Textbooks have little in common at the level of terms (Zechmeister & Zechmeister, 2000).

Investigated whether there is a core set of key concepts that defines a common language for introductory psychology.


Textbooks are disparate in content, writing style,and comprehensiveness (Firmin, Johnson, & Wikler, 2009).

Examined the coverage given by General Psychology textbooks, representing 8 major commercial publishers, regarding the professions of psychology, counseling, marriage & family therapy, and social workers.


Many previously highly cited articles and books had decreased in citation frequency (Griggs & Christopher, 2016).

We analyzed current textbooks to update the citation findings of these studies for the most cited articles, books, and psychologists.


Approximately one-fourth of Intro Psych students read the textbook outside of test times (Clump, Bauer, & Breadley, 2004).

Knowing that the study strategies of students using college textbooks can be a powerful predictor of performance in the classroom, we examined the extent to which students in different psychology courses reported reading their textbooks.


The textbook potentially influences what is taught in the classroom (Griggs & Jackson, 2013).

To aid teachers in this arduous task, we objectively analyzed the most current editions of the 13 full-length introductory texts published since 1997.


Common overall themes emerge between textbooks (Leichner, Mayer, & Krampen, in press).

This paper reports the development of a fixed-choice test for the assessment of basic knowledge in psychology, for use with undergraduate as well as graduate students.


Differential textbook ratings from students do not relate to differential learning outcomes (Gurung, Daniel, & Landrum, 2012).

Key measures included an instructor rating, ratings of textbook quality and helpfulness, study time, student self-evaluations of study behaviors, approach to learning, self-report of learning, and a measure of quiz performance using biopsychology and learning chapter questions from a College Board Advanced Placement exam.


One of the newest areas of research on textbooks pertains to the growth of open educational resources or OER (Biswas-Diener, 2014; Friesen, 2013).

This article analyzes the textbook as an evolving pedagogical form, as changing medium comprised of smaller media components (Friesen, 2013).


Faculty members now have free alternatives to expensive textbooks via sources such as the Open Textbook Library (Stagnor, 2013) and Noba (www.nobaproject.com).


The best studies show no differences in exam scores between OER and publisher book users (Allen et al., 2015; Bowen et al., 2014; Hilton et al., 2013).

The ChemWiki is constructing a virtually and horizontally integrated resource that addresses STEM education at multiple levels of sophistication and context (Allen et al., 2015).

We measure the effect on learning outcomes of a prototypical interactive learning online statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine‐guided instruction accompanied by one hour of face‐to‐face instruction each week) or a traditional format (as it is usually offered by their campus, typically with about three hours of face‐to‐face instruction each week) (Bowen et al., 2014).

Hilton et al., 2013 report on one community college’s adoption of a collection of open resources across five different mathematics classes.