Pedagogical Aids: Learning Enhancers or Dangerous Detours?

Teaching of Psychology

Volumn 31, Issue 3, 2004, Pages 164-166

  Gurung, Regan A R ^a  

^a UNIVERSITY OF WISCONSIN GREEN BAY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 4344699821     PISSN: 00986283     EISSN: 15322802     Source Type: Journal    
DOI: 10.1207/s15328023top3103_1     Document Type: Article

References (6)

1. Cross K. P. Steadman M. H. (1996). Classroom research: Implementing the scholarship of teaching. San Francisco: Jossey-Bass.
2. Gurung R.A.R. (2003). Pedagogical aids and student performance. Teaching of Psychology, 30, 92–95.
3. Hacker D. J. Dunlosky J. Graesser A. C. (eds.). (1998). Metacognition in educational theory and practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
4. Marek P. Griggs R. A. Christopher A. N. (1999). Pedagogical aids in textbooks: Do college students' perceptions justify their prevalence? Teaching of Psychology, 26, 11–19.
5. Weiten W. Deguara D. Rehmke E. Sewell L. (1999). University, community college, and high school students' evaluations of textbook pedagogical aids. Teaching of Psychology, 26, 19–21.
6. Weiten W. Guadagno R. E. Beck C. A. (1996). Students' perceptions of textbook pedagogical aids. Teaching of Psychology, 23, 105–107.