@article {
	title = {OER quality and adaptation in K-12: Comparing teacher evaluations of copyright-restricted, open, and open/adapted textbooks},
	year = {2015},
	month = {09/2015},
	author = {Kimmons, Royce},
	editor = {McGreal, Rory and Conrad, Dianne},
	keywords = {quality assurance, professional development, open textbooks, open education, OER quality, OER, K-12},
	address = {Athabasca, Alberta},
	journal = {International Review of Research in Open & Distance Learning},
	volume = {16},
	issue = {5},
	pages = {39-57},
	issn = {1492-3831},
	abstract = {Conducted in conjunction with an institute on open textbook adaptation, this study compares textbook evaluations from practicing K-12 classroom teachers (n = 30) on three different types of textbooks utilized in their contexts: copyright-restricted, open, and open/adapted. Copyrightrestricted textbooks consisted of those textbooks already in use by the teachers in their classrooms prior to the institute, open textbooks included alternatives from CK-12 and OpenStax, and open/adapted consisted of open textbooks that the teachers devoted time to adapting to their individual needs. Results indicate that open/adapted textbooks were evaluated as having the highest quality and that open textbooks were of higher quality than copyright-restricted textbooks. Though some factors of quality might be influenced by cost differences (e.g., timeliness and the ability to adopt updated textbooks), results reveal that open and open/adapted textbooks may do a better job of meeting the needs of K-12 teachers in a variety of ways that may not be captured through traditional approaches to quality assurance. This study marks an early step in exploring the quality of K-12 open educational resources (OER) and the use of practicing teachers as authentic evaluators of textbooks for their local contexts.},
	refereed = {yes},
	url = {http://www.irrodl.org/index.php/irrodl/article/view/2341/3405},
	attachments = {2341-18328-2-PB.pdf},
}