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Chein, Chen-Wen – International Journal for the Scholarship of Teaching and Learning, 2019
This study explored 36 undergraduates' knowledge construction and implementation of pedagogical competence in pronunciation instruction. These undergraduates were language learners themselves, but they were trained to become language teachers receiving pronunciation instruction in an English Pronunciation Instruction course at a university in…
Descriptors: Language Teachers, Pedagogical Content Knowledge, Undergraduate Students, Foreign Countries
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Swan, Amy K.; Sleeter, Nathan M.; Schrum, Kelly – International Journal for the Scholarship of Teaching and Learning, 2019
Using an expanded version of Alexander's (2008) theory of dialogic teaching developed by RojasDrummond, Torreblanca, Pedraza, Vélez, and Guzmán (2013), this case study explored how instructors and students in a hybrid graduate course engaged in the process of dialogic teaching and learning (DTL). In particular, we examined the ways in which…
Descriptors: Teaching Methods, Blended Learning, Graduate Students, Inquiry
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Carlson, James R. – International Journal for the Scholarship of Teaching and Learning, 2019
This qualitative study was designed as a single-case study of a small, public, teacher education program in the Midwest. The author conducted a study on the perceived role of a "critical friends group" (CFG) in the development of beginning secondary teacher candidates' understandings and practices of reflective practice. Three main types…
Descriptors: Reflective Teaching, Reflection, Friendship, Teaching Methods
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Johnson, Leonissa; Cain, Amy – International Journal for the Scholarship of Teaching and Learning, 2019
School counselors provide academic, social-emotional, and college and career access information to all students via core curriculum classroom lessons. English Learners benefit from differentiated classroom instruction that makes content engaging and accessible. Despite this need for differentiated instruction, few educators have received English…
Descriptors: School Counselors, English (Second Language), Second Language Learning, English Language Learners
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White, Elizabeth S.; Miller, Kyle E. – International Journal for the Scholarship of Teaching and Learning, 2019
The purpose of this mixed methods study was to examine student perceptions of a Child Development in Education course required for education majors. Participants (N = 167) completed pre and posttests assessing course content knowledge and a course satisfaction survey. Five students also participated in semi-structured interviews. Quantitative…
Descriptors: Preservice Teachers, Preservice Teacher Education, Education Majors, Curriculum Design
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Kang, Dredge; Goico, Sara; Ghanbari, Sheena; Bennallack, Kathleen C.; Pontes, Taciana; O'Brien, Dylan H.; Hargis, Jace – International Journal for the Scholarship of Teaching and Learning, 2019
This study reflects on the development and implementation of mid-term oral examinations in large-scale lecture courses at a large, public research university; specifically, this work examines the implications of oral exams for fostering student engagement and concept-based comprehension in addition to institutional and course commitments to…
Descriptors: Performance Based Assessment, Oral Language, Test Construction, Lecture Method
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Yasué, Maï; Jeno, Lucas M.; Langdon, Jody L. – International Journal for the Scholarship of Teaching and Learning, 2019
We extended the research on autonomy-supportive teaching to universities and examined the relationships between autonomous motivation to teach and autonomy-supportive teaching. Autonomously motivated university instructors were more autonomy-supportive instructors. The freedom to make pedagogical decisions was negatively correlated with external…
Descriptors: Professional Autonomy, College Faculty, Class Size, Faculty Workload
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Deale, Cynthia S. – International Journal for the Scholarship of Teaching and Learning, 2019
This study focused on understanding more about how hospitality and tourism students prefer to learn and considers the implications that these preferences have for teaching methods. The case is made that learning preferences matter even though critics indicate that there is no evidence for the use of learning styles. Perceptions of students'…
Descriptors: Preferences, Cognitive Style, Student Attitudes, Hospitality Occupations
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Slade, Mary L.; Burnham, Tammy J.; Catalana, Sarah Marie; Waters, Tammy – International Journal for the Scholarship of Teaching and Learning, 2019
Reflection is a high impact practice that develops teacher candidates' learning. Critical reflection requires teacher candidates to continually examine their own thoughts, perspectives, biases, and actions. Reflective practice facilitates the development of new knowledge, skills, and dispositions in teacher candidates by fostering critical…
Descriptors: Reflective Teaching, Preservice Teacher Education, Teaching Methods, Decision Making
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Reano, Darryl; Masta, Stephanie; Harbor, Jon – International Journal for the Scholarship of Teaching and Learning, 2019
Preparing Future Faculty (PFF) programs provide graduate students across all disciplines with professional development that addresses a range of faculty responsibilities.The scholarship of teaching and learning (SoTL) combines education research with the practice of teaching by implementing, disseminating, and applying research on educational…
Descriptors: College Faculty, Scholarship, Instruction, Learning