Teaching Psychology A Step by Step Guide
Buku ini diterbitkan tahun 2005 : Lawrence Erlbaum Associates, Inc. New Jersey adalah buku edisi Pertama.
Judul: Teaching Psychology A Step by Step Guide
Oleh: Sandra Goss Lucas, et al
Penerbit: Lawrence Erlbaum Associates, Inc. New Jersey
Tahun: 2005
Jumlah Halaman: 293 hal.
Editor:
Sandra Goss Lucas
University of Illinois, Urbana-Champaign
Douglas A. Bernstein
University of South Florida
Lingkup Pembahasan:
Buku ini berisi diskusi yang memperluas topik dalam bab, dan banyak lagi. Juga mengemukakan berbagi satu set umum nilai-nilai tentang mengajar psikologi, tapi ada beberapa rincian dari kebijakan dan prosedur yang kita tidak setuju. Ini perbedaan pendapat sesekali memberi kami kesempatan untuk menawarkan beberapa pilihan untuk menangani berbagai situasi mengajar. Pembahasan utama buku ini meliputi Mempersiapkan Pelatihan Anda, Beberapa hari pertama dari Kelas, Mengembangkan Gaya Mengajar Anda, Mengevaluasi Belajar Siswa, Hubungan fakultas-Mahasiswa, Menggunakan Teknologi Pengajaran, Menilai dan Meningkatkan Pengajaran Anda, dan Mengintegrasikan Pengajaran Kehidupan Akademik Anda.
Daftar Isi Buku:
Preface ix
1 Introduction 1
Some Basic Principles of Effective Teaching 3
The Scholarship of Teaching 6
Your Role as a Teacher 9
Some Final Comments 14
2 Preparing Your Courses 15
How Do I Start? 16
Choosing a Textbook 18
Creating a Syllabus 20
Setting Up a Grading System 29
Communicating With Your Students 37
Some Final Comments 39
3 The First Few Days of Class 40
Exploring Your Classroom 41
Establishing Yourself as a Teacher 42
Presenting Your Syllabus 44
Learning Your Students' Names 49
Setting the Stage for Croup Work 50
Ending the First Class 51
Some Final Comments 52
4 Developing Your Teaching Style 55
Some Characteristics of Effective Teachers 56
Effective Lecturing 59
Promoting Active Learning 69
Conducting Memorable Demonstrations 72
Answering and Asking Questions 73
Stimulating Class Discussions 77
Assigning Student Presentations 80
Creating Opportunities for Cooperative Learning 81
Using Case Examples 86
Arranging for Service-Learning 89
Encouraging Critical Thinking 90
Teaching Style and Class Size 94
The Last Day of Class 96
Some Final Comments 98
5 Evaluating Student Learning 99
Some Guidelines for Assessing Student Learning 100
Tests and Quizzes 101
Written Assignments 112
Applying the Psychology of Learning to Student
Evaluation 123
Some Final Comments 126
6 Faculty-Student Relationships 127
The Ethical Use of Teacher Power 128
Managing the Classroom Climate 129
Dealing With Students' Needs, Excuses, and Complaints 135
Dealing With Problem Students 144
Dealing With Academic Dishonesty 154
Enhancing Students' Motivation to Learn 163
Providing Academic Help 169
Protecting Students' Privacy 177
Writing Letters of Recommendation 178
Ethics in the Faculty-Student Relationships 180
Some Final Comments 184
7 Using Teaching Technology 186
High-Tech Teaching Tools 187
PowerPoint Slides 188
Classroom Internet Access 191
CD-ROM Ancillaries 192
Textbook Web Sites 194
Web Links and Resources 195
Asynchronous Web Components for Traditional Classes 196
Instructor Web Sites 200
Student-Instructor E-Mail 200
Web-Based Courses 204
Some Final Comments 206
Resources 206
8 Assessing and Improving Your Teaching 208
Sources of Evaluative Feedback on Teaching 209
Student Evaluations 209
Evaluations by Colleagues 222
Self-Evaluation 226
Faculty Development Activities 229
Some Final Comments 234
9 Integrating Teaching Into Your Academic Life 236
Balancing Teaching, Research, and Service 237
Dealing With Teaching Anxiety 240
Some Final Comments 246
References 249
Author Index 265
Subject Index 271
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