Textbook Selection

1926 ◽  
Vol 37 (4) ◽  
pp. 619
Author(s):  
Julian E. Butterworth ◽  
R. H. Frazen ◽  
F. B. Knight
Keyword(s):  
Textbook Selection

Textbook Selection: Perils and Pointers

1986 ◽  
Vol 25 (8) ◽  
pp. 343-345
Author(s):  
Margaret Parsons ◽  
Helen S O'Shea
Keyword(s):  
Textbook Selection

Textbook Selection: A Multistep Approach

1995 ◽  
Vol 5 (3) ◽  
pp. 21-28 ◽  
Author(s):  
James R. Lowry ◽  
William C. Moser
Keyword(s):  
Textbook Selection

A Criterion for Biology Textbook Selection

1976 ◽  
Vol 38 (8) ◽  
pp. 477-479 ◽  
Author(s):  
William H. Leonard ◽  
Lawrence F. Lowery
Keyword(s):  
Biology Textbook ◽  
Textbook Selection

Objective Features of Introductory Psychology Textbooks as Related to Professors' Impressions

1988 ◽  
Vol 15 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Wayne Weiten
Keyword(s):  
Introductory Psychology ◽  
Comparative Data ◽  
Student Interest ◽  
Regression Analyses ◽  
Pedagogical Quality ◽  
Informed Decisions ◽  
Textbook Selection ◽  
Shed Light

A sample of 43 introductory psychology texts was identified and 29 objective features were measured (e.g., manuscript length and number of references), yielding normative and comparative data. These text variables were regressed on professors' ratings of the books' level of discourse, scholarship, capacity to engage student interest, and pedagogical quality. The predictors accounted for substantial portions of the variance. The comparative data may help professors make better informed decisions about textbook selection. The regression analyses shed light on how professors' perceptions of texts may be shaped.

Scientific textbook selection

1933 ◽  
Vol 17 (2) ◽  
pp. 98-105 ◽  
Author(s):  
M. E. Herriott
Keyword(s):  
Textbook Selection

scholarly journals A Thorough Scrutiny of ELT Textbook Evaluations: A Review Inquiry

2017 ◽  
Vol 5 (3) ◽  
pp. 82
Author(s):  
Reza Gholami ◽  
Nooreen Noordin ◽  
Shameem Rafik-Galea
Keyword(s):  
Education System ◽  
English Language ◽  
Beating Heart ◽  
Educational Systems ◽  
Textbook Evaluation ◽  
Extensive Range ◽  
Language Classrooms ◽  
Textbook Selection ◽  
Language Textbooks ◽  
Shed Light

It is thoroughly agreed that English language textbooks stand amongst the foremost components in any language classrooms worldwide, being referred to as valid, beneficial and labor-saving tools to fulfill an extensive range of needs. An ELT textbook is not merely a set of sheets of paper fastened together to hinge at one side, but is the beating heart of any education system whereupon the whole learning revolves. Notwithstanding their interminable benefits, it is admitted that still the compiled textbooks, especially the ones prescribed in Educational systems have to be evaluated and assessed to confirm whether they fulfil the objectives they are meant for or not, as it is said no perfect textbook exists. Having dealt with evaluation in general, this research meticulously elaborates on textbook evaluation more specifically concluding that there is a dearth of inquiry on textbook selection and evaluation. Afterwards, this research introduces the most common approaches for evaluating ELT textbooks and materials. The paper culminates with concluding remarks and implications, hoping to shed light on how textbook evaluation is practiced worldwide.

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