发布求助
文献互助 智能选刊 最新文献

The International Journal for the Scholarship of Teaching and Learning最新文献

筛选
英文 中文
Effects of Quizzing Methodology on Student Outcomes: Reading Compliance, Retention, and Perceptions 测验方法对学生成绩的影响:阅读依从性、记忆和认知
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-07-20 DOI: 10.20429/ijsotl.2017.110203
C. B. Dowling
{"title":"Effects of Quizzing Methodology on Student Outcomes: Reading Compliance, Retention, and Perceptions","authors":"C. B. Dowling","doi":"10.20429/ijsotl.2017.110203","DOIUrl":"https://doi.org/10.20429/ijsotl.2017.110203","url":null,"abstract":"This study set out to replicate and extend research on students’ reading compliance and examine the impact of daily quizzing methodology on students’ reading compliance and retention. 98 students in two sections of Abnormal Psychology participated (mean age = 21.5, SD = 3.35; 72.4% Caucasian). Using a multiple baseline quasi-experimental design the daily quizzing methodology was changed at different points in the semester from Clicker questions to Clicker questions plus random written quizzes. The classes did not differ significantly on predictors of success and only differed significantly on one demographic variable. 77.6% of students failed Sappington et al.’s (2002) objective measure of reading compliance and the majority lied about their reading compliance. There was mixed evidence for the impact of quizzing methodology on learning outcomes. Daily quizzing appears to be effective, but adding written quizzes may not improve learning outcomes enough to justify increased grading time.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121526338","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}
引用次数: 2
Students’ Perspectives on the First Day of Class: A Replication 学生对第一天上课的看法:一次复制
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-01-31 DOI: 10.20429/IJSOTL.2017.110105
Katherine E Eskine, E. Hammer
{"title":"Students’ Perspectives on the First Day of Class: A Replication","authors":"Katherine E Eskine, E. Hammer","doi":"10.20429/IJSOTL.2017.110105","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110105","url":null,"abstract":"Research has shown that first-day practices affect students’ motivation, grades, and end of the semester ratings of the professors. However, research on student preferences of first day practices has been conducted at public, predominantly white institutions and has not investigated if first day preferences differ at a private or historically Black university. Therefore, to investigate consistency in preferences across generations and possible differences in preferences at a private Historically Black College or University (HBCU) we assessed first day preferences and compared our results to the original study (Perlman & McCann, 1999). We sampled 230 predominantly Black students from a small private HBCU. Our findings are similar to Perlman and McCann’s results, indicating that students desire a general overview, details about grading, and getting to know the professor. Students also disliked poor use of class time and beginning course material on the first day. Analyses revealed differences in the preferences of third and fourth year students compared to first and second year students. Analyses also indicated that in our sample a smaller proportion of students cared about first day information being presented in an understandable contest, and that a higher proportion of our sample cared about setting a fun tone and disliked an uncaring or intimidating environment in contrast to Perlman & McCann’s original study.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129347983","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}
引用次数: 6
Analog Tools in Digital History Classrooms: An Activity-Theory Case Study of Learning Opportunities in Digital Humanities 数字历史课堂中的模拟工具:数字人文学科学习机会的活动理论案例研究
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-01-31 DOI: 10.20429/IJSOTL.2017.110107
Kalani Craig
{"title":"Analog Tools in Digital History Classrooms: An Activity-Theory Case Study of Learning Opportunities in Digital Humanities","authors":"Kalani Craig","doi":"10.20429/IJSOTL.2017.110107","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110107","url":null,"abstract":"Digital humanities is often presented as classroom savior, a narrative that competes against the idea that technology virtually guarantees student distraction. However, these arguments are often based on advocacy and anecdote, so we lack systematic research that explores the effect of digital-humanities tools and techniques such as text mining, Geographical Information Systems (GIS) and network analysis have on learning outcomes. This study applies activity theory in a case study of a history classroom in order to understand how introducing digital-history methodology using analog tools like posters and whiteboards can improve student appropriation of history-specific disciplinary skills. The end goal is to provide clear direction for humanities instructors with varied access to technology as they seek to understand how digital humanities tools might still fit within the larger pedagogical practices of higher education classrooms and within the push toward digital methodologies in traditional humanities classrooms.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130932721","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}
引用次数: 11
The University and Student Learning: A System in Conflict? 大学与学生学习:一个冲突的系统?
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-01-31 DOI: 10.20429/IJSOTL.2017.110102
J. Adkins
{"title":"The University and Student Learning: A System in Conflict?","authors":"J. Adkins","doi":"10.20429/IJSOTL.2017.110102","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110102","url":null,"abstract":"It would help to put gates through the fences, which...have come to be set up on most of our universities between departments","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130344245","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}
引用次数: 1
Examining Students’ Self-Perceived Competence and Comfort in an Experiential Play Therapy Counseling Course: A Single Group Pretest-Posttest Investigation 体验性游戏治疗辅导课程中学生自我感知能力和舒适度的调查:一项单组前测后测调查
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-01-31 DOI: 10.20429/IJSOTL.2017.110110
Paulina Flasch, D. D. Taylor, Rikke Nynne Clauber, E. H. Robinson
{"title":"Examining Students’ Self-Perceived Competence and Comfort in an Experiential Play Therapy Counseling Course: A Single Group Pretest-Posttest Investigation","authors":"Paulina Flasch, D. D. Taylor, Rikke Nynne Clauber, E. H. Robinson","doi":"10.20429/IJSOTL.2017.110110","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110110","url":null,"abstract":"The current study utilized a single-group pretest-posttest design to evaluate students’ self-perceived competence and comfort of using a variety of play therapy techniques and interventions with a range of client populations as a result of taking a one-week intensive course in Play Therapy. In an effort to conduct course evaluation and explore student’s self-perceived comfort and competence related to play therapy the researchers created the Play Therapy Comfort and Competency Survey based on the content of the course. The results indicated statistically significant scores between the preand posttest measures, as measured by participants’ self-perceived higher competence and comfort levels after taking the course. Results from this preliminary study are promising as students’ self-perceived competence and comfort using play therapy was greater as a result of taking the one-week intensive MHS 6421 Foundations of Play Therapy and Play Process course. Limitations of the study and implications for future research are discussed.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124966980","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}
引用次数: 9
Adopting Team-Based Learning for In-Service Teachers: A Case Study 在职教师采用团队学习:个案研究
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-01-31 DOI: 10.20429/IJSOTL.2017.110106
Z. Walker, T. G. Zheng, R. Mendoza, Elise Lee
{"title":"Adopting Team-Based Learning for In-Service Teachers: A Case Study","authors":"Z. Walker, T. G. Zheng, R. Mendoza, Elise Lee","doi":"10.20429/IJSOTL.2017.110106","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110106","url":null,"abstract":"Team-based learning (TBL) is an instructional pedagogy that has gained recent popularity due to its effectiveness in disciplines such as medicine and business. However, TBL has not been widely adopted in teacher education based on reviews of research and practitioner based literature. The purpose of this case study was to assess the implementation and effectiveness of TBL in a Singapore teaching institute with thirty in-service teachers. Quantitative and qualitative data was collected from teachers about their experience learning through TBL. Research findings revealed that 1) teachers generally perceived TBL to be a positive experience, although several areas for improvement were suggested; 2) quality of scores through TBL was high, with team scores being significantly higher than individual scores. The findings from this study have the potential to guide the design of future TBL courses in education.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131506211","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}
引用次数: 6
Inspirational teaching in higher education: What does it look, sound and feel like? 高等教育中的励志教学:它看起来、听起来和感觉是什么?
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-01-31 DOI: 10.20429/IJSOTL.2017.110109
J. Derounian
{"title":"Inspirational teaching in higher education: What does it look, sound and feel like?","authors":"J. Derounian","doi":"10.20429/IJSOTL.2017.110109","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110109","url":null,"abstract":"This article discusses the qualities of inspirational teaching in higher education (HE). It starts by arguing how \u0000topical this subject is, given emphasis world-wide on quality assurance measures, such as the UK \u0000Government’s 2016 Teaching Excellence Framework TEF. The paper then moves to review the academic and \u0000practice literature in order to outline what comprises inspirational teaching in HE institutions. These \u0000components – in the form of key words - are extracted from the literature and then tested through primary \u0000research. \u0000Lecturers, at an English University, agreed to circulate a short survey to final year social sciences \u0000undergraduates. Fifty-two student returns from 2010 were analysed. A comparative survey of 25 \u0000undergraduates – from the same disciplines - was repeated in 2016. \u0000Three clear elements of inspirational undergraduate teaching emerge: First and foremost, undergraduates \u0000believe it to be motivating; second, and related – inspirational teaching is deemed encouraging and third such \u0000teaching flows from teachers’ passion for their subject. The paper presents exploratory and illustrative data and \u0000sets down a forward agenda for further research to explore aspects of inspirational university teaching linked \u0000to differing cultural expectations, potential impacts of gender, age and ethnicity.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130378007","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}
引用次数: 16
Peer-Reviewed Exploration in Teaching: A Program for Stimulating and Recognizing Innovations in Teaching 教学中的同行评议探索:一个鼓励和认可教学创新的项目
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-01-31 DOI: 10.20429/IJSOTL.2017.110103
R. Simha, Raluca Teodorescu
{"title":"Peer-Reviewed Exploration in Teaching: A Program for Stimulating and Recognizing Innovations in Teaching","authors":"R. Simha, Raluca Teodorescu","doi":"10.20429/IJSOTL.2017.110103","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110103","url":null,"abstract":"In an academic world driven by student ratings and publication counts, faculty members are discouraged from exploring new pedagogical ideas because exploration takes time and often goes unrecognized. The contrast with research is striking: everyone is expected to explore and innovate in research, whereas very few make exploration in teaching their norm. This paper presents a case study illustrating a program, the Peer-Reviewed Exploration in Teaching (PRET) program, designed to encourage and recognize faculty when they implement teaching innovations. The program provides feedback during all stages of a teaching innovation, including outside-classroom activities, and incorporates a rigorous peer review process so that successive such PRETs can accumulate into a record for tenure and promotion. The paper describes the program’s rationale, initial implementation, and lessons learned. Perhaps one of the most interesting lessons is that faculty explorations often go beyond a standard inventory of active learning techniques when they are encouraged and supported to explore.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114120196","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}
引用次数: 1
Examination of Student Outcomes in Play Therapy: A Qualitative Case Study Design 游戏治疗对学生效果的检验:一个定性案例研究设计
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-01-31 DOI: 10.20429/IJSOTL.2017.110111
D. D. Taylor, Ashley J Blount, Zachary D. Bloom
{"title":"Examination of Student Outcomes in Play Therapy: A Qualitative Case Study Design","authors":"D. D. Taylor, Ashley J Blount, Zachary D. Bloom","doi":"10.20429/IJSOTL.2017.110111","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110111","url":null,"abstract":"Outcome research examining the effectiveness of teaching methods in counselor education is sparse. The researchers conducted a qualitative investigation utilizing an instrumental case study to examine the influence of a constructivist-developmental format on a play therapy counseling course in a large CACREP accredited university in the Southeastern United States. Results indicated that the constructivist-developmental lens was effective in promoting the professional development of counselors-in-training. The researchers offer coursespecific recommendations as well as areas of future research.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130414928","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}
引用次数: 4
Reflecting on Reflecting: Scholarship of Teaching and Learning as a Tool to Evaluate Contemplative Pedagogies 反思的反思:作为评估沉思教学法工具的教与学学术
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-01-31 DOI: 10.20429/ijsotl.2017.110108
Alexis T. Franzese, P. Felten
{"title":"Reflecting on Reflecting: Scholarship of Teaching and Learning as a Tool to Evaluate Contemplative Pedagogies","authors":"Alexis T. Franzese, P. Felten","doi":"10.20429/ijsotl.2017.110108","DOIUrl":"https://doi.org/10.20429/ijsotl.2017.110108","url":null,"abstract":"Although interest in contemplative pedagogies has grown considerably in higher education, faculty have relatively few resources available to help them make evidence-based choices about the use of different contemplative pedagogies in particular disciplinary or course contexts. We propose adapting a framework from the Scholarship of Teaching and Learning (SoTL) to serve as a heuristic for assessment of the design and implementation of these practices. After outlining this framework, we provide concrete examples from undergraduate courses to explore how a SoTL-informed design, implementation, and assessment process could be applied to the utilization of contemplative pedagogies. The examples suggest that there are many ways in which practices can be incorporated in support of deepening student learning and creating transformative learning opportunities for our students. We conclude with reflections on the potential and the limitations of this approach.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128468431","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}
引用次数: 14
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信