Economics: Theory and Practice, 11th Edition
Core Code Alignment
Social Studies
Economics
09030000010: A.P. Economics - Micro
Economics
09030000010: A.P. Economics - Micro
Recommendation
Recommended Teacher Resource
Evaluation
Though the book is designed to be an AP text, it omits core principles from the exam description and does not provide enough material and examples to be an effective tool for the Advanced Placement exams. It would be an effective text for an honors class or an introductory course to economics, but the layout of the textbook too fragmented rather than better streamlined and separated between Micro and Macro for regular Economic students to fully comprehend.
I would rate this textbook as C - Recommended Teacher Source....and D Recommended Student Source. While I would not recommend as a primary textbook, I would recommend as a supplemental textbook that could give valuable additional information for both teachers and students who need further guidance in learning difficult concepts.
Educators Using These Materials
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Rubric : Generic
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade-level core standards and is current, well-researched and referenced from reliable sources. | The content of this resource aligns with most grade-level core standards but will need supplementary materials to ensure coverage of all the objectives for this course. | The content of this resource aligns with a few grade-level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| The text aligns well with the Course and Exam Description for Advanced Placement Micro and Macroeconomics. It covers many key concepts in detail. However, it does omits key concepts like the Phillips curve and is too vague on other key concepts like the difference between Short-Run and Long-Run aggregate Supply and Price Discrimination. It could make a good textbook for an honors or introductory class to economics. However, as an intro Economics textbook, it seems very scattered and overly wordy in explaining some of the more basic economic concepts. It jumps between micro and macro rather than splitting the two subjects so that it is easier to understand. | ||||||
| Scaffolding | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels, assist all students in enhancing conceptual understanding, and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and assist students in enhancing conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners. | ||
| The book attempts to cover a lot of material in a relatively small textbook. As such, it fails to explain many concepts in-depth and does not provide scaffolding for students below or above its targeted reading level. The questions at the end of the chapters also rarely lend themselves to effective scaffolding. | ||||||
| Navigation | Students can navigate the material independently. Instructions are clear and understandable. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate material. | The material may be used with direct educator support but lacks clear instructions. | The instructions in this material are unclear, and navigation is difficult. | ||
| The Textbook has clear chapter and section headings. There is a glossary and an index included. There are practice questions as well as discussion questions at the end of every chapter, with answers found in the back of the book. The book glossary is also easy to understand and navigate. | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | The design of the material is ADA-compliant and can be utilized by all students. In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. The material contains modern, up-to-date, and relatable visuals, including diverse groups of people. | In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. | In physical terms, this material is fragile in construction, and provides limited tactile experiences for students. | In physical terms, this material is designed to be disposable and temporary. | ||
| The textbook is durable, but it provides a limited tactile experience for students. The discussion questions and principles in the book will age relatively well. The graphs are explained well and easy to understand but beyond the graphs there are very little pictures or other visual representations of key concepts. Its more like a mound of words with very little breakup of the wall of text. | ||||||
| Technical Standards | The material goes above and beyond meeting all the technical standards, ensures student data privacy is safeguarded, and can be easily installed or accessed without technical assistance. Licensing information is clearly stated in the description. | The material meets all the requirements of federal and state laws, along with the accepted technical standards (ISTE Standards and VPAT Compliance). Additional technical specifications and limitations, including hardware requirements, bandwidth demands, student data privacy, and software/ web access restrictions, are adequately noted in the description. The design of the material allows for error-free installation or access without purchasing additional components. | The material is limited by specifications requiring additional materials, technical assistance, hardware, software, or infrastructure. Student data privacy could be at risk. Resources within the material end after a trial period. | Student data privacy is at risk. | ||
| It is a hardback textbook. In order to access the online supplementary materials there is a URL in the textbook, but getting to the corresponding website is unwieldy and difficult. | ||||||
| Adaptability | The material is currently relevant and adaptable for teacher and student use in individualized or group instructional settings across multiple content areas. The material can be customized for the needs of diverse learners. | The material is currently adaptable for a teacher or student to use in a limited instructional setting across a few content areas. The material can be utilized by diverse learners (not customizable). | The material has some features adaptable for students in at least one content area. The material has limited options to address the needs of diverse learners. | The material is not adaptable or easily incorporated into various educational settings or with various diverse learners. | ||
| There is little adaptability in the book. Though you can reorganize the sequencing relatively easily to choose to teach microeconomics or macroeconomics first, there is little else in the way of flexibility. It also could not be used effectively for any course other than introductory economics. It would not be an appropriate text for financial literacy. It omits too many important concepts like the Phillips Curve to be effectively used as an AP textbook | ||||||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Instructional Support | The material provides multiple examples and strong support to educators of ways to deliver instruction. These may include: -Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. Furthermore, this material has content that can be problem/project-based, with incorporated skills and concepts that are integrated with all disciplines equally to support student sense-making. (Transdisciplinary/ Interdisciplinary Content Integration) | The material provides some examples to educators of ways to deliver instruction. It contains a few of the following: Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. | The material contains limited instructional support on using the material with diverse groups of students, various skill levels, and student needs. | The material does not provide instructional support or examples for the educator. | ||
| The textbook references a website with "approximately 3000 multiple choice, true false, and short essay questions" But the URL provided takes you to the publishers page, and both Instructor and Student companion sites failed to load and respond. On its own the book provides some good discussion questions and review questions for each chapter. However, as an AP textbook, it omits too many important concepts and jumps around too much between Micro and Macro to be focused in how it presents. It should be more streamlined between the 2 fields of Economic study. | ||||||
| Supplemental Resources | The material provides a wide variety of supplemental resources that are evidence-based and are linked to real-world circumstances and current events. | The material references numerous available supplemental resources. | The material references some available supplemental resources. | The material does not refer to any supplemental resources. | ||
| No supplemental material was included with the textbook. However, there is a companion website that includes countless questions, test banks, computational exercises and more. However, the layout of the website is confusing and difficult to access. | ||||||
| Assessments | The material contains a variety of formative and summative assessments aligned with Utah Core Standards, Personalized Competency-Based Learning, and Universal Design for Learning. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. The assessments are ADA-compliant. | The material contains summative assessments aligned with Utah Core Standards with few interventions and is ADA-compliant. | The material contains a limited number of assessments without intervention strategies but is ADA-compliant. | The material does not provide assessment materials. | ||
| There are only review questions (Multiple choice, Short answer and essay) and discussion questions. These questions do address complex understanding and real-world problems. Furthermore, there are no explanations for why the answers are why the correct answers, or where to find the material that would explain why the answers are correct. | ||||||
Culture of Learning and Belonging
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Bias Free | This material is free from bias and is in compliance with all relevant federal and state laws, rules, and regulations, as listed in the next “2-Adequate” section for this item. Furthermore, this material focuses on shared identity and includes the unique characteristics & cultural differences of students in Utah. (53E-4-204.1) This material supports civic and character education. (53G-10-204) | This material is neutral and is in compliance with the laws, rules, and regulations below: -It can be used by all students regardless of sex, race, religion, sexual orientation, gender identity, or membership in any other protected class, such as ethnicity, or disability, as described in (R277-328). -This material supports educators to be in compliance with (53G-10-202.4), where they may not use their positions to endorse, promote, or disparage a particular religious, denominational, sectarian, agnostic, or atheistic belief or viewpoint. -The material is free from discrimination and does not support stereotyping of character traits, including hard work ethic. (53G-10-206) -It is free from advertising, e-commerce, or political interest and is in compliance with the law and community standards. | This material may be interpreted as biased. Or promoting advertising, e-commerce, or political interest. Or maybe considered to regard or treat some groups unfairly. | This material does not comply with federal and state laws, rules, and regulations. This material is biased and favors a point of view that may be distracting to the educational experience of students. | ||
| There is no obvious or explicit bias. | ||||||
| Cultural Awareness | This item has not been graded. | |||||
| Inclusive Components | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
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