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College teaching : practical insights from the science of teaching and learning /
"Everything matters when it comes to teaching and learning: student characteristics, the school itself, and cultural ideas about the value of higher education, to name a few. Most of these influences are outside the college instructor's control. Other issues, however--such as a course'...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Washington, DC :
American Psychological Association,
2016.
|
| Edición: | Second edition. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Forsyth, Donelson R., |d 1953- |e author. | |
| 240 | 1 | 0 | |a Professor's guide to teaching |
| 245 | 1 | 0 | |a College teaching : |b practical insights from the science of teaching and learning / |c Donelson R. Forsyth, Jepson School of Leadership Studies, University of Richmond. |
| 250 | |a Second edition. | ||
| 264 | 1 | |a Washington, DC : |b American Psychological Association, |c 2016. | |
| 300 | |a 1 online resource (xi, 354 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 500 | |a Revised edition of: The professor's guide to teaching. c2003. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Introduction -- Orienting : considering purposes and priorities -- Prepping : planning to teach a college class -- Guiding : student-centered approaches to teaching -- Lecturing : developing and delivering effective presentations -- Testing : strategies and skills for evaluating learning -- Grading (and aiding) : helping students reach their learning goals -- Managing : fostering academic integrity, civility, and tolerance -- Upgrading : using technology creatively in teaching -- Evaluating : assessing and enhancing teaching quality -- Documenting : developing a teaching portfolio. | |
| 520 | |a "Everything matters when it comes to teaching and learning: student characteristics, the school itself, and cultural ideas about the value of higher education, to name a few. Most of these influences are outside the college instructor's control. Other issues, however--such as a course's intellectual demands, type of feedback students receive, the instructional methods, and the relationship that connects professor to student--are controllable. This book examines the many choices professors make about their teaching, beginning with their initial planning of the course and its basic content through to the final decisions about grades and assessing effectiveness. Chapters address the following topics: Planning; Lecturing; Leading discussions; Student-centered teaching methods such as collaborative or experiential activities; Testing and grading; Helping students through feedback and guidance; Managing classroom dynamics; Using technology effectively; and Evaluating and documenting one's contributions as a teacher. Brief research analyses show why certain techniques work better than others. Through lively examples and prompts to continually personalize the material, readers learn how to structure their teaching and what to do to ensure their students are treated fairly. This book is for beginning instructors as well as those who have been teaching at the college level for many years. Author Donelson Forsyth calls readers' attention to basics such as the cognitive, motivational, personal, and interpersonal processes flowing through even the most routine of educational experiences. He also addresses online teaching, instructional design, learning teams, and new technologies to help professors re-examine and refresh their existing practices"--Publicity materials. (PsycINFO Database Record (c) 2015 APA, all rights reserved). | ||
| 590 | |a JSTOR |b Books at JSTOR Demand Driven Acquisitions (DDA) | ||
| 590 | |a JSTOR |b Books at JSTOR All Purchased | ||
| 650 | 0 | |a College teaching |x Methodology. | |
| 650 | 0 | |a College teaching |x Psychological aspects. | |
| 650 | 0 | |a Educational psychology. | |
| 650 | 0 | |a Student-centered learning. | |
| 650 | 0 | |a Effective teaching. | |
| 650 | 0 | |a Teaching. | |
| 650 | 2 | |a Teaching | |
| 650 | 2 | |a Psychology, Educational | |
| 650 | 6 | |a Psychopédagogie. | |
| 650 | 6 | |a Enseignement axé sur l'apprenant. | |
| 650 | 6 | |a Enseignement efficace. | |
| 650 | 6 | |a Enseignement. | |
| 650 | 7 | |a teaching. |2 aat | |
| 650 | 7 | |a EDUCATION |x Higher. |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Higher |2 bisacsh | |
| 650 | 7 | |a Teaching |2 fast | |
| 650 | 7 | |a College teaching |x Methodology |2 fast | |
| 650 | 7 | |a College teaching |x Psychological aspects |2 fast | |
| 650 | 7 | |a Educational psychology |2 fast | |
| 650 | 7 | |a Effective teaching |2 fast | |
| 650 | 7 | |a Student-centered learning |2 fast | |
| 776 | 0 | 8 | |i Print version: |w (DLC) 2015014049 |
| 856 | 4 | 0 | |u https://jstor.uam.elogim.com/stable/10.2307/j.ctv1chrzc1 |z Texto completo |
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| 994 | |a 92 |b IZTAP | ||