Open Access. Powered by Scholars. Published by Universities.®

Scholarship of Teaching and Learning Commons

Open Access. Powered by Scholars. Published by Universities.®

2,573 Full-Text Articles 3,841 Authors 289,947 Downloads 207 Institutions

All Articles in Scholarship of Teaching and Learning

Faceted Search

2,573 full-text articles. Page 1 of 106.

Learning Strategies And Academic Difficulty In Physical And Occupational Therapy Online Education, Evan M. Pucillo, Erica J. Kiernan 2020 University of St. Augustine for Health Sciences

Learning Strategies And Academic Difficulty In Physical And Occupational Therapy Online Education, Evan M. Pucillo, Erica J. Kiernan

Physical Therapy Collection

The purpose of this study was to explore the Learning and Study Strategies Inventory (LASSI) in relation to hybrid-online clinical neuroscience course outcomes in occupational therapy (OT) and physical therapy (PT) students. OT and PT students self-administered the LASSI during the Spring of 2019. N=34 students (14 OT; 20 PT) completed the LASSI. The scales of Information Processing (r = -0.43; p


“It’S A Lot To Take In” - Undergraduate Experiences With Assigned Reading, Maura A. Smale 2020 CUNY New York City College of Technology

“It’S A Lot To Take In” - Undergraduate Experiences With Assigned Reading, Maura A. Smale

Publications and Research

No abstract provided.


Learners’ Perspectives On The Use And Support Of Student Created Video Assignments At James Madison University, Annette Bruff Liskey 2019 James Madison University

Learners’ Perspectives On The Use And Support Of Student Created Video Assignments At James Madison University, Annette Bruff Liskey

Showcase of Graduate Research and Creative Activities

This research is an exploratory analysis of the use of student created video assignments at JMU, a pedagogical strategy that is increasingly common but not widely researched. The study collected quantitative data via an online survey of JMU students with the objective of examining the use, design, and outcomes of student created video assignments at James Madison University. Survey topics included the requirements of the assignment, the course that included the assignment, resources available and/or used to complete the assignment, students’ perceptions of the learning outcomes, as well as non-identifying information about each respondent’s demographics and academic experience ...


Ceteal News, November/December 2019, CeTEAL, Coastal Carolina University 2019 Coastal Carolina University

Ceteal News, November/December 2019, Ceteal, Coastal Carolina University

CeTEAL Newsletter

  • Signature Pedagogies Program Supports Examination of Teaching Practices
    Jenn Shinaberger, director, CeTEAL
  • Impact of a No Exam Implementation on Student Success in a General Chemistry Course
    Brett Simpson; associate professor of chemistry; Gupta College of Science
  • Applying a Cultural Lens to the Study of Development
    Adriane Sheffield; assistant professor; foundations, curriculum, and instruction; Spadoni College of Education
  • Impact of Peer Review on Pre-Service Teachers’ Lesson Planning Heather Hagan; assistant professor of foundations, curriculum, and instruction, Spadoni College of Education
  • The Impact of GAISE Recommendations on Statistical Reasoning
    Lee Shinaberger; senior lecturer of management and decision sciences; Wall College of Business ...


Impact Of Computer-Based Peer Review On College Students’ Performance And Perceived Self-Efficacy In An Online Graphic Design Course, Sharon P. Wagner, Tracy Rutherford 2019 Texas A&M University

Impact Of Computer-Based Peer Review On College Students’ Performance And Perceived Self-Efficacy In An Online Graphic Design Course, Sharon P. Wagner, Tracy Rutherford

Journal of Applied Communications

Prior research has indicated that the incorporation of computer-based peer review into writing instruction increases student engagement, improves student performance, and increases student perceptions of self-efficacy. This study used a quasi-experimental untreated control group design to examine the impact of computer-based peer review on student performance and perceived self-efficacy in an undergraduate agricultural graphic design course. The impact of participation in computer-based peer review on performance scores was investigated using a MANOVA. After two rounds of peer review, students improved their overall course performance by one-half letter grade. Perceptions of self-efficacy were further analyzed using a one-way repeated measures ANOVA ...


The Impact Of Attending An Equity-Based Conference On One Teacher Educator: Five Pedagogical Changes Of Practice, Rebecca Smith 2019 University of Portland

The Impact Of Attending An Equity-Based Conference On One Teacher Educator: Five Pedagogical Changes Of Practice, Rebecca Smith

Northwest Journal of Teacher Education

This article is a reflective overview of five pedagogical practice changes that one teacher educator made after attending a multicultural education conference. The article integrates current research to highlight the educational benefits of innovative, equity-based instructional strategies. The pedagogical changes are explored through the theoretical lens of culturally relevant pedagogy (Ladson-Billings, 1995; Gay, 2010) and culturally sustaining pedagogy (Paris & Alim, 2017) and include: diversifying curriculum, engaging with community partners, collaborating with K-12 practitioners, innovative technology, and self-reflection.


The Impact Of Virtual Classroom Template On The Development Of Cognitive Skills, Infographic Production Quality And Usability, Amal Nasralden, Mohamed El-sherbeny 2019 Ain Shams University

The Impact Of Virtual Classroom Template On The Development Of Cognitive Skills, Infographic Production Quality And Usability, Amal Nasralden, Mohamed El-Sherbeny

International Journal for Research in Education

This study aims at pointing out the impact of "lobby mode" versus that of "analytical mode" on developing cognitive skills, quality of production and usability of the model system; all through using Adobe Connect. An achievement was developed and it consisted of 20 lexicon to measure the cognitive skills of instructional infographic design. In addition, an assessment card has been used to assess the final production in terms of quality. The card is composed of 44 texts designed to measure the quality of infographic. Besides, a measuring scale has been founded, that is composed of 55 phrases distributed among five ...


Understanding Practice: A Pilot To Compare Mathematics Educators’ And Special Educators’ Use Of Purposeful Questions, Mary E. Sheppard, Robert Wieman 2019 St. Joseph's University

Understanding Practice: A Pilot To Compare Mathematics Educators’ And Special Educators’ Use Of Purposeful Questions, Mary E. Sheppard, Robert Wieman

Journal of Human Services: Training, Research, and Practice

Despite calls for alignment, descriptions of best practices from special education and math education researchers continues to diverge. However, there has been little discussion of how special education teacher educators and mathematics teacher educators compare in practice. This paper describes a study in which a range of teacher educators (N=51) were asked to evaluate a series of questions asked in response to a struggling student with a learning disability. The results indicate that teachers from both groups ranked initial assessment questions highly, and questions that lowered the cognitive demand of the task much lower. Differences between math education and ...


How Generation Z College Students Prefer To Learn: A Comparison Of U.S. And Brazil Students, Corey Seemiller, Meghan Grace, Paula Dal Bo Campagnolo, Isa Mara Da Rosa Alves, Gustavo Severo De Borba 2019 Wright State University

How Generation Z College Students Prefer To Learn: A Comparison Of U.S. And Brazil Students, Corey Seemiller, Meghan Grace, Paula Dal Bo Campagnolo, Isa Mara Da Rosa Alves, Gustavo Severo De Borba

Journal of Educational Research and Practice

The purpose of this study was to engage in a comparative analysis of Generation Z college students in the United States and Brazil regarding characteristics, motivations, interpersonal styles, learning styles, and learning methods. Quantitative data in both countries were collected and analyzed to formulate comparative findings. Themes that emerged include learning that makes a difference, achievement orientation, logic-based learning, intrapersonal and interpersonal learning, applied and hands-on experiences, learning through words, recognition, and lacking vision, inspiration, and creativity. More similarities than differences were found across themes in both populations.


Tell Me Your Business: Assessing The Teaching Needs Of Undergraduate Business Faculty, Nora Allred, Lauren Movlai, Jennifer Sams 2019 Michigan Technological University

Tell Me Your Business: Assessing The Teaching Needs Of Undergraduate Business Faculty, Nora Allred, Lauren Movlai, Jennifer Sams

Michigan Tech Publications

Academic libraries often fill a variety of roles in response to the needs of teaching and research faculty while simultaneously navigating a rapidly changing information landscape. As higher education embraces students’ desire for active learning, experiential learning, and service learning, the support needs of teaching faculty also change. In the spirit of providing high-quality, relevant support, librarians at Michigan Technological University partnered with Ithaka S+R to explore the evolving teaching needs of Business Faculty. Nine faculty members from Michigan Tech's School of Business and Economics were interviewed, and interviews were coded and analyzed. Major themes identified included: students ...


Editors' Notes: Critique Of The Canon And Pedagogy In Art History, Virginia Spivey, Renee McGarry 2019 City University of New York (CUNY)

Editors' Notes: Critique Of The Canon And Pedagogy In Art History, Virginia Spivey, Renee Mcgarry

Art History Pedagogy & Practice

No abstract provided.


Curriculum Design With Systematic Analysis, Interdisciplinary Collaboration, And Research, Juhong Christie Liu Ph.D., Eric M. Stauffer, Jim R. West, Dominic "Nick" D. Swayne 2019 James Madison University

Curriculum Design With Systematic Analysis, Interdisciplinary Collaboration, And Research, Juhong Christie Liu Ph.D., Eric M. Stauffer, Jim R. West, Dominic "Nick" D. Swayne

Libraries

As the instructional design of courses and learning activities become a normal practice of professional development for teachers and faculty members, curriculum design has risen to tag the expertise of instructional design professionals. These curriculum design projects demand a high level of collaborative efforts to look into discipline-specific accreditation standards, to analyze existing resources including course catalogues and technology infrastructure, to update emerging pedagogy and technology, and to evaluate diverse teaching team and student compositions. This presentation will share the practical knowledge gained through several curriculum design projects from the perspectives of systematic analysis, interdisciplinary collaboration, and research.


Literacy Curricula, The Common Core, And Defending An Unpopular Profession: The Lived Experiences Of Undergraduate Preservice Literacy Teachers, Susan A. Sturm 2019 Nazareth College of Rochester

Literacy Curricula, The Common Core, And Defending An Unpopular Profession: The Lived Experiences Of Undergraduate Preservice Literacy Teachers, Susan A. Sturm

Excelsior: Leadership in Teaching and Learning

This study explored the lived experiences of eight pre-service teachers, specifically their understandings of teaching Common Core-aligned English language arts (ELA) and their feelings about becoming teachers of literacy amid the current era of accountability. Phenomenological methods were used to interview participants and analyze data for significant statements made by all eight pre-service teachers involved. Major themes to emerge include that pre-service teachers felt prepared to design ELA lessons but unprepared to develop an ELA curriculum; they felt the Common Core State Standards had changed everything about teaching; and they were anxious about becoming teachers during a time of great ...


Analyzing A Piece Of Teaching Through The Lens Of "The Abc's Of How We Learn: 26 Scientifically Proven Approaches, How They Work, And When To Use Them", Kimberly Alexander, Paul Vermette 2019 Lewiston-Porter Middle School

Analyzing A Piece Of Teaching Through The Lens Of "The Abc's Of How We Learn: 26 Scientifically Proven Approaches, How They Work, And When To Use Them", Kimberly Alexander, Paul Vermette

Excelsior: Leadership in Teaching and Learning

For the continuing development of quality instructional practices, educators must have access to the findings of research and be in a position to explore applications of those findings. We think we may have found such a resource: A 2016 book titled The ABCs of How We Learn: 26 Scientifically proven approaches, how they work, and when to use them by Schwartz, Tsang, and Blair is a concise, insightful, and applicable set of 26 short articles that explain key learning factors, provide examples, and identify the supporting scholarship. In this article, a first-year middle school science teacher and a veteran teacher ...


Being In Tension: Faculty Explorations Of The Meaning Of Social Justice In Teacher Education, Mary Shelley Thomas, Christine D. Clayton, Shin-ying Huang, Roberto Garcia 2019 University of Louisville

Being In Tension: Faculty Explorations Of The Meaning Of Social Justice In Teacher Education, Mary Shelley Thomas, Christine D. Clayton, Shin-Ying Huang, Roberto Garcia

Excelsior: Leadership in Teaching and Learning

This study explores faculty perspectives of social justice in teacher education within one New York institution with a social justice focus. Grounded in the institution’s self-study process for accreditation, the researchers were a part of a team that collected data from structured interviews, including a card sort, of 42 full time teacher educators across 16 programs in the institution. Informed by sociocultural theories (Vygotsky, 1978, Wertsch, 1991), a content analysis revealed the language selected by faculty as well as their meaning-making process and describes how individuals contextualized those meanings. Findings demonstrated a range of meanings and lack of a ...


Implementing Social And Emotional Learning Standards By Intertwining The Habits Of Mind With The Casel Competencies, Kimberly Alexander, Paul Vermette 2019 Lewiston-Porter CSD

Implementing Social And Emotional Learning Standards By Intertwining The Habits Of Mind With The Casel Competencies, Kimberly Alexander, Paul Vermette

Excelsior: Leadership in Teaching and Learning

The New York State Education Department (NYSED) adopted a set of three standards for social and emotional learning (SEL) in August 2018. In doing so, they have paved the way for explicit instruction in and assessment of 21st-century skills. The three-goal framework selected by NYSED (2018) is modeled after the five competencies of the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2018). The authors are overjoyed by this movement to promote dual objective learning (Vermette & Kline, 2017) targeting affective and cognitive goals, but are hesitant to use the CASEL (2018) framework for such SEL standards. Prior to ...


Letter From The Editors, Christine E. Ashby, Julia M. White 2019 Syracuse University

Letter From The Editors, Christine E. Ashby, Julia M. White

Excelsior: Leadership in Teaching and Learning

No abstract provided.


Letter From The President, April W. Bedford 2019 Syracuse University

Letter From The President, April W. Bedford

Excelsior: Leadership in Teaching and Learning

No abstract provided.


12.1 Table Of Contents, Julia White 2019 Syracuse University

12.1 Table Of Contents, Julia White

Excelsior: Leadership in Teaching and Learning

No abstract provided.


Annotated Literature Review - Supplement For "Genre Knowledge As Artisanship" Presentation At Iwca 2019, Lucy Bryan Malenke 2019 James Madison University

Annotated Literature Review - Supplement For "Genre Knowledge As Artisanship" Presentation At Iwca 2019, Lucy Bryan Malenke

Lucy Bryan Malenke

This resource is a draft of a literature review composed by an undergraduate student and annotated by faculty and peer consultants at the James Madison University Writing Center (UWC). It points out the writer's key organizational choices, as well as the writer's adherence to common literature review conventions, like synthesizing sources. This resource appears on the UWC website.


Digital Commons powered by bepress