Presents a term paper assignment for a sophomore and junior college level developmental psychology course designed to acquaint students with primary literature in developmental psychology, and to provoke critical thinking. Reports that the assignment met the goals set forth by the author. (KO)

Outlines procedure for using a cooking metaphor to explain the interrelationship between genes and experience throughout development. Shows how flour which is analogous to genes interacts with other food items in cooking, which is viewed as a microcosm of development to produce various dishes. Explains how metaphor facilitates the understanding of…

Presents a developmental vulnerability/resilience and risk/safety framework within the prevailing socioeconomic context for educating social-work students about intimate-partner violence. The framework uses a multidimensional perspective to understand development among individuals who are violent toward intimate partners, among those toward whom…

This book provides classroom teachers with a variety of discipline models, techniques, methods, and constructs designed to enable them to move beyond a singular approach in handling classroom behavior problems. The book first discusses the Teacher Behavior Continuum (TBC) which shows the teacher the context of his or her own general behavior with…

Contends that, to become a better critical thinker, one must not only develop expert thinking skills, but also become an expert at choosing the best skills for the particular situation. Reports on a study of critical thinking and metacognition among 65 college students. (CFR)

Reports on a study of effects of critical reading and writing skills among 16 college psychology students. Finds that students receiving critical thinking instruction were better able to use argumentative language in term papers. Includes two tables of statistical data. (CFR)

Discusses a model for teaching critical thinking and the changes observed in student abilities after taking a course emphasizing the model. Finds that scores on a critical thinking test were significantly higher among the 24 students in the course. Presents a graphic example of the model applied to the issue of homelessness. (CFR)

Maintains that psychology courses attract students who are interested in using their knowledge of human behavior in their professional and personal lives. Describes four approaches used in a developmental psychology course to differentiate between experimental and observational research. Discusses implications of the approaches. (CFR)

Maintains that considerable evidence suggests that educators can successfully use knowledge of cognitive development to guide college instruction. Discusses thinking processes as either primarily incidental or deliberate. Contends that separate thinking based on these principles leads to improved critical thinking skills. (CFR)

Describes the application of the problem method, or case study approach, to teach undergraduate research methods. Maintains that the approach is particularly applicable because research design is a classic ill-defined task. Reports that students find the method challenging and interesting. (CFR)

Asserts that case studies and discussion method pedagogy are replacing lecture and small-group discussion as the primary higher-level teaching method. Describes and discusses the case study approach as a technique for teaching critical thinking skills. Presents 11 arguments for using these pedagogies. (CFR)

Presents a negotiation model for thinking about controversial issues in psychology. Provides students a framework for managing conflicts, including conflicting positions on professional ethics. Discusses relationships among three models of critical thinking. (CFR)

Maintains that good decisions depend on beginning with good information and applying logical reasoning to it. Contends that texts and instruction in critical thinking provide students with limited guidance on selecting credible sources. Presents and discusses seven criteria for selecting credible sources. (CFR)

Maintains that the history of psychology course is a common capstone course in the undergraduate psychology curriculum. Describes exercises designed to encourage active learning and critical thinking. Presents basic steps in completing the exercises and students' reactions to them. (CFR)

Describes an undergraduate course dealing with intrafamily abuse across the life span. Discusses the course format, including class discussions, lectures, assigned readings, and a student research project. Reports that student evaluations indicated that the course meets its goals effectively. (CFR)