Best Practices for Teaching Introduction to Psychology provides a scholarly, yet pedagogically practical approach to the many challenges found in teaching introductory psychology. Where feasible, the book supports the effectiveness of a teaching technique with empirical evidence. It provides a showcase for best practices in teaching the introductory course in two- and four-year colleges, universities, and high schools. Many of the contributing authors are nationally recognized teachers of introductory psychology. Best Practices for Teaching Introduction to Psychology addresses: *Developing the course and assessing student performance. *Selecting which topics to cover and in how much depth. *The effective use of teaching assistants (TAs) and efficient and fair ways to construct and grade exams. *Choosing the best textbook. *Assessment advice on how to demonstrate students are learning. *Using alternative approaches such as on-line instruction, writing exercises, and in-class demonstrations. *Teaching majors and non-majors in the same classroom. This book will appeal to veteran and novice educators who teach introductory psychology as well as graduate students teaching the course for the first time. It will also serve as an excellent resource in faculty workshops on teaching introductory psychology.
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"This edited volume will be a useful tool for the first-year graduate student who has to teach the course as well as for faculty who have taught the course for almost 20 years. Many of the issues discussed in Best Practices are similiar to issues that psychology faculty discuss for undergraduate and graduate psychology curricula." - PsycCRITIQUES
"...many teaching books appear to be designed for beginning instructors...this book is unique in that it will also appeal to instructors who have taught the course for years." - Kevin J. Apple, James Madison University, USA
"I suspect that most faculty will use it as a reference to which they will return again and again as they confront various problems in teaching the Intro course..." - Douglas A. Bernstein, University of South Florida, USA
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sociocultural area, peer instruction, putative paranormal phenomena, introductory psychology teachers, high school psychology course, teaching introductory psychology, pedagogical aids, school psychology courses, ductory psychology course, introductory teachers, introductory psychology textbooks, paranormal topics, paranormal claims, boldface terms, paranormal beliefs, introductory psychology texts, introductory psychology students, race construct, online quizzes Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Teaching of Psychology, American Psychological Association, Lawrence Erlbaum Associates, American Psychologist, National Standards, United States, San Francisco, Retrieved July, Oxford University Press, James Madison University, Houghton Mifflin, Basic Books, Englewood Cliffs, National Science Foundation, Thousand Oaks, Retrieved April, Journal of Educational Psychology, Skeptical Inquirer, University of Chicago Press, African American, Walden Two, Contemporary Educational Psychology, Cambridge University Press, Saint Louis University Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
sociocultural area, peer instruction, putative paranormal phenomena, introductory psychology teachers, high school psychology course, teaching introductory psychology, pedagogical aids, school psychology courses, ductory psychology course, introductory teachers, introductory psychology textbooks, paranormal topics, paranormal claims, boldface terms, paranormal beliefs, introductory psychology texts, introductory psychology students, race construct, online quizzes Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Teaching of Psychology, American Psychological Association, Lawrence Erlbaum Associates, American Psychologist, National Standards, United States, San Francisco, Retrieved July, Oxford University Press, James Madison University, Houghton Mifflin, Basic Books, Englewood Cliffs, National Science Foundation, Thousand Oaks, Retrieved April, Journal of Educational Psychology, Skeptical Inquirer, University of Chicago Press, African American, Walden Two, Contemporary Educational Psychology, Cambridge University Press, Saint Louis University Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
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