By Elizabeth Brestan Knight
A part of the Blackwell sequence on Teaching mental Science, this useful, hands-on consultant stocks principles, information, and methods for successfully instructing lifespan developmental psychology to undergraduates.
- Provides a distinct wealth of concrete feedback and a transparent roadmap for effectively instructing developmental psychology
- Links chapters to significant parts of a lifespan improvement path, together with learn equipment, educating boy or girl improvement, and educating Adolescent Development
- Offers useful, hands-on counsel for amateur lecturers and skilled teachers alike
- Includes pattern syllabi and lecture outlines, analyzing quizzes, severe pondering assignments, and references for important videotapes and websites
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Additional resources for A Guide to Teaching Development Psychology
Our coverage of the nature vs. nurture controversy is also a good time to help our students move away from dualistic thinking (that something is completely right or completely wrong) and shift towards multiple thinking (understanding that there can be multiple truths about a particular issue; Perry, 1970). Of course, we cover William Perry’s (1970) theory of multiple thinking during our lecture on young adult cognition—but we find it helpful to incorporate this Contexts of Development: Research Methods 45 notion into our teaching early in the semester as it is a common thread that we visit throughout the semester.
Church family, non-relative kinship network in the neighborhood) who are considered family (Gushue, Greenan, & Brazaitis, 2005). The social support that can result from the community operating as family can serve as a buffer for children. Occasionally, we mention that social support has been reported to be a strength for some racial/ethnic minority families—and African American families in particular (Boyd-Franklin, 2003). , parent’s workplace, sibling’s peer group), but not the child directly.
I. , “The female participants were able to solve the conservation task . ”) 32 Developing the Course ii. 4. 5. , “Ms. X reported that the death of her husband has been a very difficult event . ”) b. Report what your participants’ answers to your questions were, the scores they received on any tasks you administered, etc. c. Keep opinions and conclusions out of the results section; simply report what you found/what happened. Your conclusions and opinions are for the next section . . Conclusions: This section should pull the project together.
A Guide to Teaching Development Psychology by Elizabeth Brestan Knight