ERIC Number: ED229341
Record Type: RIE
Publication Date: 1981-Oct
Reference Count: 0
A Multi-Textbook, Multi-Classification, and Differential Student Assignment Approach to the Teaching of Educational Psychology: An Attempt to Meet the Needs of Students.
Rush, W. Sherman
A study evaluated attempts to meet college students' needs through procedures involving differential reading assignments, in a variety of textbooks, based on how students classified themselves on a simple instrument. Students were placed in one of four modular groups based upon their response to an exercise, given on the first day of class, which asked them to pick the teacher, as described in four vignettes, with whom they most strongly identified. This choice then became the student's "classification" for the remainder of the module. For the attendance of lectures, students were asked to attend on those days which featured topics thought to be appealing to their "type" as revealed by their choice of teacher styles. This study report presents findings on: (1) average student grades earned by classification; (2) reading and textbook selection; (3) module in which enrolled, along with frequency of each; and (4) student ratings of the instuctor and teaching procedures. Appended is the reading list for the course as well as listings of recommended chapters by module. (JM)
Descriptors: Educational Philosophy, Educational Strategies, Grouping (Instructional Purposes), Higher Education, Instructional Development, Reading Material Selection, Self Evaluation (Individuals), Student Needs, Student Reaction, Teacher Educators, Teaching Methods, Teaching Styles, Undergraduate Students
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conferences of the Midwest Association of Teachers of Educational Psychology (Oxford, OH, October 1981; Dayton, OH, October 1982). For a related document, see ED 195 532.