Handbook of the Teaching of Psychology by William Buskist, Stephen F. Davis

By William Buskist, Stephen F. Davis

The Handbook of the educating of Psychology is a state of the art quantity that gives readers with accomplished assurance and research of present tendencies and matters, simple mechanics, and significant contextual variables with regards to powerful instructing in psychology.

  • Uses concise and specified chapters, written via best students within the box, to discover a myriad of demanding situations within the educating of psychology.
  • Employs a prescriptive method of supply techniques and options to often happening dilemmas.
  • Covers the gamut of present subject matters of curiosity to all present and destiny academics of psychology.

Chapter 1 What academics want to know approximately educating and studying (pages 1–10): Stephen F. Davis and William Buskist
Chapter 2 The Scholarship of educating and Pedagogy (pages 11–15): Bernard C. Beins
Chapter three Psychology Curricula and the recent Liberal Arts (pages 16–22): Thomas V. McGovern
Chapter four The Society for the instructing of Psychology: A Psychology Teacher's ally (pages 23–28): G. William Hill
Chapter five techniques for making plans a direction and constructing a Syllabus (pages 29–35): Anne?Marie Suddreth and Amy T. Galloway
Chapter 6 settling on a textual content and utilizing Publisher?Produced Courseware: a few feedback and Warnings (pages 36–40): Andrew Christopher
Chapter 7 the 1st Day of sophistication and the remainder of the Semester (pages 41–45): Sandra Goss Lucas
Chapter eight the school room Lecture (pages 47–53): Stephen H. Hobbs
Chapter nine Writing in Psychology (pages 54–58): Robin okay. Morgan and David L. Morgan
Chapter 10 permit the live performance commence: The song of workforce instructing (pages 59–64): Kenneth D. Keith
Chapter eleven Collaborative studying: Maximizing scholars' power for fulfillment (pages 65–69): Tina Vazin and Phyllis Reile
Chapter 12 Problem?Based studying (pages 70–77): Patricia A. Connor?Greene
Chapter thirteen realizing Human notion: instructing scholars as severe Thinkers (pages 78–84): Heidi R. Riggio and Diane F. Halpern
Chapter 14 prime Discussions and Asking Questions (pages 85–89): Tracy E. Zinn and Bryan ok. Saville
Chapter 15 development a Repertoire of potent lecture room Demonstrations (pages 90–93): Douglas A. Bernstein
Chapter sixteen classes realized utilizing strength element within the school room (pages 94–98): Timothy J. Huelsman
Chapter 17 utilizing the web successfully: Homepages and e mail (pages 99–106): Vincent W. Hevern
Chapter 18 instructing scholars to take advantage of digital Databases (pages 107–111): Maureen McCarthy and Thomas P. Pusateri
Chapter 19 instructing huge periods (pages 113–119): Katherine Kipp and Steffen Pope Wilson
Chapter 20 utilizing instructing Assistants successfully (pages 120–124): Lauren Fruh VanSickle Scharff
Chapter 21 instructing classes with Laboratories (pages 125–130): Dana S. Dunn
Chapter 22 self reliant research: A Conceptual Framework (pages 131–136): Jeffrey S. Katz, Bradley R. Sturz, Kent D. physically and Michelle Hernandez
Chapter 23 Service?Learning (pages 137–141): Randall E. Osborne and Oren Renick
Chapter 24 Distance studying: Psychology on-line (pages 142–146): Mary N. Duell
Chapter 25 educating and Mentoring Nontraditional scholars (pages 147–152): Cathy A. Grover
Chapter 26 educating and Mentoring scholars with Disabilities (pages 153–158): David E. Johnson
Chapter 27 Mentoring woman scholars (pages 159–163): Elizabeth Yost Hammer
Chapter 28 educating and Mentoring Racially and Ethnically various scholars (pages 164–169): Loretta Neal McGregor
Chapter 29 utilizing wish conception to educate and Mentor Academically At?Risk scholars (pages 170–174): C. R. Snyder, Hal S. Shorey and Kevin L. Rand
Chapter 30 a number of Cultural Identities: Will the true scholar Please rise up? (pages 175–178): Loreto R. Prieto
Chapter 30 instructing Psychology whilst everyone seems to be knowledgeable (pages 179–185): David J. Pittenger
Chapter 32 Psychology of Race and Ethnicity (pages 186–190): James E. Freeman
Chapter 33 Evolutionary Psychology (pages 191–195): Lewis Barker
Chapter 34 educating Human Sexuality (pages 196–201): Laura L. Finken
Chapter 35 Psychology of Gender and similar classes (pages 202–206): Margaret A. Lloyd
Chapter 36 instructing the Psychology of faith: instructing for brand new global (pages 207–213): Maureen P. Hester and Raymond F. Paloutzian
Chapter 37 medicines and behaviour (pages 214–218): Scott A. Bailey
Chapter 38 moral educating (pages 219–227): William Douglas Woody
Chapter 39 constructing lecture room Etiquette: normal principles of school room behavior (pages 228–232): Lisa Damour
Chapter forty troublesome students: getting ready and Repairing (pages 233–237): Janie H. Wilson and Amy A. Hackney
Chapter forty-one fighting, Detecting, and Addressing educational Dishonesty (pages 238–243): Gregory J. Cizek
Chapter forty two try out building (pages 245–253): John A. Juve
Chapter forty three ideas of powerful Grading (pages 254–258): Peter J. Giordano
Chapter forty four Written and Oral Assignments (pages 259–264): Harold L. Miller and Casey L. Lance
Chapter forty five staff paintings (pages 265–269): Patti Price
Chapter forty six Writing Letters of advice (pages 270–275): R. Eric Landrum
Chapter forty seven utilizing pupil reviews to enhance educating (pages 277–284): Victor A. Benassi and Lee F. Seidel
Chapter forty eight In?Class studying overview techniques (pages 285–289): Regan A. R. Gurung
Chapter forty nine Lesser mentioned features of Peer assessment: Context, Out?of?Classroom paintings, and conversation (pages 290–294): Baron Perlman and Lee I. McCann
Chapter 50 enhancing instructing via Video suggestions and session (pages 295–300): Steven Prentice?Dunn, Kristen L. Payne and Judy M. Ledbetter
Chapter fifty one developing instructing Portfolios (pages 301–306): Erin B. Rasmussen
Chapter fifty two supporting students with own difficulties: should still I aid and the way? (pages 307–313): Marcia Rossi
Chapter fifty three Inviting scholars to turn into examine Collaborators (pages 314–318): Susan R. Burns
Chapter fifty four Fostering scholar specialist improvement (pages 319–323): R. Eric Landrum
Chapter fifty five specialist improvement in the course of the Integration of educating, Scholarship, and repair: If it isn't enjoyable, i am not Doing It (pages 324–327): Matthew T. Huss
Chapter fifty six Mentoring out of your division Chair: construction a worthy dating (pages 328–332): Linda M. Noble
Chapter fifty seven Navigating the educational atmosphere: The Politics of training (pages 333–337): Randolph A. Smith

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Extra resources for Handbook of the Teaching of Psychology

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I always consult the instructors’ manuals for any text I adopt, although I tend to use only a small portion of what they contain. Rather, as with test banks, I use them as a springboard to generate other ideas for class meetings. On the surface, it would seem that “prepackaged lectures,” perhaps in the form of PowerPoint slides, would be a huge timesaver. For some teachers, perhaps so. , organizing class sessions) in teaching a course. However, prepackaged lectures often follow the text verbatim, leaving the teacher with little wiggle room to include information not in the text or to skip over information that is in the text.

The text came out in a new edition, and I found I really did not want to read the updated version (I did so, but not as intently as perhaps I should have). That semester, I had two sections of exceptionally bright and motivated students who asked a number of good questions, some of which I had actually encountered before. Yet, at times, I felt unsure of myself in some of my responses. In fact, after admitting on a few occasions that I did not know the answer to a question, I realized that upon searching 37 Andrew Christopher for the answer I actually had known it, but could not recall it easily.

We focus on three general points: course content, class environment, and grading. Although no amount of planning can prepare you for everything that can (and will) happen in your class, following these suggestions provides you with a solid foundation. Course Content In planning a new course, many accomplished teachers begin by deciding what they want their students to gain from the course (McKeachie, 2002). One technique for achieving your student learning outcomes is to develop a theme (or two, or three) for the class (Davis, 1993).

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