Using graded questions to increase timely reading of assigned material

Teaching of Psychology

Volumn 32, Issue 2, 2005, Pages 116-118

  Uskul, Ayse K ^a,b   Eaton, Judy ^a  

^a YORK UNIVERSITY   (Canada)

^b UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 20444496118     PISSN: 00986283     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (8)

1. Burchfield, C. M., & Sappington, J. (2000). Compliance with required reading assignments. Teaching of Psychology, 27, 58-60.
2. Burroughs, N. F., Kearney, P., &Plax, T. G. (1989). Compliance resistance in the college classroom. Communication Education, 38, 214-229.
3. Carkenord, D. M. (1994). Motivating students to read journal articles. Teaching of Psychology, 21, 162-164.
4. Karp, D. A., & Yoels, W. C. (1976). The college classroom: Some observations on the meanings of student participation. Sociology and Social Research, 60, 421-439.
5. Marchant, G. J. (2002). Student reading of assigned articles: Will this be on the test? Teaching of Psychology, 29, 49-51.
6. Ruscio, J. (2001). Administering quizzes at random to increase students' reading. Teaching of Psychology, 28, 204-206.
7. Solomon, P. R. (1979). The two-point system: A method for encouraging students to read assigned material before class. Teaching of Psychology, 6, 77-80.
8. Thome, B. M. (2000). Extra credit exercise: A painless pop quiz. Teaching of Psychology, 27, 204-205.