امام باقر (ع) : کمال انسان ، تمام کمال در سه چیز است : فراگرفتن علم دین و شکیبایی در پیش آمدها و ناگواریها و اندازه نگه داشتن در زندگی.  انوارالبهیه صفحه ۱۴۳

4:39:33 AM 1396 / 08 / 27
 

مقالات SOTL ( دانش پژوهی یاددهی – یادگیری)
 

1- Conceptualizing the Scholarship of Teaching and Learning for Social Work Education

Grise-Owens, Erlene; Owens, Larry W.; Miller, J. Jay

Journal of Social Work Education, v52 n1 p6-17 2016

The scholarship of teaching and learning (SoTL) has become a significant social movement. The newest "Educational Policy and Accreditation Standards" of the Council on Social Work Education explicitly identify SoTL as important in advancing social work education. This article considers social work education's role, relationship, and responsibility in relation to SoTL. Providing a critical understanding of SoTL's background, the article summarizes SoTL's history and current status. Next, we explain the rationale for social work education to focus on SoTL. Then, the article provides pragmatic steps and strategies for performing SoTL. The article concludes with a discussion of specific recommendations for social work education in moving forward in the SoTL movement.

2-  "Clues in Academe": A Cross-Disciplinary Lesson Study

Chick, Nancy L.; Nisselson, Rachel; Claiborne, Lily; Edmonds, Jeff; Yant, Anna Catesby; Hearn, Andrea Bradley

Journal on Excellence in College Teaching, v27 n1 p23-53 2016

The authors discuss a scholarship of teaching and learning project conducted in three first-year writing seminars of different disciplines. The goal was to introduce students to academic inquiry, which they define as the process of critically analyzing class materials, engaging with the larger body of knowledge on a topic, using evidence to support an argument or claim, and approaching problems or questions in new and imaginative ways. They describe the lesson and what it revealed about student thinking. They also address potential extensions of the lesson, as well as its limitations.

3-  Mentored Teaching, or How I Learned to Stop Worrying and Love Teaching

Blais, Julie; Motz, Christopher P.; Pychyl, Timothy A.

College Teaching, v64 n1 p1-9 2016

The purpose of this paper is to describe the Mentored-Teaching Program (MTP), an initiative in the development of graduate student teaching through discipline-based mentored-teaching practice. We begin with a brief overview of what is required to create a seminar in university teaching and the MTP from the departmental perspective. We then turn our focus to the benefits of the MTP for students and teachers specifically from the perspective of the mentor. Finally, the student mentee describes her experiences, applying a theoretical framework taken from the scholarship of teaching and learning in identifying four different lenses from which she came to understand her development as a teacher through this program. Overall, the MTP (in combination with the seminar in University teaching) emphasizes not only the importance of teaching as a collaborative process, but also the importance of combining theory with practice in order to develop into critically reflective teachers.

4- Evaluating the Influence of Peer Learning on Psychological Well-Being

Hanson, Jana M.; Trolian, Teniell L.; Paulsen, Michael B.; Pascarella, Ernest T.

Teaching in Higher Education, v21 n2 p191-206 2016

The scholarship of teaching and learning in higher education is concerned with advancing pedagogical knowledge and teaching practice to improve student learning and associated outcomes in higher education. This study used data from the Wabash National Study of Liberal Arts Education to examine the effects of peer learning experiences on gains in psychological well-being after four years of college. Results indicate a significant, positive influence of peer learning on the Ryff scale of psychological well-being [Ryff, C. D., and C. L. Keyes. (1995). "The Structure of Psychological Well-Being Revisited." "Journal of Personality and Social Psychology" 69 (4): 719-726]. In addition, peer learning had a significant positive effect on all but one of the Ryff well-being subscales (autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance). This research supports the use of peer learning as an important pedagogical practice.

5- Teachingand Research in Mid-Career Management Education: Function and Fusion

Quinn, Bríd C.

Teaching Public Administration, v34 n1 p7-18 Mar 2016

The apparent disconnect between teaching and research has implications for both curricular content and pedagogic practice and has particular salience in the field of mid-career education. To overcome this disconnect, faculty endeavour to integrate teaching and research. Pressure to do so stems from many sources. Benchmarks of professional excellence as well as the scholarship of teaching and learning champion such synergy. Institutions advocate teaching that is informed by research and research that is relevant to students. This article explores the conceptual and instrumental arguments for linking research and teaching. It discusses the benefits of such linkages and the challenges in effecting them. The exploration provides a conceptual base for other contributions in the volume which demonstrate specific research-teaching synergies in the Public Administration/Public Management classroom.

6- Development and Evaluation of a Doctoral-Level Public Health Pedagogy Course for Graduate Student Instructors

Lederer, Alyssa M.; Sherwood-Laughlin, Catherine M.; Kearns, Katherine D.; O'Loughlin, Valerie D.

College Teaching, v64 n1 p19-27 2016

This article describes the development, implementation, and systematic evaluation of a public health pedagogy course for first-time graduate student instructors in a Health Behavior doctoral program at a Midwestern School of Public Health. The pedagogy course focused on intensive pedagogical training in the first 8 weeks of a 16-week semester and then served as a forum for reflection and feedback during the second 8 weeks, when the enrolled graduate students served as either instructors of record or graduate teaching assistants for introductory health courses. Course participants (N = 7) completed anonymous pre-, mid- and post-course online surveys that assessed general teaching skills, discipline-specific teaching skills, and desire to pursue scholarship of teaching and learning (SoTL) activities. Participants' teaching self-efficacy increased for almost all survey items throughout the semester, particularly related to the instruction of health courses. Participants reported positive perceptions of the course and described it as essential for their teaching practice. This research study contributes to and expands upon the interdisciplinary study of the benefits of graduate level pedagogy courses and offers the first known assessment of a pedagogy course in the public health discipline.

7-The Scholarship of Teaching and Learning from a Social Justice Perspective

Leibowitz, Brenda; Bozalek, Vivienne

Teaching in Higher Education, v21 n2 p109-122 2016

We argue that there is a reciprocal relationship between all scholarly activities, most importantly between teaching, learning, research and professional learning. The article builds on the work of others who call for a social justice approach to inform the SoTL. It focuses on the implications for professional learning, as an aspect of the SoTL which has been neglected. The tripartite account of participatory parity as advanced by Nancy Fraser is shown to be a valuable frame to describe instances of social justice, as well as the kind of institutional arrangements that should be instituted to support participatory parity. Alongside this, the notion of a "pedagogy of discomfort" is shown to be an effective, but challenging means to advance awareness of justice and injustice amongst academics. The article draws on examples from three action based research projects run by the authors.

8-Classroom Re-Design to Facilitate Student Learning: A Case Study of Changes to a University Classroom

Perks, Tom; Orr, Doug; Alomari, Elham

Journal of the Scholarship of Teaching and Learning, v16 n1 p53-68 Feb 2016

This case study examines the physical aspects of a particular university classroom, and what affect specific changes to the classroom had on the perceptions of students, instructors and observers regarding the room as an effective learning space. We compare survey and focus group data collected from students taking courses in the classroom prior to changes to the physical environment with comparable data from students taking courses in the same classroom after specific changes had been made. Immediately following changes to the classroom, notable increases were observed in reported perceptions of student satisfaction with the physical environment, including perceptions of the classroom as a more effective and engaging learning space. Similar perceptions of improvement as a teaching-learning space were reported by instructors and observers. However, subsequent follow-up data collection and analyses suggested little if any sustained increase in perceptions of efficacy of the room as a learning space; indeed, most reported variables returned to baseline levels. The implications of these findings and their relevance to classroom design nevertheless may provide insight regarding the manner in which physical space might support or even enhance teaching and learning.

9-A Preliminary Study on the Use of Mind Mapping as a Visual-Learning Strategy in General Education Science Classes for Arabic Speakers in the United Arab Emirates

Wilson, Kenesha; Copeland-Solas, Eddia; Guthrie-Dixon, Natalie

Journal of the Scholarship of Teaching and Learning, v16 n1 p31-52 Feb 2016

Mind mapping was introduced as a culturally relevant pedagogy aimed at enhancing the teaching and learning experience in a general education, Environmental Science class for mostly Emirati English Language Learners (ELL). Anecdotal evidence suggests that the students are very artistic and visual and enjoy group-based activities. It was decided to integrate an intervention that would incorporate Emirati artistic and collaborative practices, in an effort to engage them on all levels, such that their academic attainment is positively affected. Preliminary results based on a group of 60 students, from on-going active research, suggest that this method is quite useful in helping pupils summarise lengthy lessons and increase student engagement and communication amongst peers, which helps them to reinforce scientific theories and concepts. This method further facilitates on-the-spot identification of misconceptions that students may have, as the instructor can proffer an immediate feedback. Students seem more responsive and motivated as they positively contribute to their learning environment, which is believed can only further strengthen their internal locus of control. The results satisfy paucity in the literature on effective pedagogic strategies for Arabic ELLs in science.

10-Turn! Turn! Turn!: A Time for Engaged Learning. The Engagement of Scholarship and Practice in a Classroom Setting

Knassmüller, Monika

Teaching Public Administration, v34 n1 p19-39 Mar 2016

As the integration of academic teaching and research with communities of practice is considered a major concern of public administration since its founding as a field, professional programmes were established on the premise that there is a positive relationship between practice and scholarship. However, the balance between them is considered delicate as they differ in the context, processes and purposes of their practices. The respective members not only use different vocabularies but base their professional action and reasoning on different logics. This paper develops the idea that part-time professional programmes might be conceptualized as a separate (temporary) system with a distinct frame of reference and language that is governed by its own logic but linked to the two other systems of scholarship and practice. The practical consequences of this approach are explored with regard to the role and objectives of research in professional programmes and the difficulties to achieve them.

11- Undergraduate Students' Perspectives of Essential Instructor Qualities

Trammell, Beth A.; Aldrich, Rosalie S.

Journal of the Scholarship of Teaching and Learning, v16 n1 p15-30 Feb 2016

There are many variables that impact a classroom experience including the instructor, the student, and the class itself. Much research has been done in the area of undergraduate student expectations and preferences for instructors, course format, etc. This paper explores how specific student characteristics such as first-generation status, age, class level, and format impact students' perception of what makes a good instructor. By understanding what instructor qualities these students appreciate, instructors can tailor their behavior to improve student learning and retention. Results suggest few differences within and between these groups of students. However, students had strong preferences for a high number of positive instructor characteristics, suggesting the possibility of overly optimistic and unrealistic preferences. Implications of this and suggestions for how instructors can better accommodate the preferences of students are discussed.

12-Learning Theories 101: Application to Everyday Teaching and Scholarship

Kay, Denise; Kibble, Jonathan

Advances in Physiology Education, v40 n1 p17-25 Mar 2016

Shifts in educational research, in how scholarship in higher education is defined, and in how funding is appropriated suggest that educators within basic science fields can benefit from increased understanding of learning theory and how it applies to classroom practice. This article uses a mock curriculum design scenario as a framework for the introduction of five major learning theories. Foundational constructs and principles from each theory and how they apply to the proposed curriculum designs are described. A summative table that includes basic principles, constructs, and classroom applications as well as the role of the teacher and learner is also provided for each theory.

13- Validity and Reliability of Scores Obtained on Multiple-Choice Questions: Why Functioning Distractors Matter

Ali, Syed Haris; Carr, Patrick A.; Ruit, Kenneth G.

Journal of the Scholarship of Teaching and Learning, v16 n1 p1-14 Feb 2016

Plausible distractors are important for accurate measurement of knowledge via multiple-choice questions (MCQs). This study demonstrates the impact of higher distractor functioning on validity and reliability of scores obtained on MCQs. Freeresponse (FR) and MCQ versions of a neurohistology practice exam were given to four cohorts of Year 1 medical students. Consistently non-functioning multiple-choice distractors (<5% selection frequency) were replaced with those developed from incorrect responses on FR version of the items, followed by administration of the revised MCQ version to subsequent two cohorts. Validity was assessed by comparing an index of expected MCQ difficulty with an index of observed MCQ difficulty, while reliability was assessed via Cronbach's alpha coefficient before and after replacement of consistently non-functioning distractors. Pre-intervention, effect size (Cohen's d) of the difference between mean expected and observed MCQ difficulty indices was noted to be 0.4-0.59. Post-intervention, this difference reduced to 0.15 along with an increase in Cronbach's alpha coefficient of scores obtained on MCQ version of the exam. Through this study, we showed that multiple-choice distractors developed from incorrect responses on free-response version of the items enhance the validity and reliability of scores obtained on MCQs.

14- Assessing Accessibility: How Accessible Are Online Courses for Students with Disabilities?

Massengale, Lindsey R.; Vasquez, Eleazar, III

Journal of the Scholarship of Teaching and Learning, v16 n1 p69-79 Feb 2016

Delivering course material in a manner that is accessible to all students including those with disabilities is important in the online environment. This article presents an analysis focusing on the accessibility of six courses presented through the Webcourses platform. Six professors volunteered one course for analysis. The tool used for analyzing the courses was the WAVE tool bar. Analysis of course was completed individually, but results were reported across courses. Overall, results indicated 13 types of challenges and of these 5 were the most prevalent across courses. The author discusses a brief history of distance education, the tool used for analysis, challenges that were identified within course and offers suggestion of how to minimize those challenges. Within the methodology, screen shots of the WAVE tool bar are provided. Visual analysis of the frequency of the 13 challenges is provided. Implications of the WAVE tool are shared with future research directions.

15- The "Statecraft" Simulation and Foreign Policy Attitudes among Undergraduate Students

Saiya, Nilay

Journal of Political Science Education, v12 n1 p58-71 2016

Professors of international relations are increasingly realizing that simulations can be a fun and effective way of teaching the complexities of the field to their students. One popular simulation that has emerged in recent years--the "Statecraft" simulation--is now used by more than 190 colleges and universities worldwide. Despite "Statecraft's" popularity, however, little scholarship has attempted to assess its impact on learning objectives and students' perceptions of the real world. This article attempts to help fill that void by evaluating "Statecraft's" influence on foreign policy attitudes among undergraduate students. It finds that, while participation in "Statecraft" did not generally change students' foreign policy preferences, it did have the effect of inducing foreign policy moderation among students who were initially very hawkish or dovish in their foreign policy orientations. The most important individual characteristics predicting foreign policy attitudes include a student's political orientation and interest in the "Statecraft" simulation itself. The article concludes with some potential avenues for future research.

16- High-Performance Sport, Learning and Culture: New Horizons for Sport Pedagogues?

Penney, Dawn; McMahon, Jenny

Physical Education and Sport Pedagogy, v21 n1 p81-88 2016

Background: Research in sport coaching and sport pedagogy including studies published in this special issue bring to the fore the relationship between learning and culture in contexts of high-performance sport. This paper acknowledged that how learning, culture and their relationship are conceptualised is a crucial issue for researchers and professionals in high-performance sport. Purpose and approach: This paper arises from a theoretical analysis of the research studies presented in this special issue. The analysis undertaken focused on the understanding and representation of the concepts of learning and culture and critically examined the methodological application of particular conceptualisations. The intention was to extend insight into both theoretical and methodological issues associated with understanding and researching athlete and coach learning, and high-performance sport settings. Findings and discussion: This paper identifies tendencies for separatist and reductionist thinking about learning and culture in high-performance sport settings. A relational perspective is identified as critical to extending research and professional practice that is directed towards learning and/or culture. Researchers are urged to avoid identifying either athlete or coach learning (only) with specific events or experiences, and similarly avoid positioning culture as something that sits apart from athletes' and coaches' participation and learning in elite sport settings. The dual notions of "learning practices as cultural practice" and "cultural practice as pedagogical practice" are proposed as a basis for holistic thinking about learning and culture in high-performance sport settings. The extent to which such thinking is reflected in the various contributions to the special issue is considered. Attention is then directed to the methodological challenges that researchers face if they are to reflect a conceptualisation of learning as both embedded and embodied in cultural practices. Challenging and extending the underlying vision of learning that researchers, coaches and athletes have is revealed as a critical consideration in regard to research design, data collection and ways in which participants are variously positioned, represented and "involved" in research. Embodied perspectives are identified as particularly worthy of greater attention in contemporary research that seeks to extend understanding of athlete and/or coaches' learning and lived experiences within and amidst elite sporting cultures. Recent scholarship focusing on the body and lived experience is identified as providing theoretical and methodological insights that can extend future research and practice. Conclusions: Foregrounding a relational perspective is fundamental to extending the understanding of learning and culture in high-performance sport. Future research also needs to clearly embrace the methodological challenges presented by new conceptualisations.

17- Incorporating English Language Learner Instruction within Special Education Teacher Preparation

More, Cori M.; Spies, Tracy Griffin; Morgan, Joseph John; Baker, Joshua N.

Intervention in School and Clinic, v51 n4 p229-237 Mar 2016

The number of students who are English language learners (ELL) is increasing significantly across the United States. As this number increases, so does the number of students who are ELL and being identified as having disabilities. The intersection of English language instruction and special education is an emerging field of scholarship, and it is important that special education teacher preparation programs incorporate theoretical frameworks and evidence-based practice for students who are ELL into their teacher preparation programs. Indeed, there are several topics and techniques that can be incorporated into special education teacher preparation coursework that have natural connections to topics typically addressed. This article provides a framework to support the inclusion of these strategies as well as specific examples of activities that could be incorporated in coursework to strengthen the preparation of special educators to meet the needs of students who are ELL.

18- Scholarly Learning as Vocation: A Study of Community and Broad Access Liberal Arts College Faculty

Terosky, Aimee LaPointe; Gonzales, Leslie D.

Innovative Higher Education, v41 n2 p105-120 Apr 2016

In this study we extended Neumann's scholarly learning theory (2009)?and Hansen's theory on vocation (1994, 1995) to explore the scholarly learning of faculty members employed at institutional types not typically recognized for faculty work beyond teaching. Through interviews with 22 participants, we studied the content of and reasons for faculty engagement in scholarly learning. Our analysis found that the content of participants' scholarly learning focused on expanding and constructing disciplinary knowledge whereas their reasons connected to a sense of obligation and personal fulfillment. Such findings confirmed Neumann's suggestion that administrators should conceptualize the academic profession as a learning enterprise.

19-Navigating the Threshold of Student-Staff Partnerships: A Case Study from an Ontario Teaching and Learning Institute

Marquis, Elizabeth; Puri, Varun; Wan, Stephanie; Ahmad, Arshad; Goff, Lori; Knorr, Kris; Vassileva, Ianitza; Woo, Jason

International Journal for Academic Development, v21 n1 p4-15 2016

This article presents the results of research that examined the experiences of staff and students engaged in a novel "student scholars" program established through a university teaching and learning institute in Ontario, Canada. Drawing from participant reflections and focus group data, we describe the benefits and challenges perceived by individuals partnering through this initiative, using the theoretical framework of threshold concepts to understand these experiences. We describe ways in which participants experienced partnering as both troublesome and--in some cases--transformative, and consider the implications of these findings for academic developers engaging in and/or supporting faculty with the process of partnering with students.

20- A Typology for an Online Socrates Cafe

Piro, Jody; Anderson, Gina

Teachers College Record, v118 n5 2016

Background/Context: Increased polarization of viewpoints in the United States may have detrimental consequences for democratic pedagogy. The goals of civil society require a reliance on democratic values, and active participation is necessary for a strong civil society that demands the common good be deliberated in democratic ways. Discussion as pedagogy has been advanced for furthering democratic learning spaces in higher education with adults and in teacher education programs. Opportunities to participate in democratic discussions may also be created in online courses to prepare students who are literate in multiculturalism and an inclusive society. Engaging students in discussion that facilitates diverse perspectives and that challenges taken-for-granted assumptions is necessary. Purpose: This article explores the theoretical frameworks of a pedagogy of process called a Socrates Café, resulting in a typology for an online Socrates Café. This framework may assist instructors to create and sustain purposeful online discussion forums that engage students in deliberative discussion to develop democratic learning spaces and civil discourse. If democratic pedagogies are enhanced when people deliberate in online discussions by sharing their reasoning with each other, listening to competing points of view, considering new evidence, and treating one another as political equals, then the Socrates Café has much to offer as a pedagogical process. Research Design: Drawing on scholarship from key pedagogical and dispositional components, this analytical essay offers a typology that finds its theoretical roots in several areas, including: philosophical forum, discussion and dialogue, critical inquiry, habits of mind, intellectual traits, critical reflection, and civil discourse. Findings/Results: From both the pedagogical and dispositional components of the Socrates Café, we develop an integrative framework for guiding the creation and ongoing development of an online discussion. Our purpose in creating the framework was to determine those pedagogical and attitudinal dispositions that were foundational elements of the online Socrates Café: clarity of thinking and other habits of mind; attitudes of empathy, confidence, open mindedness and scholarliness; and questioning and dialogue. Conclusions/Recommendations: This essay concludes that the online Socrates Café is fraught with unavoidable contradictions resulting in a pedagogy of process that is negotiated and dynamic, but also purposeful and intentional. The integrative framework proposed in this work assists students to examine who they are as scholars, practitioners, and members of a democratic society. The inherent tensions between the competing values that situate the Socrates Café make it a complex pedagogy that invites students to encounter issues that surpass the self and connect them with larger societal problems, enhancing the potential for discussions that are purposeful and result in an expansion of perspectives. Supporting students as they negotiate these and other contradictions and paradoxes in a functional Socrates Café has immense potential for facilitating democratic spaces in pedagogy for civil discourse.

21-  Portrait of Higher Education in the Twenty-First Century: John Henry Newman's "The Idea of a University"

Tierney, William G.

International Journal of Leadership in Education, v19 n1 p5-16 2016

Higher education is going through as significant a change as at any time in the last century. Recommendations about how to resolve these issues have been offered by numerous government commissions, think tanks and foundations. A seldom used approach is to look back to consider what others have said and suggested in previous eras. The author considers if John Henry Newman's "The idea of a university" has relevance today. "The idea of a university" is considered one of the most important books about higher education ever written. The author first discusses Newman's life and then outlines the ideas in the book. The discussion centres on (1) the nature of knowledge, (2) how belief functions and (3) what students should learn. The article concludes with the use of Newman's ideas for leaders in the twentieth century. Writers as diverse as James Joyce and Edward Said have looked to Newman's work for what it has to say about academic life. In particular, Newman's argument for the role of the academic in contemporary life, the importance of scholarly engagement with competing ideas and the necessity for a curriculum that is broad, yet coherent, are suggested as key points to consider during the current challenges that face the academy. From the perspective advanced here, leadership pertains to speaking out on the issues of the day and developing a culture of dialogue and debate rather than remaining silent or adhering to technocratic approaches to teaching and learning.

22- Anesthesia internship promotion:Application of an innovative method(integrated DOPS into logbook

Mirhosseini Fakhrosadat*, Hasanshiri F, Bigdeli Sh, Rahimi Moghadam Z, Rezaee R

12th international congress anaesthesiology,critical care medicine

 

تاریخ آخرین بروزرسانی: 30/03/95

   

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