Dr Scholl's Dakota Women's ISisueg

Dr. Scholl's Dakota (Women's) ISisueg
Dr. Scholl's Dakota (Women's)
No institutional affiliation
Log In / Sign Up Change My Account KEEN Oakridge Mid WP Boys ToddlerYouth zQAonQxaL
Access via Institution MyMUSE Library Search History View History MyMUSE Alerts
Send Feedback
In lieu of an abstract, here is a brief excerpt of the content:

27.2 (2004) 283-284

[Access article in PDF]

This 11th edition of continues the practical approach of earlier editions to teaching. The book is supported by research and theory on how students learn and effectively addresses different aspects of organizing and teaching a course. Originally written for beginning teachers and teaching assistants, 's practical approach makes this book useful for everyone, including those who want to refresh their teaching or rethink their pedagogy.

The book is divided into seven sections with twenty-seven different chapters. Wilbert J. McKeachie is the principal author, although eight chapters are written by other collaborators. New to this edition are chapters on distance learning, motivation, laboratory teaching, and teaching thinking. On-ground use of technology tools is also discussed throughout the book.

Part 1 addresses getting started, course preparation, and meeting a class for the first time. In Part 2, McKeachie writes about essentials to teaching such as facilitating discussions, making lectures more effective, assessing, testing and evaluating, and handling cheating. Understanding students is the central theme of Part 3. Topics in this section include motivation in the college classroom, valuing student differences, handling problem students, counseling, advising, and educating. Increasing teachers' repertoire of skills and strategies for facilitating active learning are the themes of Part 4. In this section are chapters on active learning, cooperative and collaborative learning, and problem-based learning.

Other teaching situations such as laboratory instruction, experiential learning, and distance education are discussed in Part 5. In the sixth section, teaching for higher-level goals, such as teaching students how to learn and to think, is discussed. The author also addresses teaching values. Finally, Part 7 discusses the issue of lifelong learning for the teacher.

The chapter on distance education, written by Andrew Northedge of The Open University, is new to this edition. This chapter carefully explains how to construct a course so that it will promote higher-level thinking. The author includes two useful charts on how to structure the course within the assigned time-frame and how to organize teaching and learning activities, beginning with framing the context of the course and developing a teaching narrative that ensures shared meaning.

In "Teaching Thinking," a new chapter in this edition, Jane S. Halomen, Felicia Brown-Anderson, and McKeachie emphasize a teaching pedagogy that requires students to think through active learning. It discusses Bloom's taxonomy plus its revision by Anderson, Krathwohl, and colleagues. Like other chapters of this book, a practical approach suggests useful strategies to enhance thinking skills.

recognizes that faculty will vary on how they prepare and present their materials. The book respects this individualism but reminds teachers of what students need to learn, how they should be engaged in a discussion, and how to increase their motivation and promote learning. Without being prescriptive, the book provides a road map for creating a learner-centered classroom environment. One of the most important points made throughout the book is the need to listen to students.

Each chapter begins with a specific theme and includes research in support of the best approach. Several strategies, including examples, are provided. Every chapter contains a summary of the main points called "in conclusion." For those who want to continue exploring or learning about a particular topic, each chapter also includes a list of supplementary readings. Chapters are well organized and model the way teachers should go about preparing their classes. Readers are treated in the same way faculty should treat their students. The author repeatedly reminds the reader that "the lecturer's task in university teaching is not to be an abstractor of encyclopedias, but " (p. 55; emphasis his).

Perhaps the only disappointment is that, in order to be useful to all faculty, the book includes few concrete...

If you would like to authenticate using a different subscribed institution that supports Shibboleth authentication or have your own login and password to Project MUSE, click 'Authenticate'.

Serve static content for the app from the “public” directory in the application directory:

Mount the middleware at “/static” to serve static content only when their request path is prefixed with “/static”:

Disable logging for static content requests by loading the logger middleware after the static middleware:

Serve static files from multiple directories, but give precedence to “./public” over the others:

The req object represents the HTTP request and has properties for the request query string, parameters, body, HTTP headers, and so on. In this documentation and by convention, the object is always referred to as req (and the HTTP response is res ) but its actual name is determined by the parameters to the callback function in which you’re working.

But you could just as well have:

The req object is an enhanced version of Node’s own request object and supports all Levis Ryan Denim Mens qXNcyqxz

In Express 4, is no longer available on the object by default. To access uploaded files on the object, use multipart-handling middleware like busboy , multer , Skechers USA ReggaeIslander Womens zjyYeyrUG3
, multiparty , Rocky Western MobiLite Comp Toe Mens PFnSszMT6f
, or .

This property holds a reference to the instance of the Express application that is using the middleware.

If you follow the pattern in which you create a module that just exports a middleware function and require() it in your main file, then the middleware can access the Express instance via req.app

The URL path on which a router instance was mounted.

The req.baseUrl property is similar to the mountpath property of the app object, except app.mountpath returns the matched path pattern(s).

Even if you use a path pattern or a set of path patterns to load the router, the baseUrl property returns the matched string, not the pattern(s). In the following example, the greet router is loaded on two path patterns.

When a request is made to /greet/jp , req.baseUrl is “/greet”. When a request is made to /hello/jp , req.baseUrl is “/hello”.

Contains key-value pairs of data submitted in the request body. By default, it is undefined , and is populated when you use body-parsing middleware such as body-parser and multer .

The following example shows how to use body-parsing middleware to populate req.body .

When using Kenneth Cole Reaction Kennedy Hunt Girls ToddlerYouth 8fSoZ
middleware, this property is an object that contains cookies sent by the request. If the request contains no cookies, it defaults to {} .

If the cookie has been signed, you have to use req.signedCookies .

Research Help

Course Related

Library Information

Library Resources

Copyright © 2015 UK Libraries. For questions or comments about this website contact Carla Cantagallo | Site Index