The journal of scholarship of teaching and learning : JoSoTL最新文献_第8页

Pygmalion in the ’hood

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-10-08 DOI: 10.14434/josotl.v21i3.30940

John Socas

{"title":"Pygmalion in the ’hood","authors":"John Socas","doi":"10.14434/josotl.v21i3.30940","DOIUrl":"https://doi.org/10.14434/josotl.v21i3.30940","url":null,"abstract":"Self-presenting effectively at job interviews presents significant challenges for students at urban community colleges, especially those identified as low-income Black and Latinx. Current practices provide minimal support, if any, for enhancing the self-presentation of these students at job interviews. Too often, instead, students simply do not perform well, fail to achieve their job objectives, and remain marginalized by society. This article describes the experiences of urban community college students involved in an innovative effort to enhance their performance in job interviews. This innovative approach features identity work and highlights the value of role play and improvisation in a range of dramatic activities. It utilizes insights gained from research into Freirian conscientization, critical pedagogy, and critical race theories as well as participatory action research (PAR) methodology. This study highlights the eloquent voices and dramatic concerns of the students involved in two vignettes, “Acting White” and “Acting Phony,” expressing the plight of these students. Providing insights for teachers, the article reviews identity work to facilitate successful self-presentation conducted by a wide range of educators dealing with similar challenges involving racial and ethnic minorities. Concluding observations are presented and future debate and research is encouraged. ","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81915639","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: 0

Questioning CRAAP 质疑CRAAP

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-10-08 DOI: 10.14434/josotl.v21i3.30744

M. Lowe, Katharine V. Macy, Emily Murphy, J. Kani

引用次数: 0

Does Short-Term International Immersion have a Sustainable Impact on Teachers’ Cultural Competence? Follow-up Interviews Eight Years After a Teaching Experience in South Korea 短期国际沉浸对教师的文化能力有持续的影响吗?在韩国教学八年之后的后续访谈

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-10-08 DOI: 10.14434/josotl.v21i3.31178

Kevin Oh, Natalie Nussli

{"title":"Does Short-Term International Immersion have a Sustainable Impact on Teachers’ Cultural Competence? Follow-up Interviews Eight Years After a Teaching Experience in South Korea","authors":"Kevin Oh, Natalie Nussli","doi":"10.14434/josotl.v21i3.31178","DOIUrl":"https://doi.org/10.14434/josotl.v21i3.31178","url":null,"abstract":"This qualitative study was conducted with teacher candidates studying in a Masters program at a university on the west coast in the United States. The main goal was to capture if immersion in a foreign culture and the short-term teaching of primary and secondary school students in South Korea had any sustainable impact on the participating teachers’ perception of their cultural knowledge, competence, and awareness almost a decade after their immersion experience. The researchers interviewed four teachers who had participated in one of two immersion projects conducted in 2010 and 2011. A questionnaire on teachers’ self-efficacy regarding culturally responsive teaching (modified from Chu & Garcia, 2014) was administered prior to the interview giving the participants a tool to reflect on what it means to be a culturally responsive teacher and to self-assess their own cultural competence and teaching practices. Four themes emerged from the interviews, namely, perspective-taking ability, relationships, teaching strategies, and cultural knowledge. The findings indicate that international immersion not only offers an effective way for pre-service teachers to receive intercultural training. It also has the potential to create transformative learning experiences by immersing students in cultural contexts unfamiliar to them. The findings from this study will be interesting to teacher educators who consider integrating international immersion projects into their teacher education programs.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"220 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86370940","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: 0

Student Perceptions of Great Teaching 学生对优秀教学的看法

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-10-08 DOI: 10.14434/josotl.v21i3.30661

Robert S. Bledsoe, D. Richardson, Ashley Kalle

引用次数: 2

Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies 促进同伴支持教学法的学生自我效能感与教学信念量表的开发与评价

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-10-08 DOI: 10.14434/josotl.v21i3.29120

Aaron M. Clark, J. Raker

引用次数: 0

The Invitation Circle 邀请圈

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-10-08 DOI: 10.14434/josotl.v21i3.29542

M. Latta

引用次数: 0

Impact of working conditions on faculty teaching: 工作条件对教师教学的影响:

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-10-08 DOI: 10.14434/josotl.v21i3.29899

Kathryn Berlin, DoMonique Brock

{"title":"Impact of working conditions on faculty teaching:","authors":"Kathryn Berlin, DoMonique Brock","doi":"10.14434/josotl.v21i3.29899","DOIUrl":"https://doi.org/10.14434/josotl.v21i3.29899","url":null,"abstract":"The following exploration examined the impact of working conditions on faculty teaching for full-time faculty and non-tenure track faculty within an academic department at a large Midwestern university to determine whether employment status and working conditions potentially impacted student learning outcomes. Questions asked of participating faculty focused on factors related to, or influencing, teaching that may improve or hinder student learning. Factors such as available resources, interaction with department administrators and other faculty, job satisfaction, work-life integration, and mentorship were explored through written surveys and one-on-one interviews. Twelve faculty, out of a target population of 33, provided insight as to concerns or issues they felt impeded or supported teaching efforts. Although the exploration contained a small sample size, department administrators implemented changes to address faculty concerns to reduce “disconnects” and issues mentioned by faculty members. Primary changes occurred around part time faculty input on curriculum development and interactions with department administrators and full time faculty. While still ongoing, initial feedback is positive and indicates faculty are adapting to the changes. Further work is necessary to examine individual feelings of worth and value, as well as exploring actual student learning outcomes across courses.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86017449","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

Method for Directing Collaborative Study Guide Construction by Undergraduate Student Groups

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-10-08 DOI: 10.14434/josotl.v21i3.29896

Maureen L. Petrunich-Rutherford

引用次数: 0

Low-Stakes Quizzes Improve Learning and Reduce Overconfidence in College Students 低风险测验提高了大学生的学习能力，减少了他们的过度自信

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-06-29 DOI: 10.14434/josotl.v21i2.28650

K. Kenney, H. Bailey

{"title":"Low-Stakes Quizzes Improve Learning and Reduce Overconfidence in College Students","authors":"K. Kenney, H. Bailey","doi":"10.14434/josotl.v21i2.28650","DOIUrl":"https://doi.org/10.14434/josotl.v21i2.28650","url":null,"abstract":"Retrieval practice is a straightforward and effective way to improve student learning, and its efficacy has been demonstrated repeatedly in the laboratory and in the classroom. In the current study, we implemented retrieval practice in the form of daily reviews in the classroom. Students (N = 47) in a cognitive psychology course completed a daily review at the beginning of each class. These consisted of 2-4 questions that encouraged students to practice retrieving material covered in lectures from the previous week. Then at the end of the semester, students took a comprehensive final exam consisting of content that was either on a daily review, a unit exam, both or neither. We replicated previous work such that retrieval practice improved memory. Specifically, we found that students performed significantly better on questions whose information had been covered on both a daily review and unit exam. However, student performance did not differ amongst items covered only on a daily review, a unit exam, or on neither. Additionally, we extended previous work and found that students were significantly less overconfident for information covered on both a daily review and unit exam. The current results indicate that retrieval practice helps college students remember material over the course of a semester and also improves their ability to evaluate their own knowledge of the material.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73790375","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: 3

Audio Guides for Digital Archives 数字档案音频导览

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-06-29 DOI: 10.14434/josotl.v21i2.32982

K. Holterhoff

引用次数: 0