Assessing Effective Teaching of Psychology: A Meta-Analytic Integration of Learning Outcomes

Teaching of Psychology

Volumn 35, Issue 4, 2008, Pages 286-296

  Tomcho, Thomas J ^a   Foels, Rob ^b  

^a SALISBURY UNIVERSITY   (United States)

^b AMHERST COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 55549094078     PISSN: 00986283     EISSN: 15322802     Source Type: Journal    
DOI: 10.1080/00986280802374575     Document Type: Article

References (52)

1. Alliger G. M. Tannenbaum S. I. Bennett W. Jr. Traver H. Shotland A. (1997). A meta-analysis of the relations among training criteria. Personnel Psychology, 50, 341–358.
2. American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. Washington, DC: Author.
3. Batsell W. R. Jr. (1991). Timing like a rat: A classroom demonstration of the internal clock. Teaching of Psychology, 18, 229–231.
4. Benedict J. O. Butts B. D. (1981). Computer simulation or real experimentation: Is one better for teaching experimental design. Teaching of Psychology, 8, 35–38.
5. Benson T. A. Cohen A. L. Buskist W. (2005). Rapport: Its relation to student attitudes and behaviors toward teachers and classes. Teaching of Psychology, 32, 237–239.
6. Bloom B. S. Engelhart M. D. Furst E. J. Hill W. H. Krathwohl D. R. (1956). Taxonomy of educational objectives, handbook I: Cognitive domain. New York: McKay.
7. Borenstein M. Rothstein H. Cohen J. (2001). Power and precision [Computer software]. Englewood, NJ: Biostat, Inc.
8. Buskist W. Sikorski J. Buckley T. Saville B. K. (2002). Elements of master teaching. In Davis S. F. Buskist W. (eds.), The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer (pp. 27–39). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
9. Collins A. (1990). Reformulating testing to measure learning and thinking: Comments on chapters 1, 2 and 3. In Frederiksen N. Glaser R. Lesgold A. Safto M. G. (eds.), Diagnostic monitoring of skill and knowledge acquisition (pp. 75–87). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
10. Cornelius-White J. (2007). Learner-centered teacher–student relationships are effective: A meta-analysis. Review of Educational Research, 77, 113–143.
11. Davidson W. B. (1979). Physique–personality relationships: Classroom demonstration of Sheldon's “constitutional” psychology. Teaching of Psychology, 6, 123–125.
12. DiMatteo M. R. (2004). Variations in patients' adherence to medical recommendations: A quantitative review of 50 years of research. Medical Care, 42, 200–209.
13. DiMatteo M. R. Giordani P. J. Lepper H. S. Croghan T. W. (2002). Patient adherence and medical treatment outcomes: A meta-analysis. Medical Care, 40, 794–811.
14. Driscoll M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education.
15. Duval S. J. Tweedie R. L. (2000). Trim and fill: A simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56, 455–463.
16. Gagné R. M. (1985). The conditions of learning and theory of instruction (4th ed.). New York: Holt, Rinehart, & Winston.
17. Greeno J. G. (1997). Response: On claims that answer the wrong questions. Educational Researcher, 26, 5–17.
18. Hutchinson L. (1999). Evaluating and researching the effectiveness of educational interventions. British Medical Journal, 318, 1267–1269.
19. Ioannidis J. P. A. Haidich A.-B. Pappa M. Pantazis N. Kokori S. I. Tektonidou M. G. Contopoulos-Ioannidis D. G. Lau J. (2001). Comparison of evidence of treatment effects in randomized and nonrandomized studies. Journal of the American Medical Association, 286, 821–830.
20. Keeley J. Smith D. Buskist W. (2006). The Teacher Behaviors Checklist: Factor analysis of its utility for evaluating teaching. Teaching of Psychology, 33, 84–91.
21. Keith-Spiegel P. Whitley B. E. Jr. Balogh Ware D. Perkins D. V. Wittig A. F. (2002). The ethics of teaching: A casebook (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
22. Kirk R. E. (2001). Promoting good statistical practices: Some suggestions. Educational and Psychological Measurement, 61, 213–218.
23. Kraiger K. Ford J. K. Salas E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78, 311–328.
24. Levant R. F. (2004). The empirically-validated treatments movement: A practitioner/educator perspective. Clinical Psychology: Science and Practice, 11, 219–224.
25. Longhurst J. Sandage S. A. (2004). Appropriate technology and journal writing: Structured dialogues that enhance learning. College Teaching, 52, 69–75.
26. Madigan R. Brosamer J. (1990). Improving the writing skills of students in introductory psychology. Teaching of Psychology, 17, 27–30.
27. Marsh R. (2005). Evidence-based practice for education. Educational Psychology, 25, 701–704.
28. Mehrabian A. (1969). Some referents and measures of nonverbal behavior. Behavior Research Methods and Instrumentation, 1, 203–207.
29. Meyers S. A. (2008). Working alliances in college classrooms. Teaching of Psychology, 35, 29–32.
30. Michaels G. Y. Stollak G. E. Messé L. A. (1979). Interpersonal perceptual style and a course on effective child caregiving. Teaching of Psychology, 6, 36–38.
31. Olson J. M. Zanna M. P. (1993). Attitudes and attitude change. Annual Review of Psychology, 44, 117–154.
32. Osborne J. W. Christensen W. R. Gunter J. (2001, April). Educational psychology from a statistician's perspective: A review of the quantitative quality of our field. Paper presented at the 2001 meeting of the American Educational Research Association, Seattle, WA. Retrieved May 15, 2006, from http://www4.ncsu.edu/jwosbor2/otherfiles/MyResearch/Power.pdf.
33. Pomerantz A. M. (2000). Could peer review inadvertently lead to “educational malpractice”? Lessons from clinical psychology. Teaching of Psychology, 27, 137–140.
34. Rosenthal R. (1979). The “file drawer problem” and tolerance for null results. Psychological Bulletin, 86, 638–641.
35. Rosenthal R. (1995). Writing meta-analytic reviews. Psychological Bulletin, 118, 183–192.
36. Ruscio J. (2001). Administering quizzes at random to increase students' reading. Teaching of Psychology, 28, 204–206.
37. Sagarin B. J. Lawler-Sagarin K. A. (2005). Critically evaluating competing theories: An exercise based on the Kitty Genovese murder. Teaching of Psychology, 32, 167–169.
38. Schaeffer G. Epting K. Zinn T. Buskist W. (2003). Student and faculty perceptions of effective teaching: A successful replication. Teaching of Psychology, 30, 133–136.
39. Simpson E. J. (1966–1967). The classification of educational objectives, psychomotor domain. Illinois Teacher of Home Economics, 10, 110–144.
40. Smith R. (2006). Instructions for contributors. Teaching of Psychology, 33, 3.
41. Stiggins R. J. (2008). An introduction to student-involved classroom assessment (5th ed.). Upper Saddle River, NJ: Prentice-Hall.
42. Swensen S. J. Jett J. R. Hartman T. E. Midthun D. E. Mandrekar S. J. Hillman S. L. Sykes A.-M. Aughenbaugh G. L. Bungum A. O. Allen K. L. (2005). CT screening for lung cancer: Five year prospective experience. Radiology, 235, 259–265.
43. Thomas J. H. McDaniel C. R. (2004). Effectiveness of a required course in career planning for psychology majors. Teaching of Psychology, 31, 22–27.
44. Thornton A. Lee P. (2000). Publication bias in meta-analysis: Its causes and consequences. Journal of Clinical Epidemiology, 53, 207–216.
45. Tomcho T. J. Foels R. (2008). Power of teaching activities: Statistical and methodological recommendations. Manuscript submitted for publication.
46. Tomcho T. J. Foels R. Rice D. Johnson J. Moses T. P. Warner D. J. Wetherbee R. A. Amalfi T. (2008). Review of ToP teaching strategies: Links to students' scientific inquiry skills development. Teaching of Psychology, 35, 147–159.
47. Vacc N. A. Pace A. J. (1983). Use of attitudinal exercises and abridged didactic materials for fostering understanding of exceptional children. Teaching of Psychology, 10, 107–108.
48. Waschull S. B. (2001). The online delivery of psychology courses: Attrition, performance, and evaluation. Teaching of Psychology, 28, 143–147.
49. Williams R. L. Eggert A. (2002). Notetaking predictors of exam performance. Teaching of Psychology, 29, 234–237.
50. Wilson J. H. Taylor K. W. (2001). Professor immediacy as behaviors associated with liking students. Teaching of Psychology, 28, 136–138.
51. Witt P. L. Wheeless L. R. Allen M. (2004). A meta-analytical review of the relationship between teacher immediacy and student learning. Communication Monographs, 71, 184–207.
52. Xiong X. Tan M. Boyett J. (2007). A sequential procedure for monitoring clinical trials against historical controls. Statistics in Medicine, 26, 1497–1511.