- Taschenbuch: 371 Seiten
- Verlag: Houghton Mifflin; Auflage: 11th (19. März 2002)
- Sprache: Englisch
- ISBN-10: 0618116494
- ISBN-13: 978-0618116492
- Größe und/oder Gewicht: 1,3 x 13,3 x 19,7 cm
- Durchschnittliche Kundenbewertung: Schreiben Sie die erste Bewertung
- Amazon Bestseller-Rang: Nr. 1.059.756 in Fremdsprachige Bücher (Siehe Top 100 in Fremdsprachige Bücher)
McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers (Englisch) Taschenbuch – 19. März 2002
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It places the practice of teaching at the center of the faculty role and takes that responsibility seriously. For that reason, "Teaching Tips" is also an inspirational and motivational volume that will likely prod faculty to strive for excellence in their teaching. In my opinion, for what it is attempting to do, there are few, if any books in its league.
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If you seek reaearch based solutions to teaching effectiveness then I also recommend "How Learning Works: Seven Research-Based Prnciples for Smart Teaching by Susan Ambrose and others.
McKeachie is a psychologist, and his personal experience is in teaching the social sciences. His preferred approach is constructivist rather than didactic (he prefers discussion to lectures), and his personal value system (chapter 25) can be sensed in most of his advice. His highest value is love and respect for others within a relativistic framework. He is quite committed to active learning in all its various guises.
In a fragmented discipline like psychology, McKeachie's approach is likely to be quite successful. I wonder if those teaching in disciplines with a higher fixed content will find his advice as useful.
The primary strength of this book is the smooth blend of theory with practical advice. Research-supported theory (learning and memory in chapters 4 and 5, Bloom's taxonomy in chapter 24) is introduced with a light touch that makes it easy to assimilate - often with a "take what you want, leave the rest" attitude. In like fashion, the practical advice (cheating, discussion monopolizers) is not heavy-handed, but suggestive.
I read this book through over a two day period, finding that it bogged down only in Part 5 that focused on teaching in contexts that I am unlikely to encounter in the near future. Twice I found myself revising my typical course syllabus.