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Textbooks have been described as vehicles through which research is transferred to future practitioners. However, the sociology of scientific knowledge suggests that textbooks are not simply collected accounts of discrete "findings," but rather represent a highly stable and institutionalized pedagogy. The question then becomes, to what extent are new areas of research that have gained traction in the academic literature moved into textbooks, particularly when that research would introduce a newdoi:10.5465/amle.9.4.zqr663 fatcat:d4szqaetifa5zelzygplc3gt2i