McKeachie's teaching tips: strategies, research, and theory for college and university teachers
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Houghton Mifflin
2006
|
| Ausgabe: | 12th ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 360 - 389) and index |
| Beschreibung: | XXII, 407 S. |
| ISBN: | 0618515569 |
Internformat
MARC
| LEADER | 00000nam a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV021593396 | ||
| 003 | DE-604 | ||
| 005 | 20070712 | ||
| 007 | t | ||
| 008 | 060523s2006 xxu |||| 00||| eng d | ||
| 020 | |a 0618515569 |9 0-618-51556-9 | ||
| 035 | |a (OCoLC)263659357 | ||
| 035 | |a (DE-599)BVBBV021593396 | ||
| 040 | |a DE-604 |b ger |e aacr | ||
| 041 | 0 | |a eng | |
| 044 | |a xxu |c US | ||
| 049 | |a DE-19 |a DE-355 |a DE-M347 | ||
| 050 | 0 | |a LB2331 | |
| 082 | 0 | |a 378.1/2 |2 22 | |
| 084 | |a AL 34000 |0 (DE-625)2951: |2 rvk | ||
| 084 | |a EC 1438 |0 (DE-625)20388: |2 rvk | ||
| 100 | 1 | |a McKeachie, Wilbert James |d 1921- |e Verfasser |0 (DE-588)119247119 |4 aut | |
| 240 | 1 | 0 | |a Teaching tips |
| 245 | 1 | 0 | |a McKeachie's teaching tips |b strategies, research, and theory for college and university teachers |c Wilbert J. McKeachie ; Marilla Svinicki |
| 246 | 1 | 3 | |a Teaching tips |
| 250 | |a 12th ed. | ||
| 264 | 1 | |a Boston [u.a.] |b Houghton Mifflin |c 2006 | |
| 300 | |a XXII, 407 S. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (p. 360 - 389) and index | ||
| 650 | 4 | |a Enseignants débutants | |
| 650 | 4 | |a Enseignement | |
| 650 | 4 | |a Enseignement universitaire | |
| 650 | 7 | |a Leerstrategieën |2 gtt | |
| 650 | 7 | |a Lesgeven |2 gtt | |
| 650 | 7 | |a Onderwijskunde |2 gtt | |
| 650 | 7 | |a Studenten |2 gtt | |
| 650 | 7 | |a Wetenschappelijk onderwijs |2 gtt | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a College teaching | |
| 650 | 4 | |a First year teachers | |
| 650 | 4 | |a Teaching | |
| 650 | 4 | |a Teaching |x Education | |
| 650 | 4 | |a Universities | |
| 650 | 0 | 7 | |a Hochschuldidaktik |0 (DE-588)4025226-7 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Unterrichtsmethode |0 (DE-588)4078637-7 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Collegeunterricht |0 (DE-588)4305267-8 |2 gnd |9 rswk-swf |
| 651 | 7 | |a USA |0 (DE-588)4078704-7 |2 gnd |9 rswk-swf | |
| 655 | 7 | |8 1\p |0 (DE-588)4048476-2 |a Ratgeber |2 gnd-content | |
| 689 | 0 | 0 | |a Unterrichtsmethode |0 (DE-588)4078637-7 |D s |
| 689 | 0 | |5 DE-604 | |
| 689 | 1 | 0 | |a Hochschuldidaktik |0 (DE-588)4025226-7 |D s |
| 689 | 1 | |8 2\p |5 DE-604 | |
| 689 | 2 | 0 | |a Collegeunterricht |0 (DE-588)4305267-8 |D s |
| 689 | 2 | |8 3\p |5 DE-604 | |
| 689 | 3 | 0 | |a USA |0 (DE-588)4078704-7 |D g |
| 689 | 3 | |8 4\p |5 DE-604 | |
| 700 | 1 | |a Svinicki, Marilla |e Sonstige |4 oth | |
| 856 | 4 | 2 | |m Digitalisierung UB Regensburg |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014808837&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 883 | 1 | |8 1\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
| 883 | 1 | |8 2\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
| 883 | 1 | |8 3\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
| 883 | 1 | |8 4\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
Datensatz im Suchindex
| _version_ | 1805083691993530368 |
|---|---|
| adam_text |
Contents
Preface
A Special Preface for Teaching Assistants and
Graduate Student Instructors
Part
chapter Introduction
1
The College or University Culture
Research Versus Teaching?
Teaching as Scholarship
In Conclusion
chapter Countdown for Course Preparation
Time: Three Months Before the First Class
Write Objectives, Goals, or Outcomes
Order Textbooks, Lab Supplies, or Other Resources Students May
Need
Time: Two Months Before the First Class
Begin Drafting a Syllabus for the Course
Time: One Month Before the First Class
Begin Preparing Lesson Plans
Learning
Select Appropriate Technology
CONTENTS
Time: Two Weeks Before the First Class
Check Resources
Time: One Week Before the First Class
chapter Meeting a Class for the First Time
Setting the Stage
Breaking the Ice
Problem Posting
Introducing the Syllabus
Testing, Grading, and Fairness
Introducing the Textbook
Assessing Prior Knowledge
Questions and Reactions
What About Subject Matter?
In Conclusion
Part
Student Learning
chapter Reading as Active Learning
Textbooks
How Do You Get Students to Do the Assigned Reading?
Research on Learning from Reading
Learn More from Reading
In Conclusion
CONTENTS
chapter Facilitating Discussion: Posing
С
A Little Bit of Theory
Problems in Teaching by Discussion
Starting Discussion
Starting Discussion with a Common Experience
Discussion with a Controversy
Questions
Breaking a Problem into Subproblems
Discussion
Barriers to Discussion
What Can I Do About Nonparticipants?
Buzz Groups
or Fishbowl
The Discussion Monopolizer
How Can We Have a Discussion If the Students Haven't
Read the Assignment?
Handling Arguments and Emotional Reactions
The Two-Column Method
Teaching Students How to Learn Through Discussion
Student-Led Discussions
Taking Minutes or Notes, Summarizing
Online Discussions
In Conclusion
chapter How to Make Lectures More Effective
Research on the Effectiveness of Lectures
What Are Lectures Good For?
A Little Bit of Theory
Planning Lectures
CONTENTS
Preparing Your Lecture Notes
Organization of Lectures
The Introduction
How Can Lectures Be Improved?
Attention
Teaching Students How to Be Better Listeners
How Do Students Process the Content of a Lecture?
Should Students Take Notes?
How to Get Students Actively Thinking in a
Lecture Situation
The Lecturer as a Person
In Conclusion
chapter Assessing, Testing, and Evaluating:
~J Grading Is Not the Most Important
Function
Planning Methods of Testing and Assessment
Alternative Testing Models
Group Testing
Other Methods of Assessing Learning
Performance Assessment (Authentic Assessment)
Representations of Concepts
and Annotated Bibliographies
Assessment
Assessment
In Conclusion
chapter Testing: The Details
8
When to Test
Constructing the Test
Choosing the Type of Question
Should You Use?
CONTENTS
Administering the Test
After the Test
Grading Essay Questions
Test
Dealing with an Aggrieved Student
About the Student Who Missed the Test?
In Conclusion
chapter Tests from the Students' Perspective
Reducing Student Frustration and Aggression
Helping Students Become Test-Wise
Taking Multiple-Choice Tests
Why Teach Test Taking?
from a Test
In Conclusion 111
chapter What to Do About Cheating
10
Who Cheats?
Why Do Students Cheat?
How Do Students Cheat?
Preventing Cheating
Preventing Plagiarism in the Internet Age
Handling Cheating
In Conclusion
chapter The ABC's of Assigning Grades
11
Do Grades Provide Information Useful for Decision Making?
Can We Trust Grades?
CONTENTS
Contract Grading
Competency-Based Grading
Assigning Grades
Grading on the Curve (Norm-Referenced) vs.
Grading Against a Preset Standard (Criterion-Referenced)
What About the Student Who Wants a Grade Changed?
Grades vs. Learning: Some Related Research
In Conclusion
Part
chapter Motivation in the College Classroom
By Barbara K. Hofer, Middlebury College
12
Motivational Theories: An Overview
Autonomy and Self-Determination
Motivation
Performance Goals
and Social Motivation
Putting Motivation Theory into Practice
In Conclusion
chapter Teaching Culturally Diverse Students
By Richard M. Suinn, Colorado State University
13
Culture and Communication
Nonverbal Communication
Motivation and Stress
Cultural Differences in Motivation
Increasing Motivation
Tailoring Your Teaching Methods
Match Learning Styles
Performance Measurement
Behaviors
In Conclusion
CONTENTS
chapter Dealing with Student Problems and
1
Always at Least One!)
Intellectual/Academic Problems
Aggressive, Challenging Students
Truth and Students Who Believe that Everything Is Relative
Students Who Are Underprepared for the Course or Struggling
Individualized Teaching and Mentoring
Class Management Problems
Attention Seekers and Students Who Dominate Discussions
Inattentive Students
Unprepared
(or Woman)
Emotional Problems
Angry Students
Students
Sensitive Topics
Problems
In Conclusion
Part
Strategies for Facilitating Active Learning
chapter How to Enhance Learning by Using
1
*^ By Peter Elbow and Mary Deane Sorcinelli,
University of Massachusetts Amherst
A Little Theory: High Stakes and Low Stakes
Low-Stakes Writing
Kinds
High-Stakes Writing
Topics and Assignments
Multiple Papers and Multiple Drafts
Scenario
CONTENTS
Middle-Stakes Assignments: Think Pieces
Peer Response
About Correctness: Spelling and Grammar
About Grading
Portfolios
Preventing
In Conclusion
chapter Active Learning: Cooperative,
Peer Learning and Teaching
Peer Tutoring
The Learning Cell
Team Learning: Syndicate and Jigsaw
Student Characteristics and Peer Learning
Why Does Peer Learning Work?
In Conclusion
chapter Problem-Based Learning: Teaching
Problem-Based Learning
The Case Method
Finding the Right Cases
Games and Simulations
In Conclusion
CONTENTS
chapter Technology and Teaching
IO
О
How Will Technology Enhance Teaching and Learning?
What Considerations Go into Teaching with Technology?
Course Content
Technology Tools
What Are the Effects of Technology on Teaching?
In Conclusion
Part
chapter Teaching Large Classes
(You Can Still Get Active Learning!)
19
Facilitating Active Learning
Encouraging Student Writing in Large Classes
Ways to Maintain Student Involvement
Student Anonymity
Organization Is the Key
Giving Tests in Large Classes
Assignments
Coordinating Multisection Courses
Training and Supervising Teaching Assistants
In Conclusion
chapter Laboratory Instruction: Ensuring
О
By Brian P. Coppola, University of Michigan
Styles of Laboratory Instruction
Expository Instruction
Instruction
CONTENTS
Studio
Turning Novice Researchers into Practicing Scientists
Link to Cognitive Development
What Research Says
In Conclusion
chapter The Teacher's Role in Experiential
0
By Richard D. Mann, University of Michigan
History of Experiential Learning
Six Possible Roles
The Teacher as Expert
The Teacher as Person
The Teacher as Formal Authority: Options for Assessing Field
Learning
Outcomes
In Conclusion
chapter Teaching by Distance Education
By Andrew Northedge, The Open University
22
Sketching Out the Shape of a Course
Developing a Teaching Narrative
Making the Course Manageable
In Conclusion
CONTENTS
Part
chapter Teaching Students How to Become
23
Learners
By Claire Ellen
at Austin
What Are the Characteristics of Strategic Learners?
The Importance of Goals and Self-Reflection
Increasing Students' Self-Awareness
Using Existing Knowledge to Help Learn New Things
Teaching Domain-Specific and Course-Specific Strategies
Methods for Checking Understanding
Knowing How to Learn Is Not Enough
Must Also Want to Learn
Putting It All Together
in Strategic Learning
What Instructors Can Do to Help Their Students
Succeed in Online Lessons and Courses
In Conclusion
chapter Teaching Thinking
By Jane S. Halonen, University of West
24
Setting Goals for Thinking
Improving Thinking Quality
In Conclusion
CONTENTS
chapter The Ethics of Teaching and
О С
Responsibilities to Students
To Encourage the Free Pursuit of Learning
Respect for Students
To Model the Best Scholarly and Ethical Standards
Honest Academic Conduct and to Ensure Fair Evaluation
To Avoid Exploitation, Harassment, or Discrimination
The Teaching of Ethics
How Can We Teach Values?
Making Ethical Choices
In Conclusion
Part
chapter Vitality and Growth Throughout Your
О
How Can You Develop Effective Skills and Strategies?
Looking for New Ideas, New Methods, and Alternative
Strategies for Handling Problems
Reading
How Can You Get and Use Feedback to Continue to
Improve Your Teaching?
Feedback from Student Performance
Peers
Feedback from Students
Feedback from Students
Assessment and Research
In Conclusion
References
Index |
| adam_txt |
Contents
Preface
A Special Preface for Teaching Assistants and
Graduate Student Instructors
Part
chapter Introduction
1
The College or University Culture
Research Versus Teaching?
Teaching as Scholarship
In Conclusion
chapter Countdown for Course Preparation
Time: Three Months Before the First Class
Write Objectives, Goals, or Outcomes
Order Textbooks, Lab Supplies, or Other Resources Students May
Need
Time: Two Months Before the First Class
Begin Drafting a Syllabus for the Course
Time: One Month Before the First Class
Begin Preparing Lesson Plans
Learning
Select Appropriate Technology
CONTENTS
Time: Two Weeks Before the First Class
Check Resources
Time: One Week Before the First Class
chapter Meeting a Class for the First Time
Setting the Stage
Breaking the Ice
Problem Posting
Introducing the Syllabus
Testing, Grading, and Fairness
Introducing the Textbook
Assessing Prior Knowledge
Questions and Reactions
What About Subject Matter?
In Conclusion
Part
Student Learning
chapter Reading as Active Learning
Textbooks
How Do You Get Students to Do the Assigned Reading?
Research on Learning from Reading
Learn More from Reading
In Conclusion
CONTENTS
chapter Facilitating Discussion: Posing
С
A Little Bit of Theory
Problems in Teaching by Discussion
Starting Discussion
Starting Discussion with a Common Experience
Discussion with a Controversy
Questions
Breaking a Problem into Subproblems
Discussion
Barriers to Discussion
What Can I Do About Nonparticipants?
Buzz Groups
or Fishbowl
The Discussion Monopolizer
How Can We Have a Discussion If the Students Haven't
Read the Assignment?
Handling Arguments and Emotional Reactions
The Two-Column Method
Teaching Students How to Learn Through Discussion
Student-Led Discussions
Taking Minutes or Notes, Summarizing
Online Discussions
In Conclusion
chapter How to Make Lectures More Effective
Research on the Effectiveness of Lectures
What Are Lectures Good For?
A Little Bit of Theory
Planning Lectures
CONTENTS
Preparing Your Lecture Notes
Organization of Lectures
The Introduction
How Can Lectures Be Improved?
Attention
Teaching Students How to Be Better Listeners
How Do Students Process the Content of a Lecture?
Should Students Take Notes?
How to Get Students Actively Thinking in a
Lecture Situation
The Lecturer as a Person
In Conclusion
chapter Assessing, Testing, and Evaluating:
~J Grading Is Not the Most Important
Function
Planning Methods of Testing and Assessment
Alternative Testing Models
Group Testing
Other Methods of Assessing Learning
Performance Assessment (Authentic Assessment)
Representations of Concepts
and Annotated Bibliographies
Assessment
Assessment
In Conclusion
chapter Testing: The Details
8
When to Test
Constructing the Test
Choosing the Type of Question
Should You Use?
CONTENTS
Administering the Test
After the Test
Grading Essay Questions
Test
Dealing with an Aggrieved Student
About the Student Who Missed the Test?
In Conclusion
chapter Tests from the Students' Perspective
Reducing Student Frustration and Aggression
Helping Students Become Test-Wise
Taking Multiple-Choice Tests
Why Teach Test Taking?
from a Test
In Conclusion 111
chapter What to Do About Cheating
10
Who Cheats?
Why Do Students Cheat?
How Do Students Cheat?
Preventing Cheating
Preventing Plagiarism in the Internet Age
Handling Cheating
In Conclusion
chapter The ABC's of Assigning Grades
11
Do Grades Provide Information Useful for Decision Making?
Can We Trust Grades?
CONTENTS
Contract Grading
Competency-Based Grading
Assigning Grades
Grading on the Curve (Norm-Referenced) vs.
Grading Against a Preset Standard (Criterion-Referenced)
What About the Student Who Wants a Grade Changed?
Grades vs. Learning: Some Related Research
In Conclusion
Part
chapter Motivation in the College Classroom
By Barbara K. Hofer, Middlebury College
12
Motivational Theories: An Overview
Autonomy and Self-Determination
Motivation
Performance Goals
and Social Motivation
Putting Motivation Theory into Practice
In Conclusion
chapter Teaching Culturally Diverse Students
By Richard M. Suinn, Colorado State University
13
Culture and Communication
Nonverbal Communication
Motivation and Stress
Cultural Differences in Motivation
Increasing Motivation
Tailoring Your Teaching Methods
Match Learning Styles
Performance Measurement
Behaviors
In Conclusion
CONTENTS
chapter Dealing with Student Problems and
1
Always at Least One!)
Intellectual/Academic Problems
Aggressive, Challenging Students
Truth and Students Who Believe that Everything Is Relative
Students Who Are Underprepared for the Course or Struggling
Individualized Teaching and Mentoring
Class Management Problems
Attention Seekers and Students Who Dominate Discussions
Inattentive Students
Unprepared
(or Woman)
Emotional Problems
Angry Students
Students
Sensitive Topics
Problems
In Conclusion
Part
Strategies for Facilitating Active Learning
chapter How to Enhance Learning by Using
1
*^ By Peter Elbow and Mary Deane Sorcinelli,
University of Massachusetts Amherst
A Little Theory: High Stakes and Low Stakes
Low-Stakes Writing
Kinds
High-Stakes Writing
Topics and Assignments
Multiple Papers and Multiple Drafts
Scenario
CONTENTS
Middle-Stakes Assignments: Think Pieces
Peer Response
About Correctness: Spelling and Grammar
About Grading
Portfolios
Preventing
In Conclusion
chapter Active Learning: Cooperative,
Peer Learning and Teaching
Peer Tutoring
The Learning Cell
Team Learning: Syndicate and Jigsaw
Student Characteristics and Peer Learning
Why Does Peer Learning Work?
In Conclusion
chapter Problem-Based Learning: Teaching
Problem-Based Learning
The Case Method
Finding the Right Cases
Games and Simulations
In Conclusion
CONTENTS
chapter Technology and Teaching
IO
О
How Will Technology Enhance Teaching and Learning?
What Considerations Go into Teaching with Technology?
Course Content
Technology Tools
What Are the Effects of Technology on Teaching?
In Conclusion
Part
chapter Teaching Large Classes
(You Can Still Get Active Learning!)
19
Facilitating Active Learning
Encouraging Student Writing in Large Classes
Ways to Maintain Student Involvement
Student Anonymity
Organization Is the Key
Giving Tests in Large Classes
Assignments
Coordinating Multisection Courses
Training and Supervising Teaching Assistants
In Conclusion
chapter Laboratory Instruction: Ensuring
О
By Brian P. Coppola, University of Michigan
Styles of Laboratory Instruction
Expository Instruction
Instruction
CONTENTS
Studio
Turning Novice Researchers into Practicing Scientists
Link to Cognitive Development
What Research Says
In Conclusion
chapter The Teacher's Role in Experiential
0
By Richard D. Mann, University of Michigan
History of Experiential Learning
Six Possible Roles
The Teacher as Expert
The Teacher as Person
The Teacher as Formal Authority: Options for Assessing Field
Learning
Outcomes
In Conclusion
chapter Teaching by Distance Education
By Andrew Northedge, The Open University
22
Sketching Out the Shape of a Course
Developing a Teaching Narrative
Making the Course Manageable
In Conclusion
CONTENTS
Part
chapter Teaching Students How to Become
23
Learners
By Claire Ellen
at Austin
What Are the Characteristics of Strategic Learners?
The Importance of Goals and Self-Reflection
Increasing Students' Self-Awareness
Using Existing Knowledge to Help Learn New Things
Teaching Domain-Specific and Course-Specific Strategies
Methods for Checking Understanding
Knowing How to Learn Is Not Enough
Must Also Want to Learn
Putting It All Together
in Strategic Learning
What Instructors Can Do to Help Their Students
Succeed in Online Lessons and Courses
In Conclusion
chapter Teaching Thinking
By Jane S. Halonen, University of West
24
Setting Goals for Thinking
Improving Thinking Quality
In Conclusion
CONTENTS
chapter The Ethics of Teaching and
О С
Responsibilities to Students
To Encourage the Free Pursuit of Learning
Respect for Students
To Model the Best Scholarly and Ethical Standards
Honest Academic Conduct and to Ensure Fair Evaluation
To Avoid Exploitation, Harassment, or Discrimination
The Teaching of Ethics
How Can We Teach Values?
Making Ethical Choices
In Conclusion
Part
chapter Vitality and Growth Throughout Your
О
How Can You Develop Effective Skills and Strategies?
Looking for New Ideas, New Methods, and Alternative
Strategies for Handling Problems
Reading
How Can You Get and Use Feedback to Continue to
Improve Your Teaching?
Feedback from Student Performance
Peers
Feedback from Students
Feedback from Students
Assessment and Research
In Conclusion
References
Index |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | McKeachie, Wilbert James 1921- |
| author_GND | (DE-588)119247119 |
| author_facet | McKeachie, Wilbert James 1921- |
| author_role | aut |
| author_sort | McKeachie, Wilbert James 1921- |
| author_variant | w j m wj wjm |
| building | Verbundindex |
| bvnumber | BV021593396 |
| callnumber-first | L - Education |
| callnumber-label | LB2331 |
| callnumber-raw | LB2331 |
| callnumber-search | LB2331 |
| callnumber-sort | LB 42331 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | AL 34000 EC 1438 |
| ctrlnum | (OCoLC)263659357 (DE-599)BVBBV021593396 |
| dewey-full | 378.1/2 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 378 - Higher education (Tertiary education) |
| dewey-raw | 378.1/2 |
| dewey-search | 378.1/2 |
| dewey-sort | 3378.1 12 |
| dewey-tens | 370 - Education |
| discipline | Allgemeines Pädagogik Literaturwissenschaft |
| discipline_str_mv | Allgemeines Pädagogik Literaturwissenschaft |
| edition | 12th ed. |
| format | Book |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>00000nam a2200000zc 4500</leader><controlfield tag="001">BV021593396</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20070712</controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">060523s2006 xxu |||| 00||| eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0618515569</subfield><subfield code="9">0-618-51556-9</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)263659357</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV021593396</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">aacr</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="a">xxu</subfield><subfield code="c">US</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-19</subfield><subfield code="a">DE-355</subfield><subfield code="a">DE-M347</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LB2331</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">378.1/2</subfield><subfield code="2">22</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">AL 34000</subfield><subfield code="0">(DE-625)2951:</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">EC 1438</subfield><subfield code="0">(DE-625)20388:</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">McKeachie, Wilbert James</subfield><subfield code="d">1921-</subfield><subfield code="e">Verfasser</subfield><subfield code="0">(DE-588)119247119</subfield><subfield code="4">aut</subfield></datafield><datafield tag="240" ind1="1" ind2="0"><subfield code="a">Teaching tips</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">McKeachie's teaching tips</subfield><subfield code="b">strategies, research, and theory for college and university teachers</subfield><subfield code="c">Wilbert J. McKeachie ; Marilla Svinicki</subfield></datafield><datafield tag="246" ind1="1" ind2="3"><subfield code="a">Teaching tips</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">12th ed.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Boston [u.a.]</subfield><subfield code="b">Houghton Mifflin</subfield><subfield code="c">2006</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">XXII, 407 S.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references (p. 360 - 389) and index</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Enseignants débutants</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Enseignement</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Enseignement universitaire</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Leerstrategieën</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Lesgeven</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Onderwijskunde</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Studenten</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Wetenschappelijk onderwijs</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Erziehung</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">College teaching</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">First year teachers</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teaching</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teaching</subfield><subfield code="x">Education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Universities</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Hochschuldidaktik</subfield><subfield code="0">(DE-588)4025226-7</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Unterrichtsmethode</subfield><subfield code="0">(DE-588)4078637-7</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Collegeunterricht</subfield><subfield code="0">(DE-588)4305267-8</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="651" ind1=" " ind2="7"><subfield code="a">USA</subfield><subfield code="0">(DE-588)4078704-7</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="655" ind1=" " ind2="7"><subfield code="8">1\p</subfield><subfield code="0">(DE-588)4048476-2</subfield><subfield code="a">Ratgeber</subfield><subfield code="2">gnd-content</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Unterrichtsmethode</subfield><subfield code="0">(DE-588)4078637-7</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="689" ind1="1" ind2="0"><subfield code="a">Hochschuldidaktik</subfield><subfield code="0">(DE-588)4025226-7</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="1" ind2=" "><subfield code="8">2\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="689" ind1="2" ind2="0"><subfield code="a">Collegeunterricht</subfield><subfield code="0">(DE-588)4305267-8</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="2" ind2=" "><subfield code="8">3\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="689" ind1="3" ind2="0"><subfield code="a">USA</subfield><subfield code="0">(DE-588)4078704-7</subfield><subfield code="D">g</subfield></datafield><datafield tag="689" ind1="3" ind2=" "><subfield code="8">4\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Svinicki, Marilla</subfield><subfield code="e">Sonstige</subfield><subfield code="4">oth</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">Digitalisierung UB Regensburg</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014808837&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">1\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">2\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">3\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">4\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield></record></collection> |
| genre | 1\p (DE-588)4048476-2 Ratgeber gnd-content |
| genre_facet | Ratgeber |
| geographic | USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV021593396 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T14:45:13Z |
| indexdate | 2024-07-20T07:52:35Z |
| institution | BVB |
| isbn | 0618515569 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014808837 |
| oclc_num | 263659357 |
| open_access_boolean | |
| owner | DE-19 DE-BY-UBM DE-355 DE-BY-UBR DE-M347 |
| owner_facet | DE-19 DE-BY-UBM DE-355 DE-BY-UBR DE-M347 |
| physical | XXII, 407 S. |
| publishDate | 2006 |
| publishDateSearch | 2006 |
| publishDateSort | 2006 |
| publisher | Houghton Mifflin |
| record_format | marc |
| spelling | McKeachie, Wilbert James 1921- Verfasser (DE-588)119247119 aut Teaching tips McKeachie's teaching tips strategies, research, and theory for college and university teachers Wilbert J. McKeachie ; Marilla Svinicki 12th ed. Boston [u.a.] Houghton Mifflin 2006 XXII, 407 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 360 - 389) and index Enseignants débutants Enseignement Enseignement universitaire Leerstrategieën gtt Lesgeven gtt Onderwijskunde gtt Studenten gtt Wetenschappelijk onderwijs gtt Erziehung College teaching First year teachers Teaching Teaching Education Universities Hochschuldidaktik (DE-588)4025226-7 gnd rswk-swf Unterrichtsmethode (DE-588)4078637-7 gnd rswk-swf Collegeunterricht (DE-588)4305267-8 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf 1\p (DE-588)4048476-2 Ratgeber gnd-content Unterrichtsmethode (DE-588)4078637-7 s DE-604 Hochschuldidaktik (DE-588)4025226-7 s 2\p DE-604 Collegeunterricht (DE-588)4305267-8 s 3\p DE-604 USA (DE-588)4078704-7 g 4\p DE-604 Svinicki, Marilla Sonstige oth Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014808837&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 4\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | McKeachie, Wilbert James 1921- McKeachie's teaching tips strategies, research, and theory for college and university teachers Enseignants débutants Enseignement Enseignement universitaire Leerstrategieën gtt Lesgeven gtt Onderwijskunde gtt Studenten gtt Wetenschappelijk onderwijs gtt Erziehung College teaching First year teachers Teaching Teaching Education Universities Hochschuldidaktik (DE-588)4025226-7 gnd Unterrichtsmethode (DE-588)4078637-7 gnd Collegeunterricht (DE-588)4305267-8 gnd |
| subject_GND | (DE-588)4025226-7 (DE-588)4078637-7 (DE-588)4305267-8 (DE-588)4078704-7 (DE-588)4048476-2 |
| title | McKeachie's teaching tips strategies, research, and theory for college and university teachers |
| title_alt | Teaching tips |
| title_auth | McKeachie's teaching tips strategies, research, and theory for college and university teachers |
| title_exact_search | McKeachie's teaching tips strategies, research, and theory for college and university teachers |
| title_exact_search_txtP | McKeachie's teaching tips strategies, research, and theory for college and university teachers |
| title_full | McKeachie's teaching tips strategies, research, and theory for college and university teachers Wilbert J. McKeachie ; Marilla Svinicki |
| title_fullStr | McKeachie's teaching tips strategies, research, and theory for college and university teachers Wilbert J. McKeachie ; Marilla Svinicki |
| title_full_unstemmed | McKeachie's teaching tips strategies, research, and theory for college and university teachers Wilbert J. McKeachie ; Marilla Svinicki |
| title_short | McKeachie's teaching tips |
| title_sort | mckeachie s teaching tips strategies research and theory for college and university teachers |
| title_sub | strategies, research, and theory for college and university teachers |
| topic | Enseignants débutants Enseignement Enseignement universitaire Leerstrategieën gtt Lesgeven gtt Onderwijskunde gtt Studenten gtt Wetenschappelijk onderwijs gtt Erziehung College teaching First year teachers Teaching Teaching Education Universities Hochschuldidaktik (DE-588)4025226-7 gnd Unterrichtsmethode (DE-588)4078637-7 gnd Collegeunterricht (DE-588)4305267-8 gnd |
| topic_facet | Enseignants débutants Enseignement Enseignement universitaire Leerstrategieën Lesgeven Onderwijskunde Studenten Wetenschappelijk onderwijs Erziehung College teaching First year teachers Teaching Teaching Education Universities Hochschuldidaktik Unterrichtsmethode Collegeunterricht USA Ratgeber |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014808837&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT mckeachiewilbertjames teachingtips AT svinickimarilla teachingtips AT mckeachiewilbertjames mckeachiesteachingtipsstrategiesresearchandtheoryforcollegeanduniversityteachers AT svinickimarilla mckeachiesteachingtipsstrategiesresearchandtheoryforcollegeanduniversityteachers |