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008 050817s2003 dcu b 001 0 eng d
010 _a 2002071717
011 _aBIB MATCHES WORLDCAT
020 _a1557989605
_qalk. paper
020 _a9781557989604
_qalk. paper
035 _a(ATU)b11017338
035 _a(DLC) 2002071717
035 _a(OCoLC)49892503
040 _aDLC
_beng
_erda
_dATU
042 _apcc
050 0 0 _aLB2331
_b.F632 2003
082 0 0 _a378.12
_221
100 1 _aForsyth, Donelson R.,
_d1953-
_eauthor.
_9423108
245 1 4 _aThe professor's guide to teaching :
_bpsychological principles and practices /
_cDonelson R. Forsyth.
246 1 1 _aTeaching
250 _aFirst edition.
264 1 _aWashington, DC :
_bAmerican Psychological Association,
_c[2003]
264 4 _c©2003
300 _axi, 353 pages ;
_c27 cm
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
504 _aIncludes bibliographical references (pages 305-338) and index.
505 0 0 _gCh. 1.
_tPrepping: Planning to Teach a College Class --
_gCh. 2.
_tLecturing: Developing and Delivering Effective Classroom Presentations --
_gCh. 3.
_tGuiding: Student-Centered Approaches to Teaching --
_gCh. 4.
_tTesting: Strategies and Skills for Evaluating Learning --
_gCh. 5.
_tGrading (and Aiding): Helping Students Reach Their Learning Goals --
_gCh. 6.
_tManaging: Fostering Academic Integrity, Civility, and Tolerance --
_gCh. 7.
_tInnovating: Using Technology Creatively in Teaching --
_gCh. 8.
_tEvaluating: Assessing and Enhancing Teaching Quality --
_gCh. 9.
_tDocumenting: Developing a Teaching Portfolio.
520 1 _a"The Professor's Guide to Teaching: Psychological Principles and Practices explores what research has revealed about effective teaching and mines this resource to offer useful suggestions and practical recommendations for new and seasoned instructors. The book unfolds in a logical fashion, beginning with prepping and lecturing and ending with evaluating and documenting. Chapters achieve a rare blend of theoretical depth and practical utility. For example, Forsyth's analysis of lecturing as a form of communication includes recommendations for teaching that stress the importance of considering the source of the message, the nature of the message, and the characteristics of the receiver of the message. Similarly, the author approaches classroom testing from the standpoint of psychological assessment and so considers how testing requires the same care that psychologists use when developing questionnaires and inventories."--BOOK JACKET.
588 _aMachine converted from AACR2 source record.
650 0 _aCollege teaching
_9315655
650 0 _aEducational psychology.
_9317012
907 _a.b11017338
_b03-10-17
_c27-10-15
998 _a(2)b
_a(2)n
_b06-04-16
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