Teaching Large Classes

Handbook of the Teaching of Psychology

Volumn , Issue , 2008, Pages 113-119

  Kipp, Katherine ^a   Wilson, Steffen Pope ^b  

^a UNIVERSITY OF GEORGIA   (United States)

^b EASTERN KENTUCKY UNIVERSITY   (United States)

Author keywords

Assignments; Demonstrations; Large class; Presentation; Teaching

Indexed keywords

EID: 84889268862     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9780470754924.ch19     Document Type: Chapter

References (8)

1. Halgin, R. P., & Overtree, C. E. (2002). Personalizing the large class in psychology. In C. A. Stanley & M. E. Porter (eds.), Engaging large classes: Strategies and techniques for college faculty (pp. 290-8). Boston, MA: Anker.
2. Hilton, J. L. (1999). Teaching large classes. In B. Perlman, L. I. McCann, & S. H. McFadden (eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 115-20). Washington, DC: American Psychological Society.
3. Jenkins, J. J. (1991). Teaching psychology in large classes: Research and personal experience. Teaching of Psychology, 18, 74-80.
4. McBurney, D. H. (2002). How to think like a psychologist: Critical thinking in psychology (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
5. Nilson, L. B. (2002). Teaching social science to a small society. In C. A. Stanley & M. E. Porter (eds.), Engaging large classes: Strategies and techniques for college faculty (pp. 299-314). Boston, MA: Anker.
6. Porter, M. E., & Stanley, C. A. (2002). Summary of key concepts for teaching large classes. In C. A. Stanley & M. E. Porter (eds.), Engaging large classes: Strategies and techniques for college faculty (pp. 324-9). Boston, MA: Anker.
7. Smith, R. A. (2002). Challenging your preconceptions: Thinking critically about psychology (2nd ed.). Pacific Grove, CA: Brooks/Cole.
8. Tavris, C. (1995). Psychobabble and biobunk: Using psychology to think critically about issues in the news. New York: HarperCollins College Publishers.