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First Published in 1985. This is Volume 1 on Relating Instruction to Research borne from a conference that took place at the Learning Research and Development Center (LRDC) of the University of Pittsburgh, one of the major research and development centers The chapters are structured into sections on cognitive skills into three groups: intelligence and reasoning, knowledge acquisition, and problem solving. Each chapter in these volumes was especially requested to fulfill a particular function.
Doctoral programs provide training and mentorship for engaging in research, but they rarely provide training on how to be effective in the classroom—leading to many graduates obtaining their first faculty position with little to no teaching. These new faculty need a resource to help them navigate such difficult terrain and be successful teachers. This book was crafted with them in mind and is a straightforward guide for the new instructor in a higher education classroom. This book: discusses the latest research about how to be effective in the classroom. covers topics ranging from classroom management, to incorporating case studies, to understanding student evaluations. focuses on learning...
This book offers students insights, activities, and strategies for achieving goals and creating positive experiences throughout the college years. Drawing on the authors' experiences in the areas of student orientation and retention, this text engages students in developing strengths and awareness in all aspects of college life. Many interactive and writing-based activities prepare students to actively participate in the campus community, and take charge of their college careers.
Shows readers how the same academic and personal skills that bring college success will also ensure their success in their professional careers and personal lives; includes 24 real student interviews, personal exploration exercises, and a six-step strategy for time and life management.
McKeachie' s Teaching Tips provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student. The book does not suggest a set of recipes to be followed mechanically; it gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning.