By R Mclaran Sawyer, Keith Prichard
ISBN-10: 0313281424
ISBN-13: 9780313281426
ISBN-10: 0585392285
ISBN-13: 9780585392288
Faculties have gotten more and more interested in the standard of undergraduate guide, and college are devoting extra cognizance to enhancing their instructing abilities. This quantity may help collage school increase their functionality within the school room. The publication comprises helpful theoretical info at the studying sorts of students, and it provides useful details on tips to train classes particularly disciplines. The bankruptcy authors are well known as grasp academics. the data first and foremost of the publication summarizes and evaluates present learn in cognitive psychology and pupil studying kinds. the majority of the quantity then offers functional info on university educating. a collection of chapters stresses some great benefits of diversified tutorial tools, whereas different chapters are dedicated to instructing specific disciplines within the arts and sciences. The ebook additionally provides info on similar matters, comparable to operating with at-risk scholars, school room administration, textbook choice, and grading. This expert reference may be an essential software for school professors in all disciplines.
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Additional resources for Handbook of College Teaching: Theory and Applications (The Greenwood Educators' Reference Collection)
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The nature of expertise. Hillsdale,NJ: Erlbaum. ~ 26-58. g e , Chomsky, N. (1959). M,,& Loftus, E. F. (1975). A spreading-activation theory of semantic processing. Psychologicul Review, 82,407-428. , & Lockhart, R. S. (1972). Levelsof processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, l l, 671-684, Dweck, C. , & Leggett, E, L. (1989). A social-cognitive approach to motivation and personality. Psychologicul Review, 95, 256-273. , Chase,W. , & Faloon, S. Acquisitionof a memory skill, Science, 208, 1181-1 1 82.
Accordingly, it is best for students’ level of involvement if they endorse intrinsic goals highly and not extrinsic goals. However (in a situation that often arises in many required collegecourses), when students are low in both intrinsic and extrinsic goal levels, endorsing at least extrinsic goals should result in more cognitive engagement. Task value. Goal orientation can refer to students’ goals for a specific task (a midterm exam) as well as a general orientation to a course or a field. In the same way, students’ task-value beliefs can be rather specific or more general.
As noted in the previous chapter by Bruning, it has become an ~mportantassumption of research in cognitive psychology that the features of these different tasks help to organize and guide students’ cognition (Brown,Bransford,Ferrara, & Campione, 1983; Crooks, 1988; Doyle, 1983). For example, multiple-choice tests that require only recognition ofthe course material often do not lead to deeper levels of cognitive processing compared to essay exams that require not only recall of information but also transformation of the infomation.
Handbook of College Teaching: Theory and Applications (The Greenwood Educators' Reference Collection) by R Mclaran Sawyer, Keith Prichard
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