Effects of Individualized, Nontest‐Oriented Teaching on Nontraditional College Student Learning

This bibliography is a continuation of those published by Berry and Daniel (1984, 1985), Daniel (1981a, 1981b), Fulkerson and Wise (1987), Fulkerson, Wise, and Ancelet (1988), Johnson and Daniel (1974), Morgan and Daniel (1983), Mosely and Daniel (1982), and Wise and Fulkerson (1986, 1989). Search methods, criteria for inclusion, and other considerations were similar to those used previously. We also continued the cumulative numbering practice of previous bibliographies. We included a number of pre-1989 citations not listed in previous bibliographies, because we continue to terminate our search in June. A noteworthy observation about this year's bibliography concerns the increase in the number of cognitive psychology articles, many of which are difficult to separate from the teaching of psychology.

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Effects of Individualized, Nontest‐Oriented Teaching on Nontraditional College Student Learning

Abstract: The author examines participation by 32 nontraditional college students in a testoriented versus nontest-oriented introductory educational psychology course. Implications for the instruction and evaluation of nontraditional and traditional learners are discussed.

Cited by 3 publications

References 13 publications

The social context of teaching and learning

The social context of teaching and learning

College classroom interaction as a function of teacher- and student-centered instruction

Annotated Bibliography on the Teaching of Psychology: 1989

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