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[null,"1.","Record Nr.",null,"UNINA9910483364503321"]
[null,null,"Autore",null,"Hassel Holly"]
[null,null,"Titolo",null,"A Guide to Teaching Introductory Women's and Gender Studies : Socially Engaged Classrooms / / by Holly Hassel, Christie Launius, Susan Rensing"]
[null,null,"Pubbl/distr/stampa",null,"Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2021"]
[null,null,"ISBN",null,"9783030717858"]
[{"$nulls":4},"3030717852"]
[null,null,"Edizione",null,"[1st ed. 2021.]"]
[null,null,"Descrizione fisica",null,"1 online resource (xv, 133 pages) : illustrations"]
[null,null,"Disciplina",null,"305.42"]
[null,null,"Soggetti",null,"Sex"]
[{"$nulls":4},"Learning, Psychology of"]
[{"$nulls":4},"Gender Studies"]
[{"$nulls":4},"Instructional Psychology"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Includes index."]
[null,null,"Nota di contenuto",null,"Introduction -- Principles for Crafting Your Course and Classroom Environment -- Creating Effective Classrooms: Curriculum, Pedagogy, and Course Materials -- Student Learning and Principles for Assessment -- Annotated Examples of Assessments and Rubrics."]
[null,null,null,"Sommario/riassunto","This book provides a practical, evidence-based guide to teaching introductory Women's and Gender Studies courses. Based on the findings of a Scholarship of Teaching and Learning project that analyzed 72 Intro students' written work, the authors equip instructors with key principles that can help them adapt their pedagogy to a range of classroom environments. By putting student learning at the center of course design, the authors invite readers to reflect on their own investments in and goals for the introductory course. The book also draws on the authors' combined decades of teaching experience, and aims to help instructors anticipate the emotional, intellectual, and interpersonal challenges and rewards of teaching and learning in the introductory WGS course. Chapters focus on course design, including identifying desired learning outcomes (in terms of course content, skills, and dispositions or habits of mind); choosing course materials; pedagogical activities; andassessing student learning. This book will be an invaluable resource for experienced WGS instructors and those "]
[{"$nulls":4},"seeking or planning to teach it for the first time, including graduate students and high school teachers."]