TA Handbook, Readings - Human Development - University of Wisconsin

TA Handbook

Readings

12 commandments for PowerPoint (2004). The Teaching Professor, 18(6), 4.

Angelo & Cross, (1993). Alternative activities for assessing learning: In-classroom assessment techniques. San Francisco: Jossey-Bass.

Bacon, D., Stewart, K., & Silver, W. (1999). Lessons from the best and worst student team experiences: How a teacher can make a difference. Journal of Management Education, 23(5), 467-488. Reprinted (2000). Group work: Learning from the best and worst. The Teaching Professor, 14(1), 3-4.

Berk, R. (2002). Humor as an instructional defibrillator: Evidence-based techniques in teaching and assessment. Abridged Version of Chapter 8. Sterling, VA: Stylus Publishing. Message posted to Tomorrow’s Professor electronic mailing list, Msg. # 541 archived at http://ctl.stanford.edu/Tomprof/postings.html

A Brief Summary of the Best Practices in Teaching. In The University of Texas at Austin (Eds.), Teachers and students: A sourcebook for UT-Austin faculty. Austin, TX.

Buskist, W. (2000). Common mistakes made by graduate teaching assistants and suggestions for correcting them. Teaching of Psychology, 27 (4), 280-282.

Characteristics of Effective Teachers. In The University of Texas at Austin (Eds.), Teachers and students: A sourcebook for UT-Austin faculty. Austin, TX.

Davis, B. G. (1993). Preparing to teach the large lecture course. In Tools for Teaching. San Francisco: Jossey-Bass.

Davis, B. (2001). Tools for teaching. San Francisco: Jossey-Bass Publishers.

Chapter 5-Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity, and Gender
Chapter 8-Leading a Discussion
Chapter 9-Encouraging Student Participation in Discussion
Chapter 11-Fielding Students’ Questions
Chapter 13-Delivering a Lecture
Chapter 18-Coraborative Learning: Group Work and Study Teams, Chapter 26-Evaluating Students’ Written Work
Chapter 30- Multiple-Choice and Matching Tests
Chapter 31-Short-Answer and Essay Tests

Hogan, T. (2003). Psychological testing: A practical introduction. New York: Wiley.

Hoyle, J. (2005). In the classroom, easy doesn’t do it. Richmond Alumni Magazine. Message posted to Tomorrow’s Professor electronic mailing list, Msg. # 674 archived at http://ctl.stanford.edu/Tomprof/postings.html

Jensen, L., Arnett, J., Feldman, S., & Cauffman, E. (2002). It’s wrong, but everybody does it: Academic dishonesty among high school and college students. Contemporary Educational Psychology, 27, 209-228.

Johnson, P. (2005). Cheating: Are we part of the problem? The Teaching Professor, 19(4), 1-2.

Knapper, C. (2004). Research on college teaching and learning: Applying what we know. Retrieved from the Web June 17, 2004. http://www.teachingprofessor.com/conference/sundaypaper.html

Kuther, T. (2002). A profile of the ethical professor: Student views. College Teaching, 51(4), 153-160.

MacMillan, K. (2003). Facilitating group work in a large class. The Teaching Professor, 17(1), 4.

Marsh, H. & Roche, L. (1997). Making students’ evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. American Psychologist, 52(11), 1187-1197.

McKeachie, W. (1994). Teaching tips (9th ed.). Lexington: Heath.

Chapter 4-Organizing Effective Discussions
Chapter 6-Tests and Examinations
Chapter 7-What to do About Cheating
Chapter 8-The ABC’s of Assigning Grades
Chapter 20-Why Classes Should be Small, but How to Help Your Students be Active Learners Even in Large Classes
Chapter 23-The Teaching Assistantship: A Preparation for Multiple Roles
Chapter 24-Problem Situations and Problem Students There’s Almost Always at Least One
Chapter 29-Appraising Teaching

McKeachie, W. (2001) Teaching tips: Strategies, research and theory for college and university teachers. (11th ed.). Lexington MA: Heath.

Chapter 4-Organizing Effective Discussions
Chapter 23-The Teaching Assistantship: A Preparation for Multiple Roles

Moody, J. (2004). Faculty diversity: Problems and solutions. Abridged version of Chapter 6. New York: Routledge Falmer. Message posted to Tomorrow’s Professor electronic mailing list, Msg. # 600 archived at http://ctl.stanford.edu/Tomprof/postings.html

Morrison, G., Ross, S., & Kemp, J. (2004). Designing effective instruction (4th ed.). Abridged version of Chapter 9. John Wiley and Sons, Inc. Message posted to Tomorrow’s Professor electronic mailing list, Msg. # 551 archived at http://ctl.stanford.edu/Tomprof/postings.html

Myers, D. (2005). Teaching tips from experienced teachers. American Psychological Society, 18(3), 39-40, 48-50.

National Teaching and Learning Forum (1999). Frequently asked questions on college and university teaching & learning. Retrieved from the Web February 19, 2004. http://www.ntlf.com/html/lib/faq/bl-ntlf.htm

Noyd, R. (2005). Applying Aristotle’s golden mean to the classroom: Balancing underteaching and overteaching. Excerpts from National Teaching and Learning Forum Newsletter, 14(3). Message posted to Tomorrow’s Professor electronic mailing list, Msg. # 640 archived at http://ctl.stanford.edu/Tomprof/postings.html

Ory, J. (2003). Teaching tips: The final exam. American Psychological Society, 16(10), 23-24, 34-35.

Palmer, P. (1998). The courage to teach: exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass Publishers.

Pearlman, B. & McCann, L. (2004). Teaching tips: The first day of class. American Psychological Society, 17(1), 13-14, 23.

Reese, J. (2005). Finding the discussion question that works. The Teaching Professor, 19(3), 3.

Singham, M. (1996-2004). Talkers and listeners. National Teaching and Learning Forum Newsletter, 13(2). Message posted to Tomorrow’s Professor electronic mailing list, Msg. # 558 archived at http://ctl.stanford.edu/Tomprof/postings.html

Sternberg, R. (2002). It’s not what you know, but how you use it: Teaching for wisdom. Retrieved from the Web June 24, 2002. http://chronicle.com/weekly/v48/i42/42b02001.htm

Stevens, J. (2004). Justice or just us? What to do about cheating. Message posted to Tomorrow’s Professor electronic mailing list, Msg. # 582 archived at http://ctl.stanford.edu/Tomprof/postings.html

Strategies for large classes (2005). The Teaching Professor, 19(3), 7.

Suggestions for Preparing Your Lectures. In The University of Texas at Austin (Eds.), Teachers and students: A sourcebook for UT-Austin faculty. Austin, TX.

Svinicki, M. (1995). In The University of Texas at Austin (Eds.), Teachers and students: A sourcebook for UT-Austin faculty. Austin, TX.

The Act of Grading (pp. 183-184).
Classroom Structures That Encourage Student Participation (pp. 183-184).
Efficiency in Grading (pp. 183-184).
Organizing and Conducting a Class Discussion or Review (pp. 152-153).

Svinicki, M. (1995). The seven deadly comments that get in the way of learning about teaching. Excerpt from Teaching graduate students to teach: Engaging the disciplines. Proceedings of the fourth national conference on the training and employment of graduate teaching assistants.

Svinicki, M. (2001). The teaching assistantship: A preparation for multiple roles. In W. McKeachie, Teaching Tips: Strategies, Research, and Theory for College and University Teachers (11 ed.). Lexington, MA: Health.

Taxonomy of Educational Objectives. In The University of Texas at Austin (Eds.), Teachers and students: A sourcebook for UT-Austin faculty. Austin, TX.

Teaching by discussion. (1992). Retrieved from the Web May 13, 2002. http://www.psu.edu.celt/newsletter/ID_Dec92.html

Teaching Do’s and Don’ts. In The University of Texas at Austin (Eds.), Teachers and students: A sourcebook for UT-Austin faculty. Austin, TX.

Wayman, T. (1994). Did I miss anything. Retrieved from the Web January 15, 2005. http://www.library.utoronto.ca/canpoetry/wayman/poem5.htm

What motivates students? (2004). The Teaching Professor, 18(3), 3.

http://www.ust.hk/celt/ta/taguide/skills/asking.htm

http://www.ust.hk/celtta/taguide/skills/cooperate.htm

http://www.ust.hk/celt/ta/taguide/skills/leading.htm