Teaching and Learning Inquiry最新文献

{"title":"Decoding the Disciplines as a Pedagogy of Teacher Education","authors":"Jared McBrady","doi":"10.20343/teachlearninqu.10.11","DOIUrl":"https://doi.org/10.20343/teachlearninqu.10.11","url":null,"abstract":"This paper makes a conceptual argument for using the Decoding the Disciplines research paradigm as a pedagogical innovation in the field of teacher education. It incorporates empirical findings from a research project in which teacher candidates conduct Decoding interviews to deepen understanding of historical thinking and learn pedagogical practices. Results indicate teacher candidates benefitted from conducting Decoding the Disciplines research and saw connections between that research and their future practice.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132073843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Delving into Institutional Diversity Messaging: A Cross-Institutional Analysis of Student and Faculty Interpretations of Undergraduate Experiences of Equity, Diversity, and Inclusion in University Websites","authors":"Joanna C. Rankin, Andrew J. Pearl, T. Jorre de st Jorre, M. McGrath, Sarah Dyer, Samiah Sheriff, Roberta Armitage, Kerstin Ruediger, Anoushka Jere, Saania Zafar, Shalaine Sedres, Daania Chaudhary","doi":"10.20343/teachlearninqu.10.10","DOIUrl":"https://doi.org/10.20343/teachlearninqu.10.10","url":null,"abstract":"Recognizing that university statements about equity, diversity, and inclusion are often cosmetic, performative, or at best, aspirational, rather than indicative of on-campus realities, this project analyzes interpretations of student identity and diversity through publicly available materials. The primary purpose of this research was to investigate how university messages about equity, diversity, and inclusion, available through public websites, are interpreted by faculty and students. Using a students-as-partners approach, we identified and analyzed themes based on our own perceptions and understandings of each of five university websites University of Calgary (Canada), University of Alabama (USA), Deakin University (Australia), University of Exeter (UK), and Portland State University (USA). While equity, diversity, and inclusion are signature initiatives at many universities, we found that analyses of their websites suggest that the ways in which those are operationalized differ. The patterns identified suggest that messaging through university websites can promote or detract from equity, diversity, and inclusion in university settings, and we observed differences in the ways in which institutions operationalized and represented initiatives related to equity, diversity, and inclusion. Exploring how these efforts at our five institutions are messaged to and interpreted by students provides a better understanding of the institutional priorities and the assumed values identified by student co-researchers. The use of student co-researchers proved an especially valuable contribution to this analysis to gain perspectives about presentations of student identity and diversity. Using this form of embedded research, we identify the limited presentations of and perceptions around diversity at institutions of higher education cited by student co-researchers.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121650813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining Course-Level Conceptual Connections Using a Card Sort Task: A Case Study in a First-Year, Interdisciplinary, Earth Science Laboratory Course","authors":"A. Davidson, Chris J Addison, Jamie Charbonneau","doi":"10.20343/teachlearninqu.10.9","DOIUrl":"https://doi.org/10.20343/teachlearninqu.10.9","url":null,"abstract":"Universities are recognizing the need to prepare graduates to think conceptually and have the ability to take on complex, real-world problems. Strategies to assess conceptual knowledge are limited and often require more time and effort to complete than is accessible for most undergraduate courses. Card sorting is a very broad technique for understanding how people group concepts, but in higher education has typically been used to show a student’s development towards expert-like thinking in a discipline as a whole. However, it typically does not give much insight into how we should change our teaching. In this paper, using the novel setting of two terms of a first-year, earth and ocean science lab that uses problem-based learning (PBL), we show how one can generate a card sort that is built using course learning goals and then use the analysis to make actionable improvements to course instruction. Using a card sort designed so that the expert sort corresponds to learning goals supported by the lab activities, we found that in both offerings of the course students generally moved towards expert-like sorting with a reduction in novice-like sorting. A striking feature stood out in both terms of the course, with one question scoring significantly lower than any other expert pairings, despite a change in the wording of that question between terms. This suggests that our course materials do not promote this specific conceptual connection that we had expected and gives us a clear place to look for issues in our course material. In a broader context, our results suggest that tailoring card sort questions to material at a course level, rather than at the discipline level, can provide a manageable, routine assessment of conceptual knowledge in students, while also providing feedback on the quality of course materials.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127121623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Collaborative Learning on Academic Motivation","authors":"Chad N. Loes","doi":"10.20343/teachlearninqu.10.4","DOIUrl":"https://doi.org/10.20343/teachlearninqu.10.4","url":null,"abstract":"This paper explores the effect of collaborative learning on academic motivation among students from 17 institutions throughout the United States. Even in the presence of a wide array of potential confounders, collaborative learning exerted a statistically significant and positive influence on students’ academic motivation levels across four years of undergraduate education. Tests for the presence of interaction effects suggest that the relationship between collaborative learning and academic motivation is similar for all students, regardless of racial or ethnic background.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121403482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Scaffolding Understanding of Scholarly Educational Research Through Teacher/Student Conferencing and Differentiated Instruction","authors":"G. Ghaith, Ghada M. Awada","doi":"10.20343/teachlearninqu.10.8","DOIUrl":"https://doi.org/10.20343/teachlearninqu.10.8","url":null,"abstract":"This article reports the results of a qualitative study of the effectiveness of a critical reading instructional intervention based on differentiated instruction (DI) and teacher/student conferencing (TSC) in improving the participants’ understanding and evaluation of published educational research. A cohort of eleven (n = 11) novice graduate students took part in a 15-week course during which they critiqued several self-selected journal articles and reflected on their experience. Results of the thematic analysis of the participants’ reflection logs revealed that their’ initial feelings of apprehension and anxiety transformed into growth in their self-efficacy as consumers and designers of educational research. Likewise, the participants benefitted from scaffolding their challenges and the provision of feedback in becoming more proficient readers and in developing supportive relationships. The study implications, limitations, and suggestions for further research are discussed.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122485157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Becoming Teaching & Learning Inquiry","authors":"Katarina Mårtensson, K. Schrum","doi":"10.20343/teachlearninqu.10.1","DOIUrl":"https://doi.org/10.20343/teachlearninqu.10.1","url":null,"abstract":"An introduction to volume 10 of Teaching & Learning Inquiry.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134620525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching & Learning Inquiry Reviews","authors":"K. Kupatadze","doi":"10.20343/teachlearninqu.10.7","DOIUrl":"https://doi.org/10.20343/teachlearninqu.10.7","url":null,"abstract":"A Teaching & Learning Inquiry website review.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130964772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class","authors":"K. Ragupathi, Zixuan. Yeo, H. Loy","doi":"10.20343/teachlearninqu.10.6","DOIUrl":"https://doi.org/10.20343/teachlearninqu.10.6","url":null,"abstract":"To promote the development of critical thinking abilities in an introductory undergraduate humanities course in the context of mass higher education, we implemented a course design that employed a series of scenario-based multiple-choice questions (MCQs) and informal peer discussions. Using an online survey to gather perception data and self-reported behavioral data, this study examines the extent to which the course design was effective at promoting critical thinking and student experience. Deductive analysis of students’ qualitative responses indicate that the course design was successful in promoting students’ development of critical thinking. Both deductive and inductive analysis of students’ qualitative responses also suggest that students largely had favorable attitudes towards this course design, though there are also some who express concerns. Our design may be useful for instructors and instructional designers aiming to promote critical thinking and learning in university courses.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123952725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Audience Matters","authors":"K. Schrum, Niall Majury, A. Simonelli, Sarah Bodgewiecz","doi":"10.20343/teachlearninqu.10.5","DOIUrl":"https://doi.org/10.20343/teachlearninqu.10.5","url":null,"abstract":"There is growing attention to student assessments designed to reach beyond the classroom, including assessments with an immediate or future audience. The impact of audience, however, has not been examined in multimodal assessments across continents, institutions, disciplines, and teaching contexts. Using qualitative data, this article examines the impact on student learning of incorporating audience and awareness of audience in diverse settings through multimodal projects. These include a core assignment in an interdisciplinary, semester-long graduate class in the United States, a year-long capstone project for geography undergraduates in Northern Ireland, and a supplemental assignment for graduate and undergraduate biology students in Norway. This article investigates the impact of audience through multimodal assessments across these three settings and concludes that it can positively influence student learning, motivation, and skill development.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114893665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Instructors’ Perspectives of Challenges and Barriers to Providing Effective Feedback","authors":"Britney Paris","doi":"10.20343/teachlearninqu.10.3","DOIUrl":"https://doi.org/10.20343/teachlearninqu.10.3","url":null,"abstract":"Instructor perspectives regarding the challenges they experience in enacting effective feedback processes have not been the focus in the literature on effective feedback processes. This study investigated the challenges that instructors experienced in providing effective feedback to students between January and April 2020, particularly considering campus closures and the shift to online learning in response to the COVID-19 pandemic. This study consisted of six focus groups held between January and April 2020 with five instructors from different disciplines at the same institution with class sizes ranging from 14 to 82. Through a thematic analysis using a constant comparison method, it was found that the biggest challenges instructors experienced in providing effective feedback was their own workload, the disruption that student inaction on feedback brought to the feedback process, and how the instructors managed their own affective responses and mindsets towards feedback. These findings are discussed within the context of the COVID-19 pandemic and based on these findings, recommendations for instructors include considering their own limitations when designing feedback processes and checking their beliefs about feedback with their students’ perspectives on feedback in order to align understanding.","PeriodicalId":144268,"journal":{"name":"Teaching and Learning Inquiry","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130973705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}