and also students interested in learning EFL.

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Section: Coursebook Evaluation Studiesmentioning

confidence: 99%

Evaluation of Two Popular EFL Coursebooks

Jafarigohar

Ghaderi

2013

IJALEL

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“…Our exploratory factor analysis was more focused in that criteria were preselected. Criteria selection was informed by the highestranking attributes by teachers of introductory psychology reported by Landrum and Hormel (2002) and Altman et al (2006). Thus similarities between the pattern of highest loadings for coefficients from the current exploratory factor analysis and top rankings of the selection criteria by a national sample of introductory psychology instructors provide some external validity for our findings.…”

Section: Discussionmentioning

confidence: 91%

“…Criteria Selection. During the spring 2012 semester, we developed 21 criteria, derived mainly from the content analysis research studies, that we believed were important components for introductory psychology textbook selection (Altman et al, 2006;Landrum & Hormel, 2002). We also added criteria that we considered applicable to the HBCU context.…”

Section: Instrument Developmentmentioning

confidence: 99%

“…Another approach to content analysis is the utilization of selection criteria established a priori to identify which are most relevant from a list of attributes in the selection of introductory psychology textbooks (Altman, Erickson, & Pena-Sheff, 2006; Landrum & Hormel, 2002). Past research indicated that what participants rated highly as important in selecting and adopting an introductory psychology text included the following: accuracy; readability; organization; currency of research; diversity; level of rigor; support from ancillary package; critical thinking; cost; and quality (or inclusion) of a glossary (Altman et al., 2006; Landrum & Hormel, 2002). These particular attributes can contribute to the development of selection criteria in identifying an introductory psychology textbook, but they need to be supplemented with culturally relevant components.…”

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confidence: 99%

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Cultural Diversity in Introductory Psychology Textbook Selection: The Case for Historically Black Colleges/Universities (HBCUs)

Whaley

Clay

Broussard

2016

Psychology Learning & Teaching

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The present study describes a culturally relevant approach to introductory psychology textbook selection for students attending a historically Black college/university (HBCU). The following multistage procedure was used: (1) a survey of HBCU psychology departments was conducted to ascertain how they selected their introductory psychology textbooks; (2) a review of the literature on introductory psychology textbook selection was performed to identify criteria; and (3) rating criteria were developed; used in the actual selection of a textbook for HBCU students; and were subjected to psychometric analysis. The psychometric analyses of 240 ratings (10 criteria X 4 raters X 6 books) involved both reliability assessment of the scale with the selection criteria as items and interrater reliability in evaluating introductory psychology textbooks. The survey of HBCU faculty yielded no consensus or systematic process from the respondents. Both internal consistency reliability and agreement among faculty were adequate on the rating instrument for the total scores and subscale scores of Quality of Learning Resources and Learning and Comprehension. However, the subscale scores for Cultural Relevance yielded mixed results by type of reliability: Interrater agreement was adequate but internal consistency reliability was poor. Future research using multiple methodologies must address the relevancy of cultural diversity for introductory psychology courses

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“…Several of these studies centered on developing criteria for materials evaluation and selection. Studies done by Kearsey and Turner (1999), Xu (2004), and Altman, Ericksen, and Pena-Shaff (2006) are among these works. Several others have evaluated some particular materials.…”

Section: Research On Textbooks/textbook Evaluationmentioning

confidence: 99%

What Do Language Teachers Think about Interchange and American English File? Teacher’s Evaluation of Two ESL Textbooks in Iran

Soleimani

Ghaderi

2013

IJALEL

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Materials evaluation is a critically significant feature of a coherent curriculum to achieve the objectives of pedagogy. To this end, two EFL textbooks commonly taught in language institutes in Iran, namely Interchange series and American English File, were selected for evaluation, seeking teachers' viewpoints on the effectiveness of the two textbooks. Thirty EFL teachers who had used these two textbooks in their teaching experience participated in the study. A modified version of Litz's (2005) teacher textbook evaluation form was used to collect data. Analysis of the collected data showed that the teachers were satisfied with the two materials. Moreover, it was found that the difference between the two textbooks was not significant in four features including practical considerations, layout and design, activities, and skills but this difference was significant in two features including language type as well as subject and content. The authors of the two textbooks, the administrators of language institutes, curriculum and material developers, and also students interested in learning EFL can benefit from the findings of this study.

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An Inclusive Process for Departmental Textbook Selection

Cited by 12 publications

References 12 publications

Evaluation of Two Popular EFL Coursebooks

Evaluation of Two Popular EFL Coursebooks

Cultural Diversity in Introductory Psychology Textbook Selection: The Case for Historically Black Colleges/Universities (HBCUs)

What Do Language Teachers Think about Interchange and American English File? Teacher’s Evaluation of Two ESL Textbooks in Iran

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