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ERIC Number: EJ1117843
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1056-3997
Implementing an Evidence-Based Reflective Teaching Cycle: Using Scholarly Research in Curriculum Design
Ragland, Rachel
Mid-Western Educational Researcher, v28 n3 p196-217 2016
Course curriculum design using a research-teaching connection and reflective teaching is presented. The research-teaching connection is expanded to a three stage research-teaching-research cycle and reflection is expanded to include both faculty and students. Traditional disciplinary educational research was used to inform the design of the curriculum, and Scholarship of Teaching and Learning (SoTL) research was used to measure the success of the course design in achieving its objectives for student learning. The objective of the course redesign was to better engage students in applying the authentic disciplinary practices of the field of history teacher preparation. The research project documented how the research-based instructional practices were taught to students, how the students subsequently put this knowledge into practice and how the course was modified over four years based on evidence-based reflection. Conclusions and implications for using evidence-based reflective teaching to improve teaching effectiveness as applied to other disciplines are discussed.
Mid-Western Educational Research Association. P.O. Box 34421, Chicago, IL 60634-0421. Tel: 419-372-7401; Fax: 419-372-2828; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A