Pub Date : 2021-05-28DOI: 10.20429/IJSOTL.2021.150109
Elizabeth S. White
The purpose of this study was to examine the benefits, challenges, and limitations of a service-learning project designed to promote responsiveness among PK-12 preservice teachers (N=41). The servicelearning included working with children (5to 12-year-olds) at beforeand after-school programs, interviewing site staff, and developing lesson plans for the children at each site. Data sources for this study included students’ reflections and group lesson plans. Qualitative analysis showed that what constituted benefits for some students, such as connecting with children and learning classroom management, were reported as challenges for others. Additionally, students’ ideas about responsiveness in education were focused on children’s needs, interests, and school resources, yet rarely included children’s strengths. Findings show the varied experiences undergraduate students have when engaged in service-learning and suggest that future teachers would benefit from greater scaffolding to foster the development of strengths-based perspectives. Implications for teacher preparation programs and servicelearning in higher education are discussed.
{"title":"Service-Learning to Develop Responsiveness Among Preservice Teachers","authors":"Elizabeth S. White","doi":"10.20429/IJSOTL.2021.150109","DOIUrl":"https://doi.org/10.20429/IJSOTL.2021.150109","url":null,"abstract":"The purpose of this study was to examine the benefits, challenges, and limitations of a service-learning project designed to promote responsiveness among PK-12 preservice teachers (N=41). The servicelearning included working with children (5to 12-year-olds) at beforeand after-school programs, interviewing site staff, and developing lesson plans for the children at each site. Data sources for this study included students’ reflections and group lesson plans. Qualitative analysis showed that what constituted benefits for some students, such as connecting with children and learning classroom management, were reported as challenges for others. Additionally, students’ ideas about responsiveness in education were focused on children’s needs, interests, and school resources, yet rarely included children’s strengths. Findings show the varied experiences undergraduate students have when engaged in service-learning and suggest that future teachers would benefit from greater scaffolding to foster the development of strengths-based perspectives. Implications for teacher preparation programs and servicelearning in higher education are discussed.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133110705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-28DOI: 10.20429/IJSOTL.2021.150106
Launa Gauthier, Yasira Waqar
Research shows that cascade training models are common approaches to improving teaching in many developing countries. Cascade models are popular for reaching large cohorts of teachers in a short time and often at a low cost. However, they have been criticized because training efforts can get diluted and transmission modes of instruction tend to prevail across all tiers of the cascade. In this essay, we discuss the development and implementation of the Facilitator Training Program (FTP) at a university in Pakistan. The FTP supports high impact learning for new facilitators to develop pedagogical knowledge and instructional and facilitation skills needed to sustain an experiential faculty development program. We define high impact learning as experiential, reflective, emphasizing feedback, and involving learning with and from others. We believe the FTP design can be useful for facilitator training in other institutions outside of Pakistan where cascade training models may also be prevalent.
{"title":"High Impact Learning for Facilitator Training and Development","authors":"Launa Gauthier, Yasira Waqar","doi":"10.20429/IJSOTL.2021.150106","DOIUrl":"https://doi.org/10.20429/IJSOTL.2021.150106","url":null,"abstract":"Research shows that cascade training models are common approaches to improving teaching in many developing countries. Cascade models are popular for reaching large cohorts of teachers in a short time and often at a low cost. However, they have been criticized because training efforts can get diluted and transmission modes of instruction tend to prevail across all tiers of the cascade. In this essay, we discuss the development and implementation of the Facilitator Training Program (FTP) at a university in Pakistan. The FTP supports high impact learning for new facilitators to develop pedagogical knowledge and instructional and facilitation skills needed to sustain an experiential faculty development program. We define high impact learning as experiential, reflective, emphasizing feedback, and involving learning with and from others. We believe the FTP design can be useful for facilitator training in other institutions outside of Pakistan where cascade training models may also be prevalent.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130986900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-28DOI: 10.20429/IJSOTL.2021.150107
L. Wheeler
A plethora of literature exists identifying the importance of engaging students in learning within Science, Technology, Engineering, and Math (STEM) undergraduate courses, making professional development (PD) for faculty teaching these courses vital. Yet few studies of PD programs focus on STEM faculty, incorporate direct measures of faculty practice, and seek to understand the student experience in courses taught by these faculty. In this study, I examine the impact of a program for faculty teaching large enrollment STEM courses on their perceptions, instructional practices, and student perceptions of learning. The program included a week-long course design institute (35 hrs) and a year-long STEM Faculty Learning Community (STEM-FLC) that met monthly (14 hrs). Data included faculty surveys, course syllabi, observations of teaching, and Student Evaluations of Teaching (SETs). Results suggest the program helped instructors create more learning-focused courses and implement student-centered instructional practices to differing degrees. Despite the STEM-FLC, faculty still perceived barriers to implementing their course design. Students’ perceptions of course instruction and self-reported learning in these courses highlighted the importance of in-class activities. Finally, when the course design and instructional practice were aligned, students had more positive perceptions and reported higher learning gains compared to students in courses with misalignments in design and practice. Based on the findings of the study and connection with PD literature, I provide a set of essential PD features that may enable STEM faculty to make meaningful and lasting changes to practice.
{"title":"Supporting STEM Faculty of Large Enrollment Undergraduate Courses: A Mixed Methods Study of Impact","authors":"L. Wheeler","doi":"10.20429/IJSOTL.2021.150107","DOIUrl":"https://doi.org/10.20429/IJSOTL.2021.150107","url":null,"abstract":"A plethora of literature exists identifying the importance of engaging students in learning within Science, Technology, Engineering, and Math (STEM) undergraduate courses, making professional development (PD) for faculty teaching these courses vital. Yet few studies of PD programs focus on STEM faculty, incorporate direct measures of faculty practice, and seek to understand the student experience in courses taught by these faculty. In this study, I examine the impact of a program for faculty teaching large enrollment STEM courses on their perceptions, instructional practices, and student perceptions of learning. The program included a week-long course design institute (35 hrs) and a year-long STEM Faculty Learning Community (STEM-FLC) that met monthly (14 hrs). Data included faculty surveys, course syllabi, observations of teaching, and Student Evaluations of Teaching (SETs). Results suggest the program helped instructors create more learning-focused courses and implement student-centered instructional practices to differing degrees. Despite the STEM-FLC, faculty still perceived barriers to implementing their course design. Students’ perceptions of course instruction and self-reported learning in these courses highlighted the importance of in-class activities. Finally, when the course design and instructional practice were aligned, students had more positive perceptions and reported higher learning gains compared to students in courses with misalignments in design and practice. Based on the findings of the study and connection with PD literature, I provide a set of essential PD features that may enable STEM faculty to make meaningful and lasting changes to practice.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115562547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-28DOI: 10.20429/IJSOTL.2021.150103
Tom Buckmiller, Jennifer Thoma
The purpose of this article is to demonstrate how I used the Authentic Intellectual Work (AIW) pedagogical framework in conjunction with Project-Based Learning (PBL) to develop a campuscommunity partnership while enhancing and promoting the goals of the local blues society. In order to achieve the goals of the AIW framework, I created a major class project which charged the students with writing and editing a book telling stories of members of the local blues society to be available on Amazon.com. The results, or outcomes, of this project were categorized relative to two areas: academic (classroom) and civic (The Blues Society). The narratives and stories in the final version of the book varied significantly, but each, in their own way, contributed to a process where my students were able to think about civic engagement and community partnerships in an advanced and engaging way.
{"title":"Using the Authentic Intellectual (AIW) Framework to Connect First Year Students with the Local Blues Society","authors":"Tom Buckmiller, Jennifer Thoma","doi":"10.20429/IJSOTL.2021.150103","DOIUrl":"https://doi.org/10.20429/IJSOTL.2021.150103","url":null,"abstract":"The purpose of this article is to demonstrate how I used the Authentic Intellectual Work (AIW) pedagogical framework in conjunction with Project-Based Learning (PBL) to develop a campuscommunity partnership while enhancing and promoting the goals of the local blues society. In order to achieve the goals of the AIW framework, I created a major class project which charged the students with writing and editing a book telling stories of members of the local blues society to be available on Amazon.com. The results, or outcomes, of this project were categorized relative to two areas: academic (classroom) and civic (The Blues Society). The narratives and stories in the final version of the book varied significantly, but each, in their own way, contributed to a process where my students were able to think about civic engagement and community partnerships in an advanced and engaging way.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131060887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-22DOI: 10.20429/ijsotl.2020.140202
Grace Onodipe, Michelle M. Robbins, G. Ayuninjam, Tashana D. Howse, Adrienne Cottrell-Yongye, Jayme Curry-Savage
Faculty Learning Communities (FLCs) have gained a lot of attention in higher education. Research has shown that they support student learning, faculty development, and congenial relations among faculty. This paper will shed light on a successful, multidisciplinary FLC comprised of nine faculty members who engaged in Flipped Classroom pedagogy over a two-year period. Guided by Cox’s (2015) recommendations, the FLC members sought to improve their students’ learning while at the same time enhance their instructional practice. Participation in the FLC led to (1) course redesign, (2) instructional redesign, (3) professional growth, and (4) a sense of community.
{"title":"Growth of Pedagogical Practice in an Active Multidisciplinary FLC on Flipped Learning","authors":"Grace Onodipe, Michelle M. Robbins, G. Ayuninjam, Tashana D. Howse, Adrienne Cottrell-Yongye, Jayme Curry-Savage","doi":"10.20429/ijsotl.2020.140202","DOIUrl":"https://doi.org/10.20429/ijsotl.2020.140202","url":null,"abstract":"Faculty Learning Communities (FLCs) have gained a lot of attention in higher education. Research has shown that they support student learning, faculty development, and congenial relations among faculty. This paper will shed light on a successful, multidisciplinary FLC comprised of nine faculty members who engaged in Flipped Classroom pedagogy over a two-year period. Guided by Cox’s (2015) recommendations, the FLC members sought to improve their students’ learning while at the same time enhance their instructional practice. Participation in the FLC led to (1) course redesign, (2) instructional redesign, (3) professional growth, and (4) a sense of community.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115433160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-22DOI: 10.20429/ijsotl.2020.140205
Miriam Carey
This paper presents the results of a pilot SoTL study re: a non-traditional leadership course delivered in three sections of a foundational General Education course at [name of university] in 2016-17. This nontraditional course focuses explicitly on ontological change (a change in way of being) rather than epistemological change (a change in knowledge or skill sets). The project aimed at two goals: to replicate a preand post-course questionnaire study (Carney, Jensen, Ballarini, Echeverria, Nettleton, Stillwell, & Erhard, 2016) and to attempt to surface possible evidence of ontological change (change in ways of being). The preand post-course questionnaires replicated the Carney et al. study. Narrative data also indicates some change in self-perception of leadership capacities. These results suggest opportunities for considering moving beyond the dominant epistemological educational paradigm to explore the potential of ontological approaches to learning, at least in the arena of leadership development.
{"title":"Creating Leaders: A Pilot SoTL Study of an Ontological / Phenomenological Leadership Course","authors":"Miriam Carey","doi":"10.20429/ijsotl.2020.140205","DOIUrl":"https://doi.org/10.20429/ijsotl.2020.140205","url":null,"abstract":"This paper presents the results of a pilot SoTL study re: a non-traditional leadership course delivered in three sections of a foundational General Education course at [name of university] in 2016-17. This nontraditional course focuses explicitly on ontological change (a change in way of being) rather than epistemological change (a change in knowledge or skill sets). The project aimed at two goals: to replicate a preand post-course questionnaire study (Carney, Jensen, Ballarini, Echeverria, Nettleton, Stillwell, & Erhard, 2016) and to attempt to surface possible evidence of ontological change (change in ways of being). The preand post-course questionnaires replicated the Carney et al. study. Narrative data also indicates some change in self-perception of leadership capacities. These results suggest opportunities for considering moving beyond the dominant epistemological educational paradigm to explore the potential of ontological approaches to learning, at least in the arena of leadership development.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127556240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-22DOI: 10.20429/ijsotl.2020.140203
M. Brooke, Koi Cheng Lee, Misty So-Sum Wai-Cook, Gene Segarra Navera, Jonathan Tang Kum Khuan
In this paper, we offer personal accounts along the Educator Track from Instructor to Associate Professor as members of an English Language Centre at a leading research-intensive university in Asia. The Educator Track is a career pathway growing in significance and status and now boasts a full professorial grade. Our narratives provide an overview of what we and our institution deem as excellence in scholarly teaching leading to our recent promotions along the track. We also detail some of our identity construction processes as practitioners and how our Scholarship of Teaching and Learning (SoTL) has progressed over our careers. We draw on three frameworks. The first, Kern et al.’s (2015) Dimensions of Activities Related to Teaching, enables us to map what we do. The second, Shulman’s (2005) Habits of Mind, Hand, and Heart, is used to present important elements of how we teach our content and rationalize why we teach it. The last, Quinlan’s (2014) concept of Leadership of Teaching for Student Learning links the Associate Professor role to engagement in the wider community beyond the classroom. We hope that these accounts might help further understanding of what it means to be on the Educator Track at a research-intensive university.
在这篇论文中，我们提供了作为亚洲一所领先的研究型大学英语语言中心的成员，从讲师到副教授的教育工作者的个人账户。教育工作者轨道是一个重要性和地位不断增长的职业道路，现在拥有完整的教授等级。我们的叙述提供了我们和我们的机构认为卓越的学术教学的概述，导致我们最近沿着轨道的晋升。我们还详细介绍了我们作为实践者的一些身份构建过程，以及我们的教与学奖学金(SoTL)在我们的职业生涯中是如何发展的。我们借鉴了三个框架。首先，Kern等人(2015)的“与教学相关的活动维度”使我们能够绘制出我们所做的事情。第二本书是舒尔曼(Shulman, 2005)的《头脑、手和心的习惯》(Habits of Mind, Hand, and Heart)，它用来展示我们如何教授我们的内容以及为什么要教授这些内容的重要因素。最后，昆兰(2014)的“领导学生学习的教学”概念将副教授角色与课堂之外更广泛的社区参与联系起来。我们希望这些描述可以帮助进一步理解在研究型大学的教育轨道上意味着什么。
{"title":"Trekking the Educator Track at a Research-Intensive University: Five Accounts of Different Career Levels","authors":"M. Brooke, Koi Cheng Lee, Misty So-Sum Wai-Cook, Gene Segarra Navera, Jonathan Tang Kum Khuan","doi":"10.20429/ijsotl.2020.140203","DOIUrl":"https://doi.org/10.20429/ijsotl.2020.140203","url":null,"abstract":"In this paper, we offer personal accounts along the Educator Track from Instructor to Associate Professor as members of an English Language Centre at a leading research-intensive university in Asia. The Educator Track is a career pathway growing in significance and status and now boasts a full professorial grade. Our narratives provide an overview of what we and our institution deem as excellence in scholarly teaching leading to our recent promotions along the track. We also detail some of our identity construction processes as practitioners and how our Scholarship of Teaching and Learning (SoTL) has progressed over our careers. We draw on three frameworks. The first, Kern et al.’s (2015) Dimensions of Activities Related to Teaching, enables us to map what we do. The second, Shulman’s (2005) Habits of Mind, Hand, and Heart, is used to present important elements of how we teach our content and rationalize why we teach it. The last, Quinlan’s (2014) concept of Leadership of Teaching for Student Learning links the Associate Professor role to engagement in the wider community beyond the classroom. We hope that these accounts might help further understanding of what it means to be on the Educator Track at a research-intensive university.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128469220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-22DOI: 10.20429/ijsotl.2020.140208
Sarah K. Davis, Rebecca L. Edwards, A. Hadwin, Todd M. Milford
This study examined prior knowledge and student engagement in student performance. Log data were used to explore the distribution of final grades (i.e., weak, good, excellent final grades) occurring in an elective under-graduate course. Previous research has established behavioral and agentic engagement factors contribute to academic achievement (Reeve, 2013). Hierarchical logistic regression using both prior knowledge and log data from the course revealed: (a) the weak-grades group demonstrated less behavioral engagement than the good-grades group, (b) the good-grades group demonstrated less agentic engagement than the excellent-grades group, and (c) models composed of both prior knowledge and engagement measures were more accurate than models composed of only engagement measures. Findings demonstrate students performing at different grade-levels may experience different challenges in their course engagement. This study informs our own instructional strategies and interventions to increase student success in the course and provides recommendations for other instructors to support student success.
{"title":"Using Prior Knowledge and Student Engagement to Understand Student Performance in an Undergraduate Learning-to-Learn Course","authors":"Sarah K. Davis, Rebecca L. Edwards, A. Hadwin, Todd M. Milford","doi":"10.20429/ijsotl.2020.140208","DOIUrl":"https://doi.org/10.20429/ijsotl.2020.140208","url":null,"abstract":"This study examined prior knowledge and student engagement in student performance. Log data were used to explore the distribution of final grades (i.e., weak, good, excellent final grades) occurring in an elective under-graduate course. Previous research has established behavioral and agentic engagement factors contribute to academic achievement (Reeve, 2013). Hierarchical logistic regression using both prior knowledge and log data from the course revealed: (a) the weak-grades group demonstrated less behavioral engagement than the good-grades group, (b) the good-grades group demonstrated less agentic engagement than the excellent-grades group, and (c) models composed of both prior knowledge and engagement measures were more accurate than models composed of only engagement measures. Findings demonstrate students performing at different grade-levels may experience different challenges in their course engagement. This study informs our own instructional strategies and interventions to increase student success in the course and provides recommendations for other instructors to support student success.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132669445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-31DOI: 10.20429/ijsotl.2020.140110
David T. Marshall, Savanna M. Love, LaRon A. Scott
Although much research has explored the impact writing feedback has on student learning, it has primarily focused on undergraduate coursework offered in traditional face-to-face settings. This work explores student perceptions of writing feedback they received in an online graduate-level research methods course. Using a seven-point framework based on undergraduate writing feedback literature, students received feedback on a semester-long research proposal writing project. We explored student perceptions of the feedback they received in both written and video formats. Interviews were conducted with participants in both studies to understand their perceptions of the feedback they received. Students perceived the feedback and revision process as being constructive, positively impacting their content knowledge about the research process, and as facilitating their growth as writers for research. Most participants preferred the video-based feedback they received. This was found to impact the relationship students formed with the instructor in the course and support student growth as writers for research.
{"title":"\"It's Not Like He Was Being a Robot:\" Student Perceptions of Video-Based Writing Feedback in Online Graduate Coursework","authors":"David T. Marshall, Savanna M. Love, LaRon A. Scott","doi":"10.20429/ijsotl.2020.140110","DOIUrl":"https://doi.org/10.20429/ijsotl.2020.140110","url":null,"abstract":"Although much research has explored the impact writing feedback has on student learning, it has primarily focused on undergraduate coursework offered in traditional face-to-face settings. This work explores student perceptions of writing feedback they received in an online graduate-level research methods course. Using a seven-point framework based on undergraduate writing feedback literature, students received feedback on a semester-long research proposal writing project. We explored student perceptions of the feedback they received in both written and video formats. Interviews were conducted with participants in both studies to understand their perceptions of the feedback they received. Students perceived the feedback and revision process as being constructive, positively impacting their content knowledge about the research process, and as facilitating their growth as writers for research. Most participants preferred the video-based feedback they received. This was found to impact the relationship students formed with the instructor in the course and support student growth as writers for research.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132759052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-31DOI: 10.20429/ijsotl.2020.140113
Basil M. Conway Iv, Ha Nguyen
The following action research depicts how two researchers from two universities merged their courses and goals of instruction to impact change in future teachers. Two currently practicing middle school teachers from one university worked with researchers to develop a social justice lesson that had relevance to seventeen K-8 pre-service teachers at another university to promote changes in beliefs about equitable teaching practices and policy. Findings from preand post-surveys, field notes during enactment, and reflections teachers found teaching statistics for social justice (TS4SJ) in this setting provided an increased responsiveness to the needs of students and statistical connections while also attending to excuses by those facing dilemmas in belief and racial dominance. INTRODUCTION For decades, content knowledge, pedagogical knowledge, and pedagogical content knowledge have been a focus in teacher education programs (Shulman, 1987). However, while deepening teachers’ mathematical content knowledge is of high priority, it is not sufficient for mathematics instruction in the 21st century (National Council of Supervisors of Mathematics [NCSM] & TODOS Mathematics for All [TODOS], 2016). Therefore, in recent years, more attention has been given to broaden those knowledge foundations to improve achievement in all students, especially underserved and marginalized students, by using culturally responsive and relevant pedagogy (Gay, 2000; Ladson-Billings, 1994; Greer, Mukhopadhyay, Powell, & Nelson-Barber, 2009) and teaching for social justice in mathematics education (Gutstein, 2003). There is also much argument for the need of culturally relevant pedagogy in Science, Technology, Engineering, Arts, and Mathematics courses (Kant, Burckhard, & Meyers, 2018). The goal of this article is to explore changes in K-8 teacher candidates’ beliefs about the importance of cultural, social, or political knowledge as they learn about statistics through a social justice lens. To reach this goal, a team of two mathematics educators (researchers) from two universities in the southeastern United States and one of the researchers’ two graduate students (teachers) co-planned a lesson for K-8 Pre-Service Teachers (students) in the other researcher’s course called Probability and Statistics for K-8 Teachers. This lesson targeted statistics for the course and social injustices expressed by the K-8 PSTs and was co-taught by the two teachers immersed in teaching statistics for social justice (TS4SJ). LITERATURE REVIEW Culturally Relevant Teaching Culturally relevant teaching is defined as a pedagogy that allows students to bring knowledge and experiences from their homes and communities that can influence the mathematics teaching and learning (Gay, 2000; Ladson-Billings, 1995). Ladson-Billings’ (1994) study showed that culturally relevant teaching has positive effects on teacher beliefs and students’ learning. Ladson-Billings (1995) found that regardless of their instruction
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