Topical Coverage in Introductory Psychology: Textbooks versus Lectures

Autor/inn/en	Griggs, Richard A.; Bates, Scott C.
Titel	Topical Coverage in Introductory Psychology: Textbooks versus Lectures
Quelle	In: Teaching of Psychology, 41 (2014) 2, S.144-147 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628314530347
Schlagwörter	Introductory Courses; Psychology; Textbook Content; College Students; Higher Education; Course Descriptions; Lecture Method; Units of Study + Suchen Sie Ihr Suchwort? Einführungskurs; Psychologie; Lehrbuchtext; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kursstrukturplan; Lerneinheit
Abstract	Because 98% of teachers use textbooks for the introductory psychology course and the majority of introductory teachers do not assign reading beyond the textbook, examining the topical coverage allocation pattern in introductory textbooks versus that in introductory course lectures is important for our understanding of how introductory students are being educated about our discipline. We examined this relationship by comparing chapter topical allocation findings for textbooks with lecture allocation findings based upon analysis of introductory course syllabi. The two patterns of topical allocation were very similar, indicating that, for the most part, teachers teach the text (allocate lecture time to chapter topics in proportion to the space allocated to them in introductory texts). The implications for textbook selection are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10