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ERIC Number: EJ1146336
Record Type: Journal
Publication Date: 2008-Jul
Abstractor: As Provided
Using Scholarly Research in Course Redesign: Teaching to Engage Students with Authentic Disciplinary Practices
Ragland, Rachel G.
International Journal for the Scholarship of Teaching and Learning, v2 n2 Article 4 Jul 2008
This action research study describes a course redesign using scholarly research in two ways. Traditional disciplinary research was used to inform the design of the curriculum, and SoTL 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. Research was then conducted on the pedagogical process to determine the success of the new course design in achieving its objectives. The research project documented: how the authentic disciplinary practices were taught to students; student attitudes toward the knowledge gained; and how the students subsequently put this knowledge into practice. The success of the course design in engaging student with authentic disciplinary practices was documented. Conclusions and implications for evidence-based research into the improvement of teaching effectiveness applied to other disciplines are discussed.
Descriptors: Learner Engagement, History Instruction, Curriculum Design, Case Studies, Outcomes of Education, Scholarship, Educational Research, Instruction, Learning, Social Studies, Student Attitudes, Preservice Teachers, Content Analysis, Statistical Analysis, Qualitative Research, Secondary Education, Evidence Based Practice, Best Practices, Pedagogical Content Knowledge, Preservice Teacher Education, Student Teaching
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: firstname.lastname@example.org; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A