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Teaching of Psychology2492
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White, Aaronette M.; Potgieter, Cheryl A. – Teaching of Psychology, 1996
Examines a community psychology course that stresses community empowerment, the myth of neutrality and objectivity in community psychology, and democratic accountability to the community. The course includes a brief history of race, class, and gender oppression in South Africa and concludes with a unit on converting social theory into practice.…
Descriptors: Apartheid, Community Development, Community Psychology, Community Responsibility
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Neysmith-Roy, Joan M.; Kleisinger, Carmel L. – Teaching of Psychology, 1997
Describes an undergraduate course project where students helped mentally alert senior citizens write their life stories. By assisting senior citizens to organize memories and interpret life decisions, the students experienced stages they had not yet lived through. Students evaluated the course project as a positive learning and personal growth…
Descriptors: Adult Development, Aging (Individuals), Biographies, Course Content
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Messer, Wayne S. – Teaching of Psychology, 1997
Examines the catalog descriptions of 42 undergraduate psychology programs in North Carolina. Reveals that minimum introductory and methodological requirements consists of one-term introductory, statistics, and experimental design courses. A required integrated experience was most often a history and systems course or senior seminar. This is…
Descriptors: Bachelors Degrees, Comparative Analysis, Comparative Education, Course Content
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Hudak, Mary A.; Anderson, David E. – Teaching of Psychology, 1990
Studies 94 undergraduate students in introductory statistics and computer science courses. Applies Formal Operations Reasoning Test (FORT) and Kolb's Learning Style Inventory (LSI). Finds that substantial numbers of students have not achieved the formal operation level of cognitive maturity. Emphasizes need to examine students learning style and…
Descriptors: Abstract Reasoning, Academic Achievement, Analysis of Variance, Cognitive Ability
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Wolfe, Christopher R. – Teaching of Psychology, 1995
Describes techniques for creating collaborative student-constructed hypertexts. Maintains that student goals include courseware development, promotion of critical thinking skills, and facilitating student-directed learning. Reports that students' reactions to the assignments were overwhelmingly positive. (CFR)
Descriptors: Active Learning, Classroom Techniques, Cognitive Processes, Cognitive Psychology
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Doolittle, John H. – Teaching of Psychology, 1995
Maintains that cognitive flexibility, the ability to generate many possible solutions, is identified as the most critical aspect of creativity training. Describes the use of word tables, computer games, and riddles to develop cognitive flexibility. Presents evidence that these methods are effective in enhancing creative and critical thinking…
Descriptors: Classroom Techniques, Cognitive Processes, Cognitive Psychology, Computer Uses in Education
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Griggs, Richard A.; And Others – Teaching of Psychology, 1988
Reports survey results of psychology departments with graduate programs relative to staffing of introductory psychology courses at large research-oriented universities. Discusses concerns generated by the use of nontenure position people as instructors. Cites supervision of instruction, televised courses, and incentives for teaching as examples of…
Descriptors: College Instruction, Educational Television, Faculty Development, Graduate School Faculty
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Griggs, Richard A.; Jackson, Sherri L. – Teaching of Psychology, 1988
Explores the relationship between high school psychology and natural science classes and student performance in introductory college psychology classes. Finds that at the secondary level a strong background in natural science rather than in psychology is associated with higher grades in college psychology courses. Attributes this finding to the…
Descriptors: Academic Achievement, College Instruction, Course Content, Educational Research
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May, Richard B.; Hunter, Michael A. – Teaching of Psychology, 1988
Investigates student interpretation of research by asking samples of undergraduates, graduates, and faculty questions concerning the implications of random sampling and random assignment. Finds that random sampling is understood while the role of random assignment in interpretation of results is misunderstood. Concludes there is a need for…
Descriptors: Generalization, Higher Education, Instructional Improvement, Psychology
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Haemmerlie, Frances M.; Matthews, Janet R. – Teaching of Psychology, 1988
Raises questions about undergraduate preparation in ethical issues and discusses appropriate paraprofessional roles. Suggests what should be taught, how it might be included in the curriculum, and ways that ethics might be addressed. Stresses the importance of teaching about ethical issues because psychology graduates obtain employment in human…
Descriptors: Curriculum Development, Curriculum Evaluation, Education Work Relationship, Educational Objectives
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Harcum, E. Rae – Teaching of Psychology, 1988
Describes a demonstration that illustrates the use of behavioral tests of reaction time to infer unobservable physiological mechanisms. Appropriate for use in large introductory psychology classes, students participate in a behavioral experiment that tests a physiological hypothesis. Discusses variations of the experiment and advantages of its…
Descriptors: Behavior, Class Activities, Demonstrations (Educational), Higher Education
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Quereshi, M. Y. – Teaching of Psychology, 1989
Reports on two studies that assessed the interchangeability of logical and empirical estimates of readability and human interest for college-level introductory psychology texts published between 1977 and 1988. Uses Flesch's procedures to obtain logical scores and student ratings to obtain empirical scores. Finds that correlations are too low to…
Descriptors: Educational Research, Higher Education, Interest Research, Psychology
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Feigenbaum, Elysa; Friend, Ronald – Teaching of Psychology, 1992
Presents results of a study comparing student class size preferences among first-year college students and upper-division students. Reports that first-year students prefer small classes and upper division students prefer large classes. Concludes that experience in larger classes results in a stronger preference toward the large classes. Urges…
Descriptors: Attitude Measures, Class Size, Classroom Environment, College Freshmen
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Raupp, Carol D.; Cohen, David C. – Teaching of Psychology, 1992
Discusses a psychology curriculum with two programs for involving students in volunteer community service. Describes an elementary school tutoring within a child psychology course and a program of credit for other volunteer work in a variety of settings. Includes procedures, decisions, pitfalls, and rewards of volunteer placement. Suggests that…
Descriptors: Citizen Participation, Community Services, Curriculum Enrichment, Elementary Education
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Clack, Gerald S.; Joynson, Robert B. – Teaching of Psychology, 1992
Discusses experiences of U.S. and British psychology professors who exchanged teaching duties. Reports perceptions of differences between departments. Examines views concerning students, approaches to teaching, and faculty issues. Concludes that upper level U.S. undergraduates could benefit from British teaching methods. Suggests the British…
Descriptors: College Administration, Educational Objectives, Faculty Development, Faculty Workload
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