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Pedagogy and the Textbook in Political Science

Crossley, Noele; (2024) Pedagogy and the Textbook in Political Science. Journal of Political Science Education 10.1080/15512169.2024.2322997. (In press). Green open access

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What makes a useful textbook, and can the use of textbooks boost active learning and student satisfaction in political science higher education? Drawing on the author’s own experience of writing a textbook and a student survey, this article articulates some propositions on effective textbook-assisted teaching practice. In seeking to develop a theory of effective textbook use, the article explores the features of textbooks and textbook-supported teaching that work to promote student engagement and the achievement of course-specific learning outcomes. A three-dimensional theory of effective textbook-supported teaching in political science is outlined, contributing to the wider literature on higher education pedagogy. The article shows why textbooks are valuable for teaching and learning, elucidating how they can be used effectively to support student learning. The article concludes that common perceptions of textbooks as “dumbing down” or “lowest common denominator” teaching are misplaced. Rather, textbooks can work as useful primers that leverage student learning and facilitate learners’ access into advanced, specialist scholarship in the field of political science.

Type: Article
Title: Pedagogy and the Textbook in Political Science
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/15512169.2024.2322997
Publisher version: http://dx.doi.org/10.1080/15512169.2024.2322997
Language: English
Additional information: Copyright © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
Keywords: Pedagogy; political science; textbook; higher education; active learning
UCL classification: UCL
UCL > Provost and Vice Provost Offices > UCL SLASH
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of S&HS
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of S&HS > Dept of Political Science
URI: https://discovery.ucl.ac.uk/id/eprint/10191253
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