Descriptor
Educational Research | 15 |
Higher Education | 15 |
Textbook Content | 15 |
Textbook Evaluation | 13 |
Psychology | 11 |
Introductory Courses | 6 |
Textbooks | 6 |
Content Analysis | 5 |
Textbook Research | 4 |
Course Content | 3 |
Research Methodology | 3 |
More ▼ |
Source
Teaching of Psychology | 15 |
Author
Publication Type
Journal Articles | 15 |
Reports - Research | 14 |
Guides - Classroom - Teacher | 1 |
Reports - Descriptive | 1 |
Education Level
Audience
Practitioners | 1 |
Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Harari, Herbert; Jacobson, Adela – Teaching of Psychology, 1984
Introductory psychology textbooks were analyzed to determine what percentage of space they devoted to the following content areas: experimental/learning, physiological/biological, developmental, social/personality, cognitive, clinical, educational, industrial/organizational, tests and measurements, and other. Results showed a clear preponderance…
Descriptors: Content Analysis, Educational Research, Educational Trends, Higher Education
Peer reviewed
Carlson, Stephen; Millard, Richard J. – Teaching of Psychology, 1984
An content analysis of introductory psychology textbooks revealed that only 25 percent of the texts include a section on industrial/organizational (I/O) psychology and that another 25 percent fail to even mention the area. Such limited coverage of the I/O field may limit career alternatives that students consider. (RM)
Descriptors: Content Analysis, Educational Research, Educational Trends, Higher Education
Peer reviewed
LeUnes, Arnold – Teaching of Psychology, 1983
Watson and Rayner's study of Little Albert and conditioned emotional reactions is unquestionably a classic in psychology. Observations are made on what authors of 27 college textbooks in abnormal psychology have to say or not to say about Little Albert. (RM)
Descriptors: Conditioning, Educational Research, Emotional Response, Higher Education
Peer reviewed
Silverman, Norman N.; Corsini, Raymond J. – Teaching of Psychology, 1984
An evaluation of introductory college level psychology textbooks showed that Alfred Adler's psychology is either neglected or seriously distorted by most texts. (RM)
Descriptors: Educational Research, Higher Education, Introductory Courses, Psychology
Peer reviewed
Adair, John G.; And Others – Teaching of Psychology, 1983
An analysis of research methods textbooks in psychology showed that little coverage is given to control issues in research, such as experimenter expectancies and subject bias. However, space and attention given to research ethics has increased considerably. This is probably due to imposition of controls from the government and the profession. (CS)
Descriptors: Educational Research, Ethics, Experimental Psychology, Experimenter Characteristics
Peer reviewed
Goldstein, Alvin G.; And Others – Teaching of Psychology, 1983
Pictures in introductory college level psychology textbooks are remembered and retained at significant levels for substantial time periods. (AM)
Descriptors: Educational Research, Higher Education, Illustrations, Psychology
Peer reviewed
Eaton, Rebecca F.; Sleigh, Merry J. – Teaching of Psychology, 2002
Asserts that current animal research enables students to understand basic developmental principles. Presents results from a study that evaluated the content of 24 developmental textbooks published between 1995 and 2000, demonstrating that older studies are typically used. (CMK)
Descriptors: Animals, Comparative Analysis, Course Content, Developmental Psychology
Peer reviewed
Griggs, Richard A.; Mitchell, Montserrat C. – Teaching of Psychology, 2002
Examines whether there was a common vocabulary present within introductory psychology textbooks during the 1950s and if a classic core vocabulary exists. Reports that no common core existed in the textbooks during the 1950s, but there is a set of 100 classic vocabulary terms. (CMK)
Descriptors: Course Content, Educational Practices, Educational Research, Higher Education
Peer reviewed
Maynard, Douglas C.; Geberth, Karen L.; Joseph, Todd A. – Teaching of Psychology, 2002
Examines the extent to which industrial/organizational (I/O) psychology is covered within introductory psychology textbooks (n=54). Determined whether I/O psychology was in a section, appendix, or chapter; and also compiled the number of pages that contained I/O psychology. Reports that only one-fourth of the textbooks had an overview. (CMK)
Descriptors: Content Analysis, Educational Research, Higher Education, Industry
Peer reviewed
Griggs, Richard A.; Marek, Pam – Teaching of Psychology, 2001
Presents a study that reviewed introductory psychology textbooks to examine the perception of extensive similarity. Focuses on six dimensions: (1) chapter topics, organization, and extent of topic coverage; (2) core concepts and key terms; (3) pedagogical aids and data graphs; (4) critical-thinking programs; (5) reference citations; and (6) level…
Descriptors: Content Analysis, Critical Thinking, Educational Research, Higher Education
Peer reviewed
Jackson, Sherri L.; Lugo, Susan M.; Griggs, Richard A. – Teaching of Psychology, 2001
Presents an analysis of undergraduate methods course textbooks (n=26) published in the United States with copyright dates from 1995-1999. Examines aspects of the textbooks, such as demographic qualities, use of pedagogical aids and illustrative material, and topic coverage. Includes the results in detail. (CMK)
Descriptors: Content Analysis, Course Content, Educational Research, Higher Education
Peer reviewed
Fernald, L. Dodge – Teaching of Psychology, 1989
Compares undergraduates' preference for and performance with traditional and narrative text. Explores whether traditional expository text could be translated into the narrative mode without loss in student learning. Conducts a statistical analysis of students scores on quizzes, examinations, and a questionnaire. Finds that the narrative is more…
Descriptors: Educational Research, Expository Writing, Higher Education, Narration
Peer reviewed
Barnett, Mark A.; And Others – Teaching of Psychology, 1988
Reports an assessment of the extent to which research findings in developmental psychology textbooks are known to students with limited psychology training. Concludes that many research results reported in textbooks may already be known to students. Attempts to explain this phenomenon, noting implications for developmental psychology teachers.…
Descriptors: Developmental Psychology, Educational Objectives, Educational Research, High Schools
Peer reviewed
Soper, Barlow; Rosenthal, Gary – Teaching of Psychology, 1988
Reports the results of an examination of 31 psychology textbooks. Finds texts give definite answers to complex questions. Concludes that instructors must be cautious when using texts. Suggests authors and publishers can police their activities by establishing a standardized format for citing material. Urges teachers to encourage this idea through…
Descriptors: Educational Research, Higher Education, Instructional Improvement, Psychology
Peer reviewed
Hendricks, Bryan; And Others – Teaching of Psychology, 1990
Finds that introductory psychology textbooks present limited and often confusing coverage of research methods. Presents two research models that delineate separate dimensions for data collection procedures, research designs, and research settings. Contends that these models provide better coverage of research strategies. Includes suggestions for…
Descriptors: Data Collection, Educational Research, Higher Education, Instructional Effectiveness