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ERIC Number: EJ1133251
Record Type: Journal
Publication Date: 2017
Pages: 6
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-2153-1900
Transferring Information from Faculty Development to Classroom Practice: A Mixed-Method Study
Winslow, Matthew P.; Skubik-Peplaski, Camille; Burkett, Barry
Journal of Faculty Development, v31 n1 p35-40 Win 2017
Professional learning communities (PLCs) are an effective way for faculty to learn about pedagogical topics and tactics. However, less is known about how effective they are at changing the teaching practices of the faculty participants and ultimately student learning. This article describes a mixed-method study of such a transfer of knowledge. In this case, the pedagogical topic was metacognition, effortful learning in particular. We describe the PLC, how effortful learning was incorporated into one class, and the results of that change in practice. We found that effortful learning (using a jigsaw classroom activity) improved student learning and student perceptions of instruction.
New Forums Press, Inc. P.O. Box 876, Stillwater, OK 74076. Tel: 405-372-6158; Fax: 405-377-2237; e-mail: info@newforums.com; Web site: http://www.newforums.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky