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Showing 106 to 120 of 136 results Save | Export
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Roberts-Harris, Deborah – Teaching & Learning Inquiry, 2014
This study investigated newly qualified K-8 teachers' visions of science learning and teaching after they had completed preparation in a science teaching methods course I taught. What visions of science learning and teaching were these newly qualified teachers taking away from my course? How did these visions compare with those advocated by reform…
Descriptors: Beginning Teachers, Elementary School Teachers, Middle School Teachers, Teacher Attitudes
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Webb, Nathan G.; Barrett, Laura Obrycki – Teaching & Learning Inquiry, 2014
Positive relationships between instructors and students are critical to effective learning in the classroom. Rooted in the Scholarship of Teaching and Learning (SoTL), and centered at the crossroads of interpersonal communication and instructional communication (Affective Learning Model), this study examines how instructors in a Taiwan ESL school…
Descriptors: Foreign Countries, Teacher Student Relationship, Second Language Learning, English (Second Language)
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Foot, Rachel; Crowe, Alicia, R.; Tollafield, Karen Andrus; Allan, Chad Everett – Teaching & Learning Inquiry, 2014
The doctoral journey is as much about identity transitions as it is about becoming an expert in a field of study. However, transitioning from past and professional lives and identities to scholarly identities is not an easy process. Three doctoral students at various stages of completion engaged in self-study research to explore their emerging…
Descriptors: Graduate Students, Doctoral Programs, Identification (Psychology), Self Evaluation (Individuals)
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Allin, Linda – Teaching & Learning Inquiry, 2014
Collaboration is identified as a key feature of pedagogic action research (see Norton, 2009), which is often a core part of Scholarship of Teaching and Learning (SoTL) methodology. Despite this, there appear to be few articles which explore experiences of collaborative partnerships within SoTL. This paper is a personal reflective essay which…
Descriptors: Teacher Student Relationship, Scholarship, Instruction, Learning
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Glisson, Lane; McConnell, Shane; Palit, Mahatapa; Schneiderman, Jason; Wiseman, Cynthia; Yorks, Lyle – Teaching & Learning Inquiry, 2014
At a large, urban community college located in the Northeastern United States, a group of faculty interested in helping students assume agency in their own learning used the methodology of Collaborative Inquiry (CI) as a way to examine the factors that help or hinder this process. Unexpected was the epistemological shift they underwent as a result…
Descriptors: Urban Schools, Community Colleges, College Faculty, Two Year College Students
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Bernstein, Daniel; Greenhoot, Andrea Follmer – Teaching & Learning Inquiry, 2014
Helping students achieve advanced critical thinking and writing skills in large undergraduate classes is a challenge faced by many university faculty members. We addressed this challenge in a three-year project using team course design, built around a cognitive apprenticeship model, to enhance undergraduates' writing, critical thinking, and…
Descriptors: Undergraduate Students, Writing Instruction, Writing Improvement, Critical Thinking
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Kingston, Lindsey N.; MacCartney, Danielle; Miller, Andrea – Teaching & Learning Inquiry, 2014
Human rights education is advanced as a method for promoting social responsibility, with an emphasis on promoting ideals of "global citizenship" among undergraduate students. At the same time, the practice of learning communities is widespread on college campuses for retaining freshmen and promoting student success. However, there is…
Descriptors: Social Responsibility, Communities of Practice, College Freshmen, Learner Engagement
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Driscoll, Dana Lynn – Teaching & Learning Inquiry, 2014
One challenge with general education is the often- clashing goal of vocationalism, or educating for the purpose a specific careers or professions. Through a series of longitudinal interviews spanning a group of 14 students' second and fourth semesters at a public, regional research university, the author examines the intersection of beliefs and…
Descriptors: Longitudinal Studies, Undergraduate Students, Student Attitudes, Beliefs
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Drinkwater, Michael J.; Gannaway, Deanne; Sheppard, Karen; Davis, Matthew J.; Wegener, Margaret J.; Bowen, Warwick P.; Corney, Joel F. – Teaching & Learning Inquiry, 2014
Turning lectures into interactive, student-led question and answer sessions is known to increase learning, but enabling interaction in a large class seems an insurmountable task. This can discourage adoption of this new approach -- who has time to individualize responses, address questions from over 200 students and encourage active participation…
Descriptors: Active Learning, Learning Processes, Large Group Instruction, College Freshmen
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Fanghanel, Joëlle – Teaching & Learning Inquiry, 2013
In this paper, I discuss SoTL as a methodology for the professional development of academics. I propose that as an agentic form of inquiry that focuses on processes, boundary-crossing, and making public its findings, SoTL is a sophisticated methodology that brings the activities of teaching and research in close alignment, and contributes to…
Descriptors: Scholarship, Instruction, Learning, Faculty Development
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Hodges, Linda C. – Teaching & Learning Inquiry, 2013
As a past SoTL scholar turned faculty developer, I have come to realize that SoTL is a mindset: one of questioning old assumptions about what teaching entails and how our students learn, gathering and examining evidence of the effects of our approaches, and reflecting on and sharing insights gained. This perspective changed my own teaching. Now it…
Descriptors: Scholarship, Instruction, Learning, Change Strategies
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Cambridge, Barbara – Teaching & Learning Inquiry, 2013
"Teaching & Learning Inquiry" takes responsibility for engaging in what Senge (2006) calls "reflective openness," encouraging a range of appropriate epistemologies to study teaching and learning. The journal, like its parent organization, embodies the role of "intermediary" through the practice of continual…
Descriptors: Scholarship, Instruction, Transformative Learning, Periodicals
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Chng, Huang Hoon; Looker, Peter – Teaching & Learning Inquiry, 2013
The International Society for the Scholarship of Teaching and Learning (ISSOTL) began in 2004, constituted by 67 scholars, mostly from English-speaking countries located in the Western hemisphere. Since then, the world has become increasingly global and borderless, and students' movements across continents in search a good education have meant…
Descriptors: Scholarship, Instruction, Learning, Geographic Isolation
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Mighty, Joy – Teaching & Learning Inquiry, 2013
As a regular feature in "Teaching & Learning Inquiry," we will ask leading thinkers in the field of SoTL to articulate one important lesson they have learned over the course of their careers. In this first installment, Joy Mighty talks about leadership in its numerous forms, from individual to institutional, and its potential for the…
Descriptors: Scholarship, Instruction, Learning, Leadership
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Blair, Erik – Teaching & Learning Inquiry, 2013
Much of the literature in the field of the Scholarship of Teaching and Learning (SoTL) discusses the need for SoTL and how critical inquiry can support teaching and learning. This article supports much that has been said before but further suggests that, in order for SoTL to fulfil its ambitions, practitioner-researchers should consider the way…
Descriptors: Scholarship, Instruction, Learning, Context Effect
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