Literaturnachweis - Detailanzeige
| Autor/inn/en | Malott, Richard W.; Svinicki, John G. |
|---|---|
| Institution | American Psychological Association, Washington, DC. |
| Titel | Contingency Management in an Introductory Psychology Course for One Thousand Students. |
| Quelle | (1968), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; College Curriculum; Curriculum Development; Demonstration Programs; Educational Finance; Higher Education; Instruction; Scheduling; Student Teacher Ratio; Student Teacher Relationship; Teaching Load; Underachievement |
| Abstract | An experimental college course was designed to develop solutions to form major problems in higher education: student underachievement, large student/faculty ratios, high cost of education, and the complaint that liberal education is difficult to achieve and irrelevant to the world of affairs. To improve student achievement, daily reading assignments and quizzes were instituted; responses to be learned were clearly specified; opportunity was given for make-up work; 100% mastery was required; error analysis and immediate feedback were supplied; and laboratory procedure quizzes were given. A strict absence policy prevailed. In dealing with student-faculty ratios, small discussion groups used student leadership and grading, better students served as teaching apprentices, paid student assistants supervised labs, seminars, quizzes, and lecture sections. Faculty members were involved primarily in lectures and planning. Efficient classroom scheduling, in addition to the above measures, reduced costs. A course in behavioral science is amenable to being made highly relevant to the world of affairs. (BP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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