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|a 1356008724
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|a 9783030287450
|q (electronic bk.)
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|a 10.1007/978-3-030-28745-0
|2 doi
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|a (OCoLC)1356803190
|z (OCoLC)1356008724
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|a HCDD
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|a International handbook of psychology learning and teaching /
|c Joerg Zumbach, Douglas Bernstein, Susanne Narciss, Giuseppina Marsico, editors.
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| 250 |
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|a [Reference work]
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| 264 |
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|a Cham, Switzerland :
|b Springer,
|c 2023.
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| 300 |
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|a 1 online resource (xxii, 1491 pages) :
|b illustrations
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| 336 |
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
|2 rdacarrier
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| 490 |
1 |
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|a Springer international handbooks of education,
|x 2197-1951
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| 504 |
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|a Includes bibliographical references.
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| 520 |
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|a The International Handbook of Psychology Learning and Teaching is a reference work for psychology learning and teaching worldwide that takes a multi-faceted approach and includes national, international, and intercultural perspectives. Whether readers are interested in the basics of how and what to teach, in training psychology teachers, in taking steps to improve their own teaching, or in planning or implementing research on psychology learning and teaching, this handbook will provide an excellent place to start. Chapters address ideas, issues, and innovations in the teaching of all psychology courses, whether offered in psychology programs or as part of curricula in other disciplines. The book also presents reviews of relevant literature and best practices related to everything from the basics of course organization to the use of teaching technology. Three major sections consisting of several chapters each address "Teaching Psychology in Tertiary (Higher) Education", "Psychology Learning and Teaching for All Audiences", and "General Educational and Instructional Approaches to Psychology Learning and Teaching."
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| 500 |
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|a Includes index.
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| 588 |
0 |
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|a Online resource; title from PDF title page (SpringerLink, viewed January 3, 2023).
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| 505 |
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|a Intro -- Preface -- Contents -- About the Editors -- Contributors -- Part I: Teaching Psychology as Main Discipline in Undergraduate and Graduate Programs -- 1 Teaching Introductory Psychology -- Teaching Introductory Psychology -- How Did We Get Here: The Evolution of Introductory Psychology -- Weaving It All Together: The Importance of Backward Design -- Consider your Context -- Prioritize Learning Objectives -- Align Assessments with Learning Goals -- Plan Learning Experiences -- Core Contents and Topics: Striking the Right Balance -- Concluding Thoughts
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|a Resources for Teaching Introductory Psychology -- References -- 2 Learning and Teaching in Clinical Psychology -- Introduction -- Purposes and Rationale of the Curriculum in Clinical Psychology -- Core Teaching and Learning Objectives -- Lessons for all Clinical Psychology Students -- Graduate Education in Clinical Psychology -- Doctoral and Higher Education in Clinical Psychology -- Core Contents and Topics of Clinical Psychology -- Teaching, Learning, and Assessment in Clinical Psychology -- Challenges and Lessons Learned -- Teaching, Learning, and Assessment Resources
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|a Recommendations for Teaching -- Following Zimbardoś Premises on Teaching -- Further Reading Suggestions for Clinical Psychology Teachers -- References -- 3 Mapping Normality: Teaching Abnormal Psychology -- Introduction -- Foundations of an Abnormal Psychology Course -- Setting the Scene -- General Competencies -- Competencies Related to the Limitations of the DSM/ICD: M.A.P.S. of the Territory -- Additional Learning Objectives -- Teaching Methods -- Summary -- Final Teaching Tips -- Further Reading -- Cross-References -- References -- 4 Sensation and Perception -- Introduction
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| 505 |
8 |
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|a From Telescope to Data Graph -- Purposes and Rationale of the Curriculum in Sensation and Perception -- Sensation and Perception within Areas of Applied Psychology -- Core Contents and Topics of Sensation and Perception -- Serial Teaching of Nonserial Processing -- Gestalt Psychology Fog Free and Objective -- Teaching, Learning, and Assessment in Sensation and Perception: Approaches and Strategies -- The Touch Metaphor for Vision -- Change Blindness -- Transfer Tasks -- Challenges and Lessons Learned -- Teaching, Learning, and Assessment Resources -- Cross-References -- References
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| 505 |
8 |
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|a 5 Teaching the Psychology of Learning -- Introduction -- The Study of Learning in Historical Context -- Learning Versus Cognition -- Current Trends -- Purpose and Rationale for the Curriculum in Learning -- Learning Objectives -- Core Content and Topics of the Learning Course -- Suggestions for Introducing the Course -- Definitions of Learning -- Evolution by Natural Selection -- Research Methods -- Teaching, Learning, and Assessment in Learning Courses: Approaches and Strategies -- Interactive Lectures -- Making Predictions -- Retrieval Practice -- Classroom Response Systems and Peer Instruction
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| 650 |
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|a Educational psychology.
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| 650 |
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|a Learning.
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| 650 |
|
7 |
|a Educational psychology
|2 fast
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| 650 |
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7 |
|a Learning
|2 fast
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| 700 |
1 |
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|a Zumbach, Jörg,
|e editor.
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| 700 |
1 |
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|a Bernstein, Douglas A.,
|e editor.
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| 700 |
1 |
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|a Narciss, Susanne,
|e editor.
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| 700 |
1 |
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|a Marsico, Giuseppina,
|e editor.
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| 776 |
0 |
8 |
|i Print version:
|a Zumbach, Joerg
|t International Handbook of Psychology Learning and Teaching
|d Cham : Springer International Publishing AG,c2022
|z 9783030287443
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| 830 |
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0 |
|a Springer international handbooks of education.
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| 856 |
4 |
0 |
|u https://holycross.idm.oclc.org/login?auth=cas&url=https://link.springer.com/10.1007/978-3-030-28745-0
|y Click for online access
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| 903 |
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|a SPRING-ALL2023
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| 994 |
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|a 92
|b HCD
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