Teaching psychology: a handbook : readings from Teaching of psychology

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書誌事項

Teaching psychology: a handbook : readings from Teaching of psychology

edited by James Hartley, Wilbert J. McKeachie

L. Erlbaum, c1990

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注記

Includes bibliographical references and index

内容説明・目次

内容説明

This publication is the first to cover the entire field of teaching psychology, and includes teaching methods, advising, and curriculum planning as well as special problems in teaching laboratory and statistics courses. The articles selected provide thought-provoking reading for an international readership. Each of twelve subject-oriented sections contains a brief introduction, five articles, and suggested further readings for those wishing to pursue a particular topic in more detail.

目次

Contents: Part I:Curriculum Issues. W.E. Walker, A.F. Newcomb, W.P. Hopkins, A Model for Curriculm Evaluation and Revision in Undergraduate Psychology Programs. J.D. Edwards, A Conceptual Framework for a Core Program in Psychology. C.J. Morris, Choosing a Text for the Introductory Course. V.P. Makosky, Teaching Psychology in the Information Age. B. Remington, P. Green, Teaching Psychology in American and British Universities: Some Personal Impressions. Part II:Technology in the Classroom. C.L. Kulik, J.A. Kulik, P.A. Cohen, Instructional Technology and College Teaching. M. Lyons, C. Bradley, J. White, Videotaping and Abnormal Psychology: Dramatized Clinical Interviews. D.A. Boswell, Evaluation of Transparencies for Psychology Instruction. C.E. Collyer, Using Computers in the Teaching of Psychology: Five Things That Seem to Work. D.L. Butler, Interests In and Barriers to Using Computers in Instruction. Part III:The First-Year Laboratory Class. B.J. Underwood, The First Course in Experimental Psychology: Goals and Methods. T.E. McGill, Special Projects Laboratory in Experimental Psychology. J.O. Benedict, B.D. Butts, Computer Simulation or Real Experimentation: Is One Better for Teaching Experimental Design? A. Miller, A Survey of Introductory Psychology Subject Pool Practices Among Leading Universities. J.H. Korn, Students' Roles, Rights, and Responsibilities as Research Participants. Part IV:Teaching Statistics. G. Cumming, The Introductory Statistics Course: Mixed Student Groups Preferred to Streamed. M.Y. Quereshi, Teaching Undergraduate Statistics With and Without a Textbook. M. Bossley, G. O'Neill, C. Parsons, J. Lockwood, Teaching Implications of Statistical Procedures Used in Current Research. J.S. Rossi, How Often Are Our Statistics Wrong? A Statistical Class Exercise. J.D. Duke, Tables to Help Students Grasp Size Differences in Simple Correlations. Part V:Classroom Demonstrations. K.M. Hynek Dillon, S. Goodman, Think Old: Twenty-five Classroom Exercises for Courses in Aging. J.R. Mason, A Novel Experiment for Introductory Psychology Courses: Psychophysical Assessment of Olfactory Adaptation. E.D. Kemble, T. Filipi, L. Gravlin, Some Simple Classroom Experiments on Cerebral Lateralization. L.S. Shaffer, Hamilton's Marbles or Jevon's Beans: A Demonstration of Miller's Magical Number Seven. L.M. Schoen, The Word Fragment Completion Effect: A Computer Assisted Classroom Exercise. T.J. Thieman, A Classroom Demonstration of Encoding Specificity. T. Rocklin, Defining Learning: Two Classroom Activities. D. Cogan, R. Cogan, Classical Salivary Conditioning: An Easy Demonstration. L.T. Benjamin, Perceptual Demonstrations -- Or What to Do With An Equipment Budget of $75. R.L. Lashley, Using Students' Perceptions of Their Instructor to Illustrate Principles of Person Perception. Part VI:Effective Teaching. W.J. McKeachie, Y. Lin, M. Moffett, M. Daugherty, Effective Teaching: Facilitative vs. Directive Style. J.W. Selby, L.G. Calhoun, Concert Teaching: An Alternative Strategy. B. Bryant, Cooperative Goal Structure and Collaborative Learning. J.S. Blanton, Midwifing the Dissertation. E.A. Lumsden, J.H. Grosslight, E.H. Loveland, J.E. Williams, Preparation of Graduate Students as Classroom Teachers and Supervisors in Applied and Research Settings. Part VII:Helping Students to Learn. L.L. Johnson, Taking Psychology 101: A View From the Back of the Room. P. Pintrich, W.J. McKeachie, Y. Lin, Teaching a Course in Learning to Learn. P.R. Solomon, The Two-Point System: A Method for Encouraging Students to Read Assigned Material Before Class. M. Anisfeld, A Course to Develop Competence in Critical Reading of Empirical Research in Psychology. G.J. Allen, Using a Personalized System of Instruction to Improve the Writing Skills. Part VIII:Advising Students. R.W. Titley, B.S. Titley, Academic Advising: The Neglected Dimension in Designs for Undergraduate Education. J.F. Kremer, Three Obstacles to Improving Academic Consultation. T. Cronan-Hillix, L.K. Gensheimer, W.A. Cronan-Hillix, W.S. Davidson, Students' Views of Mentors in Psychology Graduate Training. B.J. Carducci, W.C. Deeds, J.W. Jones, D.M. Moretti, J.G. Reed, F.E. Saal, J.E. Wheat, Preparing Undergraduate Psychology Students for Careers in Business. M.E. Ware, Evaluating a Career Development Course: A Two Year Study. Part IX:Experiential Learning. P. Hettich, The Journal: An Autobiographical Approach to Learning. D.S. Klos, Students as Case Writers. M. Eichler, Using Structured Group Workshops to Teach Group Process. E.S. Stefan, An Experiential Education in Depersonalization. S.A. Saxon, M.M. Holt, Field Placement as an Adjunct Experience for Developmental Psychology Students. Part X:Teaching, Research, and Publication. A.C. Bohart, C.M. O'Toole, Student Perceptions of the Relationship Between Publishing and Teaching. P.W. Robinson, K.L. Higbee, Publishing a Textbook: Advice From Authors and Publishers. R. Sommer, Student Feedback in Writing Textbooks. R.A. Kasschau, A Review of Book Reviews: How to Do Them Well. J.D. Frey, R.H. Nowaczyk, Combining Research Interests With the Teaching of Undergraduates: A Report on a Team-Taught Seminar. Part XI:The Assessment of Students. F.E. Fulkerson, G. Martin, Effects of Exam Frequency on Student Performance, Evaluations of Instructor, and Test Anxiety. J.D. Pauker, Effect of Open Book Examinations on Test Performance in an Undergraduate Child Psychology Course. E.A. Lumsden, The Diagnostic Use of Interim Tests in Conjunction With the Final Examination. J.D. Evans, L. Peeler, Personalized Comments on Returned Tests Improve Test Performance in Introductory Psychology. H. Friedman, Immediate Feedback, No Return Test Performance for Introductory Courses. Part XII:Faculty Appraisal and Development. P.A. Cohen, Validity of Student Ratings in Psychology Courses: A Research Synthesis. P.A. Cohen, G. Herr, Using an Interactive Feedback Procedure to Improve College Teaching. R. Sommer, Twenty Years of Teaching Evaluations: One Instructor's Experience. R. Boice, The Relevance of Faculty Development for Teachers of Psychology. Subject Index. Appendix.

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