000 | 03038cam a22004334i 4500 | ||
---|---|---|---|
005 | 20211103212915.0 | ||
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 _cm _da _feng _gdcu _h4 |
||
945 |
_a378.12 FOR _g1 _iA415840B _j0 _lnmain _o- _p$54.18 _q- _r- _s- _t0 _u5 _v0 _w0 _x0 _y.i12269098 _z29-10-15 |
||
942 | _cB | ||
999 |
_c1160081 _d1160081 |