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A Guide to Teaching Introductory Psychology by Sandra Goss Lucas

By Sandra Goss Lucas

A advisor to instructing Introductory Psychology specializes in the severe points of training introductory psychology to undergraduate scholars. It comprises principles, information, and techniques for successfully instructing this path and offers priceless solutions to frequently asked questions.

  • A concise and available advisor to instructing introductory classes in Psychology
  • Begins with an orienting heritage of the direction? Evaluates present developments in educating and provides feedback for constructing own concepts
  • Addresses a few appropriate concerns, together with tips to educate tricky subject matters; linking path content material to daily adventure; constructing and utilizing type displays, lectures, and energetic studying principles; and extending curiosity in direction themes
  • Supported via an internet site that gives hyperlinks to worthwhile web pages and handouts that teachers can use of their sessions (

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Additional resources for A Guide to Teaching Introductory Psychology

Sample text

Seldin, P. (1999). Current practices—good and bad—nationally. In P. ), Changing practices in evaluating teaching: A practical guide to improved faculty performance and promotion/tenure decisions (pp. 1–24). Bolton, MA: Anker. Seward, G. (1931). Students’ reactions to a first course in psychology. Journal of Applied Psychology, 15, 512–524. , & McKeachie, W. (1967). Some thoughts about teaching the beginning course in psychology. Belmont, CA: Brooks/Cole Publishing Company. , & Wight, R. (1992).

Cross, K. P. (1993). ). San Francisco: Jossey-Bass. Arnold, H. (1926). What parts of elementary psychology are most interesting to students? Pedagogical Seminary, 33, 729–735. , & Sax, L. (1997). The American freshmen: Thirty year trend. pm5 21 2/20/08, 1:39 PM 22 An Introduction to Introductory Psychology Graduate School of Education and Information Studies, University of California. Bonwell, C. & Eison, J. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No.

Testing experts agree that the more evaluative components considered in a final grade, the more valid the final grade will be (Ory & Ryan, 1993; Jacobs & Chase, 1992; McKeachie, 2002). Help students understand the assessment task and goals. If you are assigning a group project, outline what outcomes you expect. Provide students with examples of successful projects. If you are going to use multiple-choice tests, help students learn to take those tests. Provide practice questions in class and describe the process that students should use when deciding how to answer such questions.

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