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Teaching First-Year College Students

Auteur : Erickson, Bette Lasere.
Éditeur : Wiley 2009.
Édition/format :   Livre électronique : Document : AnglaisVoir toutes les éditions et tous les formats
Base de données :WorldCat
Résumé :
Teaching First-Year College Students is a thoroughly expanded and updated edition of Teaching College Freshmen, which has become a classic in the field since it was published in 1991. The book offers concrete suggestions about specific strat.
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Détails

Genre/forme : Electronic resource
Type d’ouvrage : Document, Ressource Internet
Format : Ressource Internet, Fichier informatique
Tous les auteurs / collaborateurs : Erickson, Bette Lasere.
Numéro OCLC : 747530422
Description : 1 online resource.
Contenu : Cover --
Contents --
Preface --
Audience --
Themes --
Overview of the Contents --
A Last Word --
Acknowledgments --
About the Authors --
Part One: Understanding First-Year Students --
Chapter 1: First-Year Students in Perspective --
Why They Come --
A Backward Glance --
Touching Down --
The Bargain --
Who They Are --
Getting Overwhelmed --
Reprise --
For Further Exploration --
Chapter 2: Intellectual Development in College --
Perry8217;s Research on Student Development --
Belenky, Clinchy, Goldberger, and Tarule: Women8217;s Ways of Knowing --
Baxter Magolda: Gender-Related Patterns --
King and Kitchener: The Reflective Judgment Model --
Implications of Research on Development for Instruction --
For Further Exploration --
Chapter 3: Learning Styles --
Witkin8217;s Field Independence --
Kolb8217;s Learning Style Inventory --
The Myers-Briggs Type Indicator --
Felder-Silverman Learning Style Model --
Concluding Thoughts --
For Further Exploration --
Part Two: Effective Instruction for First-Year Students --
Chapter 4: Knowing, Understanding, Thinking, and Learning How to Learn --
Knowing: Memorizing --
Understanding: The Ability to Recognize --
Thinking: Applying What One Has Learned --
Learning How to Learn --
A Note on Classification of Learning Goals --
Students8217; Definitions of Learning --
For Further Exploration --
Chapter 5: Preparing a Syllabus and Meeting the First Class --
Preparing a Syllabus --
Meeting the First Class --
Conclusion --
For Further Exploration --
Chapter 6: Presenting and Explaining --
How We Process Information and Construct Meaning --
Suggestions for Presenting and Explaining --
A Look Back and Ahead --
For Further Exploration --
Chapter 7: Creating Involvement in the Classroom --
Small-Group Discussion Methods --
Writing-to-Learn Activities --
Case Study Methods --
Role-Playing Methods --
General Suggestions --
For Further Exploration --
Chapter 8: Encouraging Active Reading --
Assignments to Reconsiderl --
Assignments to Help Students Learn from Readingl --
Conclusionl --
For Further Exploration --
Chapter 9: Supporting Active Study Practices --
Assignments for Individual Student Work --
Assignments for Collaborative Student Work --
Conclusion --
For Further Exploration --
Chapter 10: Trying Transformed Teaching --
Problem-Based Learning --
Learning Communities --
Service Learning --
Conclusion --
For Further Exploration --
Chapter 11: Evaluating Student Learning --
Multiple Choice Questions --
Essay Questions and Other Writing Assignments --
Other Forms of Assessment --
Conclusion --
For Further Exploration --
Chapter 12: Grading --
Determining Grades --
Grading Problems --
Conclusion --
For Further Exploration --
Part Three: Opportunities and Challenges in First-Year Instruction --
Chapter 13: Creating Inclusion in First-Year Classrooms and Curricula --
A Background of Difference --
A Three-Part Plan --
Difficult Dialogues --
Conclusion --
For Further Exploration --
Chapter 14: Teaching Large Classes --
Anonymity --
Getting Students Involved --
Riskier Strategies to Engage Students --
Testing and Grading --
Working with Teaching Assistants --
Conclusion --
For Further Exploration --
T$2455.

Résumé :

Teaching First-Year College Students is a thoroughly expanded and updated edition of Teaching College Freshmen, which has become a classic in the field since it was published in 1991. The book offers concrete suggestions about specific strat.

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Données liées


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schema:description"Cover -- Contents -- Preface -- Audience -- Themes -- Overview of the Contents -- A Last Word -- Acknowledgments -- About the Authors -- Part One: Understanding First-Year Students -- Chapter 1: First-Year Students in Perspective -- Why They Come -- A Backward Glance -- Touching Down -- The Bargain -- Who They Are -- Getting Overwhelmed -- Reprise -- For Further Exploration -- Chapter 2: Intellectual Development in College -- Perry8217;s Research on Student Development -- Belenky, Clinchy, Goldberger, and Tarule: Women8217;s Ways of Knowing -- Baxter Magolda: Gender-Related Patterns -- King and Kitchener: The Reflective Judgment Model -- Implications of Research on Development for Instruction -- For Further Exploration -- Chapter 3: Learning Styles -- Witkin8217;s Field Independence -- Kolb8217;s Learning Style Inventory -- The Myers-Briggs Type Indicator -- Felder-Silverman Learning Style Model -- Concluding Thoughts -- For Further Exploration -- Part Two: Effective Instruction for First-Year Students -- Chapter 4: Knowing, Understanding, Thinking, and Learning How to Learn -- Knowing: Memorizing -- Understanding: The Ability to Recognize -- Thinking: Applying What One Has Learned -- Learning How to Learn -- A Note on Classification of Learning Goals -- Students8217; Definitions of Learning -- For Further Exploration -- Chapter 5: Preparing a Syllabus and Meeting the First Class -- Preparing a Syllabus -- Meeting the First Class -- Conclusion -- For Further Exploration -- Chapter 6: Presenting and Explaining -- How We Process Information and Construct Meaning -- Suggestions for Presenting and Explaining -- A Look Back and Ahead -- For Further Exploration -- Chapter 7: Creating Involvement in the Classroom -- Small-Group Discussion Methods -- Writing-to-Learn Activities -- Case Study Methods -- Role-Playing Methods -- General Suggestions -- For Further Exploration -- Chapter 8: Encouraging Active Reading -- Assignments to Reconsiderl -- Assignments to Help Students Learn from Readingl -- Conclusionl -- For Further Exploration -- Chapter 9: Supporting Active Study Practices -- Assignments for Individual Student Work -- Assignments for Collaborative Student Work -- Conclusion -- For Further Exploration -- Chapter 10: Trying Transformed Teaching -- Problem-Based Learning -- Learning Communities -- Service Learning -- Conclusion -- For Further Exploration -- Chapter 11: Evaluating Student Learning -- Multiple Choice Questions -- Essay Questions and Other Writing Assignments -- Other Forms of Assessment -- Conclusion -- For Further Exploration -- Chapter 12: Grading -- Determining Grades -- Grading Problems -- Conclusion -- For Further Exploration -- Part Three: Opportunities and Challenges in First-Year Instruction -- Chapter 13: Creating Inclusion in First-Year Classrooms and Curricula -- A Background of Difference -- A Three-Part Plan -- Difficult Dialogues -- Conclusion -- For Further Exploration -- Chapter 14: Teaching Large Classes -- Anonymity -- Getting Students Involved -- Riskier Strategies to Engage Students -- Testing and Grading -- Working with Teaching Assistants -- Conclusion -- For Further Exploration -- T$2455."@en
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