Content/Coverage

Selected Research:

Bernstein, D. A. (2017). Bye-bye intro: A proposal for transforming introductory psychology. Scholarship of Teaching and Learning in Psychology, 3(3), 191-197. doi:http://dx.doi.org/10.1037/stl0000093

Griggs, R. A. (2014). Topical coverage in introductory textbooks from the 1980s through the 2000s. Teaching of Psychology, 41, 5-10.

Griggs, R. A., & Bates, S. C. (2014). Topical coverage in introductory psychology: Textbooks versus lectures. Teaching of Psychology, 41, 144-147.

Griggs, R. A., Bujak-Johnson, A., & Proctor, D. L. (2004).  Using common core vocabulary in text selection and teaching the introductory course.  Teaching of Psychology, 31, 265-269.

Griggs, R. A., & Christopher, A. N. (2016). Who’s who in introductory psychology textbooks: A citation analysis redux. Teaching of Psychology, 43(2), 108-119. doi:10.1177/0098628316636276

Griggs, R. A., & Jackson, S. L. (2013). Introductory psychology textbooks: An objective analysis update. Teaching of Psychology, 40, 163-168. doi:10.1177/0098628213487455

Griggs, R. A., Jackson, S. L., Christopher, A. N., &Marek, P. (1999). Introductory psychology textbooks: An objective analysis and update. Teaching of Psychology, 26, 182–189.

Homa, N., Hackathorn, J., Brown, C., Garczynski, A., Solomon, E., Tennial, R., Sanborn, U., &  Gurung, R. A. R. (2013). How consistent are Introductory Psychology course syllabi? Examining objectives and content. Teaching of Psychology, 40, 169-174.

Miller, B., & Gentile, B. F. (1998). Introductory course content and goals.  Teaching of Psychology, 25, 89-96.

Peden, B. F., & Hausmann, S. E. (2000). Data graphs in introductory and upper level psychology textbooks: A content analysis. Teaching of Psychology, 27(2), 93-97.

Richmond, A. S., Boysen, G. A., & Gurung, R. A. R. (2016). An evidence-based guide to college and university teaching: Developing the model teacher. New York; Routledge.

Solon, T. (2007). Generic critical thinking infusion and course content learning in introductory psychology. Journal of Instructional Psychology, 34(2), 95-110

 


css.php