%0	Journal Article
%A	Kimmons, Royce
%C	Athabasca, Alberta
%D	2015
%E	McGreal, Rory
%E	Conrad, Dianne
%J	International Review of Research in Open & Distance Learning
%K	quality assurance
%K	professional development
%K	open textbooks
%K	open education
%K	OER quality
%K	OER
%K	K-12
%M	110550261
%P	39-57
%T	OER quality and adaptation in K-12: Comparing teacher evaluations of copyright-restricted, open, and open/adapted textbooks
%U	http://www.irrodl.org/index.php/irrodl/article/view/2341/3405
%V	16
%X	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.
%Z	IRRODL
%8	09/2015
%9	Special Issue: OER and MOOCs
%@	1492-3831
%*	yes
%>	https://www.oerknowledgecloud.org/archive/2341-18328-2-PB.pdf