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Transforming introductory psychology : expert advice on teacher training, course design, and student success /
"Each year, well over a million undergraduate students take an introductory psychology course. This edited volume presents recommendations for designing and teaching this important course. The recommendations stem from an initiative of the American Psychological Association, which seeks to make...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Washington, DC :
American Psychological Association,
[2022]
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 010 | |a 2021002157 | ||
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| 020 | |z 9781433834721 |q paperback | ||
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| 245 | 0 | 0 | |a Transforming introductory psychology : |b expert advice on teacher training, course design, and student success / |c edited by Regan A.R. Gurung & Garth Neufeld. |
| 264 | 1 | |a Washington, DC : |b American Psychological Association, |c [2022] | |
| 300 | |a 1 online resource (xv, 311 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Intro -- Contents -- Contributors -- Preface -- Introduction: The Introductory Psychology Initiative -- Part I -- Introductory Psychology Initiative Recommendations -- Chapter 1 Why Introductory Psychology? -- Chapter 2 Designing the Introductory Psychology Course: An Evidence-Informed Framework -- Chapter 3 Measuring Meaningful Learning in Introductory Psychology: The IPI Student Learning Outcomes -- Chapter 4 Assessing Student Learning Outcomes in Introductory Psychology | |
| 505 | 8 | |a Chapter 5 Navigating the Nuances of Teaching Introductory Psychology: A Roadmap for Implementing Evidence-Based Instructional Methods -- Chapter 6 The Successful Psychology Course: Transformative Skills in Introductory Psychology -- Chapter 7 Changing the Paradigm: Support and Development for Teachers of Introductory Psychology -- Part II -- Operationalizing Recommendations Across Diverse Contexts -- Chapter 8 Teaching Introductory Psychology as a High School Elective: Davis High School -- Chapter 9 Teaching Introductory Psychology to Students of Varying Ages: Cascadia College | |
| 505 | 8 | |a Chapter 10 Teaching Introductory Psychology With Revised Standards: Lehigh Carbon Community College -- Chapter 11 Teaching Introductory Psychology to Students With Varying Degrees of Readiness: Irvine Valley College -- Chapter 12 Teaching Introductory Psychology in a Small University: McKendree University -- Chapter 13 Teaching Introductory Psychology to a Homogenous Student Population: Samford University -- Chapter 14 Teaching Introductory Psychology in a Historically Black Liberal Arts College for Women: Spelman College | |
| 505 | 8 | |a Chapter 15 Teaching Introductory Psychology When Classes Have Uneven Enrollment: The University of Tennessee -- Chapter 16 Teaching Introductory Psychology in Large Classes: Missouri State University -- Chapter 17 Teaching Introductory Psychology When the Department is Growing: Oregon State University -- Appendix A. Census Questionnaire -- Appendix B. Census Response Data -- Appendix C. Study Skills Lesson -- Index -- About the Editors | |
| 520 | |a "Each year, well over a million undergraduate students take an introductory psychology course. This edited volume presents recommendations for designing and teaching this important course. The recommendations stem from an initiative of the American Psychological Association, which seeks to make introductory psychology a transformational experience for students. While some students taking the course will become psychology majors or even psychologists, most will pursue other careers. Thus, successful introductory psychology courses help students grow personally, academically, and professionally with skills that will be valuable for the rest of their lives, regardless of career. The book's recommendations cover four key areas: course design, defining and assessing student learning goals and outcomes, teacher training and development, and student learning and transformation. Chapters illustrate how to implement the recommendations in various institutions, including public and private colleges and universities, research universities, liberal arts colleges, comprehensive universities, two-year colleges, and high school. Given the diverse purposes served by the introductory psychology course, this work is a must-have for every psychology department and every person who teaches introductory psychology"-- |c Provided by publisher. | ||
| 588 | |a Description based on online resource; title from digital title page (viewed on September 01, 2021). | ||
| 590 | |a JSTOR |b Books at JSTOR All Purchased | ||
| 590 | |a JSTOR |b Books at JSTOR Demand Driven Acquisitions (DDA) | ||
| 650 | 0 | |a Psychology |x Study and teaching (Higher) | |
| 650 | 1 | 2 | |a Psychology |x education |
| 650 | 7 | |a PSYCHOLOGY / Education & Training |2 bisacsh | |
| 650 | 7 | |a Psychology |x Study and teaching (Higher) |2 fast | |
| 700 | 1 | |a Gurung, Regan A. R., |e editor. | |
| 700 | 1 | |a Neufeld, Garth, |e editor. | |
| 776 | 0 | 8 | |i Print version: |t Transforming introductory psychology |d Washington : American Psychological Association, 2021. |z 9781433834721 |w (DLC) 2021002156 |
| 856 | 4 | 0 | |u https://jstor.uam.elogim.com/stable/10.2307/j.ctv1w0xchm |z Texto completo |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL6706345 | ||
| 938 | |a EBSCOhost |b EBSC |n 3002078 | ||
| 994 | |a 92 |b IZTAP | ||