Optimizing teaching and learning: practicing pedagogical research
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Chichester [u.a.]
Wiley-Blackwell
2009
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | XIV, 232 S. graph. Darst. |
| ISBN: | 9781405161794 |
Internformat
MARC
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| 245 | 1 | 0 | |a Optimizing teaching and learning |b practicing pedagogical research |c Regan A. R. Gurung and Beth M. Schwartz |
| 250 | |a 1. publ. | ||
| 264 | 1 | |a Chichester [u.a.] |b Wiley-Blackwell |c 2009 | |
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| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a College teaching | |
| 650 | 4 | |a Education |x standards | |
| 650 | 4 | |a Learning | |
| 650 | 4 | |a Reflective teaching | |
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Datensatz im Suchindex
| _version_ | 1810996758433497088 |
|---|---|
| adam_text |
Contents
Preface viii
Acknowledgments
xiii
1
What Is Pedagogical Research?
1
Multidisciplinary Roots of Pedagogical Research
3
Examining Definitions of Scholarship
4
The Other SoTL: Action Research and Teacher Research
6
Beginnings
8
Why Is Pedagogical Research Important?
11
A Teaching Hierarchy
12
A Caveat
16
How Can Pedagogical Research Be Useful to You?
16
2
Pedagogical Research: Focussing on the Teaching
18
Assessing Our Teaching Effectiveness
20
What Can We Learn from the "Best" College Teachers?
25
Creating your Teaching Philosophy Statement
31
How Do I Teach?
33
Using Teaching Inventories
34
Determining Your Teaching Goals
38
Assessment Tools
43
Alternative Classroom Assessment Techniques
65
Teaching Portfolios
68
Learning to Conduct Pedagogical Research: How to Get
Started: Designing Your Pedagogical Research Program
70
Developing Your Research Ideas and Questions
72
vi
Contents
Focus
on Student Learning: Connecting Your Learning
Goals, Assessment Choice, and Teaching Technique
75
Applying the Findings of Your Pedagogical Research:
Using General Principles of Learning to Making
Changes to Your Teaching Strategies
78
Sharing Your Findings and Connecting with Others
in the Field
81
Conclusion
84
Appendix: Examples of Discipline-Specific SoTL Journals
85
3
Pedagogical Research: Focussing on Learning
87
What Do You Want to Find Out?
90
What Do We Know about How Students Learn?
91
Student Engagement: If You Engage Them, They Will Learn
94
How Can You Investigate Your Students' Learning?
96
How Do Students Study?
103
Metacognition
104
Measuring Study Behaviors
110
Can You Improve Study Skills?
118
Key Psychological Factors Influencing Learning
119
Designing Your Research: How Do You Study Your Students'
Learning?
120
Measuring How Performance on Your Assessments Vary
125
Guidelines for Human Research Participants in SoTL
131
A Further Note on Ethics
132
Conclusions
141
Appendix: Questions on How to Make Cognitive
Research Available to Educators
141
4
Is It Significant? Basic Statistics
145
Why Do We Need to Analyze Our Classroom Data?
145
Qualitative or Quantitative? That Is the Question
147
Setting the Stage: Important Background for Measurement
and Analyses
149
Two Main Forms of Statistical Analyses: Descriptive Analyses
151
Watching Your Curves
153
Inferential Statistics
154
Software Options
159
Calculating Descriptive Statistics
161
Contents
vii
Calculating Inferential Statistics
163
Kicking It Up a Notch: Testing Multiple Factors
164
Conclusions
168
5
Pedagogical Research as Scholarship: Resources for Success
169
Developing a Center with a Focus on SoTL
170
Determining Needs on Your Campus
174
Determining Your Goals: What Is the Purpose of the Center?
175
Guiding Principles when Creating a New Center
178
Creating Programming Initiatives to Achieve Your Goals
183
Mentoring Programs
191
SoTL and Tenure and Promotion
193
The Role of Assessment
195
Sources for SoTL Support or Funding
199
What Else Is Available through Faculty Development Centers?
200
Potential Challenges Identified by Those Who Have
Come Before You
201
Appendix: Useful References
203
References
207
Index
222
Optimizing Teaching and Learning
Practicing Pedagogical Research
Regan A. R. Gurung and Beth M. Schwartz
"Gurung and Schwartz have written a book for all teacher-researchers who would like
to get invoked (or more invoked) in the scholarship of teaching and learning. This
book will be an invaluable resource for those faculn who do not know how to get
started in Soil or those who want to move from being 'sincere teachers' or 'scholarly
teacher1-" and become invoked in Soil, research. For faculrv who are alreadv involved
in Sol
1
research, the book provides a wealth of research strategies that can provide
new research avenues.
1
can't wait to have this book on
mv
shelf!"
Randolph A. Smith, Lamar University
"l.his is a hugclv engaging volume which deals with both pedagogical research
and findings
trom
the pedagogical research literature, it is highk accessible and the
commitment
ι
it
r
he authors, expressed in their dedication, to those
w
lio 'care
about
teaching and student learning' shines through. Ihe authors present the positive case
tor university teachers becoming active researchers of their own practice, and they
provide a starter kit tor getting going. Ihe best tribute to such
ci
volume is that it will
be used and that teacher-researchers will in turn develop their own more nuanced and
critical instruments and research questions."
Sue Clegg, Leeds Metropolitan University
Optimizing Teaching and Learning will serve as a guide for anyone who is interested
in improving their teaching and the learning of their students, and at the same time
contribute to the scholarship of teaching and learning. It bridges the gap between the
research and practice of SoTL, with explicit instructions on how to design, conduct,
analyze, and write up pedagogical research, including samples of actual questionnaires
and other materials (e.g., focus group questions) that will jumpstart investigations into
teaching and learning. It also explores the advantages and disadvantages of various
pedagogical practices and present applications of SoTL using case studies from a
variety of disciplines. This book will serve as an invaluable resource for both seasoned
faculty and new faculty who are just beginning to assess their teaching methods and
learn how to think beyond the content.
Regan A. R. Gurung is Chair of Human Development at the University of Wisconsin,
Green Bay. He has served for many years on the campus Faculty Development
Committee and has also been the committee's Chair. He is currently campus
representative for a CASTL Leadership Site, and is a member of a national taskforce
for the scholarship of teaching and learning. He is author of Health Psychology:
A Cultural Approach
(2006).
Beth M. Schwartz is Professor of Psychology at Randolph College. She is founding
director of the Faculty Development Center on her campus. In February
2006,
she
received the American Psychology and Law Society Outstanding Teaching and
Mentoring Award. |
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| spelling | Gurung, Regan A. R. Verfasser aut Optimizing teaching and learning practicing pedagogical research Regan A. R. Gurung and Beth M. Schwartz 1. publ. Chichester [u.a.] Wiley-Blackwell 2009 XIV, 232 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Erziehung College teaching Education standards Learning Reflective teaching Teaching Scholarship of Teaching and Learning (DE-588)7663058-4 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Qualität (DE-588)4047966-3 gnd rswk-swf Empirische Pädagogik (DE-588)4128101-9 gnd rswk-swf Scholarship of Teaching and Learning (DE-588)7663058-4 s Empirische Pädagogik (DE-588)4128101-9 s Unterricht (DE-588)4062005-0 s Qualität (DE-588)4047966-3 s b DE-604 Schwartz, Beth M. Verfasser aut Digitalisierung UB Bayreuth application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017100291&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Bayreuth application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017100291&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Gurung, Regan A. R. Schwartz, Beth M. Optimizing teaching and learning practicing pedagogical research Erziehung College teaching Education standards Learning Reflective teaching Teaching Scholarship of Teaching and Learning (DE-588)7663058-4 gnd Unterricht (DE-588)4062005-0 gnd Qualität (DE-588)4047966-3 gnd Empirische Pädagogik (DE-588)4128101-9 gnd |
| subject_GND | (DE-588)7663058-4 (DE-588)4062005-0 (DE-588)4047966-3 (DE-588)4128101-9 |
| title | Optimizing teaching and learning practicing pedagogical research |
| title_auth | Optimizing teaching and learning practicing pedagogical research |
| title_exact_search | Optimizing teaching and learning practicing pedagogical research |
| title_full | Optimizing teaching and learning practicing pedagogical research Regan A. R. Gurung and Beth M. Schwartz |
| title_fullStr | Optimizing teaching and learning practicing pedagogical research Regan A. R. Gurung and Beth M. Schwartz |
| title_full_unstemmed | Optimizing teaching and learning practicing pedagogical research Regan A. R. Gurung and Beth M. Schwartz |
| title_short | Optimizing teaching and learning |
| title_sort | optimizing teaching and learning practicing pedagogical research |
| title_sub | practicing pedagogical research |
| topic | Erziehung College teaching Education standards Learning Reflective teaching Teaching Scholarship of Teaching and Learning (DE-588)7663058-4 gnd Unterricht (DE-588)4062005-0 gnd Qualität (DE-588)4047966-3 gnd Empirische Pädagogik (DE-588)4128101-9 gnd |
| topic_facet | Erziehung College teaching Education standards Learning Reflective teaching Teaching Scholarship of Teaching and Learning Unterricht Qualität Empirische Pädagogik |
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