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Beyond Decoding the Disciplines 1.0 超越解码规则1.0
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-14 DOI: 10.20343/teachlearninqu.9.2.3
D. Pace
  Decoding the Disciplines has emerged as one of the foremost approaches to the scholarship of teaching and learning (SoTL) and is being used to increase learning across the globe. But it is often not recognized that the paradigm has undergone enormous changes since its appearance in 2004. The original model has been clarified and perfected, but scholars of teaching and learning have also expanded the scope of this work to include emotional, bodily, and social learning; created new roles for students in these investigations; and explored learning beyond the individual. Some of these changes have been so far reaching that they may be said to constitute a new version of the paradigm, Decoding 2.0. It is the purpose of this article to provide an overview of this paradigm’s development since it first appeared on the SoTL stage. 
《学科解码》已成为研究教与学(SoTL)的最重要方法之一,并被用于促进全球范围内的学习。但人们往往没有意识到,自2004年出现以来,这种范式已经发生了巨大的变化。最初的模型已经被澄清和完善,但教与学的学者们也扩大了这项工作的范围,包括情感、身体和社会学习;在这些调查中为学生创造了新的角色;探索超越个人的学习。其中一些变化影响深远,可以说构成了范式的新版本——解码2.0。本文的目的是概述这种范式的发展,因为它首次出现在SoTL阶段。
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引用次数: 2
The “Authentic” Me “真实的”我
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-14 DOI: 10.20343/teachlearninqu.9.2.11
Maureen Vandermaas-Peeler, O. Choplin, Kirsten Doehler, A. Sturgill, Nina Namaste, Matthew Buckmaster
In this qualitative study, 26 university students reflected on their experiences in domestic or international study away programs. Utilizing a sociocultural developmental framework, we examined perceived changes in identity in relation to salient aspects of the sociocultural context and social interactions during and after study away. Students reported developing an enhanced understanding of who they really are. Their experiences navigating new environments served as a catalyst for personal growth, and, for some, participating in study away ignited new professional pathways and plans. Encountering different perspectives on policies and issues facing the United States (US) afforded opportunities to co-construct new understandings of national identities. Reentry posed particular challenges in communicating with family and friends, and some found it hard to communicate unique personal experiences within an institutional context in which the majority of students study away. The process of reflecting on questions related to identity and reentry in the focus groups was reportedly a unique and valuable intervention. The findings support the need for enhanced opportunities for guided reflection experiences before, during, and after study away.
在本质性研究中,26名大学生反映了他们在国内或国际留学项目中的经历。利用社会文化发展框架,我们研究了在学习期间和之后,与社会文化背景和社会互动的突出方面相关的身份感知变化。学生们报告说,他们对自己的真实身份有了更深入的了解。他们在新环境中的经历成为个人成长的催化剂,对一些人来说,参加学习点燃了新的职业道路和计划。在美国面临的政策和问题上遇到不同的观点,为共同构建对国家认同的新理解提供了机会。重返校园在与家人和朋友沟通方面面临着特别的挑战,有些人发现很难在大多数学生外出学习的机构背景下交流独特的个人经历。据报告,在焦点小组中反思与身份和重返社会有关的问题是一项独特而有价值的干预措施。研究结果表明,在学习之前、期间和之后,需要增加引导反思经验的机会。
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引用次数: 0
What Skills are Learned at College? 在大学里学什么技能?
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-14 DOI: 10.20343/teachlearninqu.9.2.16
T. Martini, Lorenzo Frangella, Meghan Vandervlist
Though academics and employers have demonstrated increasing interest in the skills learned by university students, less is known about student perceptions of the skills developed during a degree. In the current study, we examined students’ and working adults’ beliefs about the skills learned and not learned during their first degree. We also examined each group’s ability to define four career-related skills (communication, critical thinking, teamwork, and leadership), and their self-evaluations of those skills. Data indicated very few differences in the beliefs of students and working adults about skills learned and not learned at university. In addition, the skills most frequently endorsed as “learned” and “not learned” were very similar to one another. Contrary to expectations, there were few group-based differences in the quality of skill-based definitions. In keeping with the hypotheses, there were no group-based differences in self-assessments of skills. Implications of these results for university courses and programs are discussed. 
尽管学术界和雇主对大学生学习的技能越来越感兴趣,但学生对学位期间培养的技能的看法却鲜为人知。在当前的研究中,我们调查了学生和在职成年人对他们在第一个学位期间学过和没有学过的技能的看法。我们还检查了每个小组定义四种职业相关技能(沟通、批判性思维、团队合作和领导能力)的能力,以及他们对这些技能的自我评价。数据显示,学生和在职成年人对在大学里学过和没学过的技能的看法差别很小。此外,最常被认可为“学过”和“没学过”的技能彼此非常相似。与预期相反,基于技能的定义的质量几乎没有基于群体的差异。与假设一致的是,在自我评估技能方面没有基于群体的差异。讨论了这些结果对大学课程和项目的影响。
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引用次数: 0
Developing Metacognitive Instructors through a Guided Journal 通过引导日志培养元认知指导者
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-14 DOI: 10.20343/teachlearninqu.9.2.10
L. Scharff, J. Draeger, Sarah Robinson, L. Pedro, Charity S. Peak
Metacognitive instructors incorporate awareness and timely self-regulation in their teaching practice to support their current students’ learning. This exploratory study, using mixed methods, gathered empirical data to extend the work on student metacognition by documenting teacher experiences with metacognitive instruction, the impact of instructor use of a guided journal on the development of metacognitive instruction practices, and students’ perceptions of instructor responsiveness to their learning and engagement. Journal Intervention (N = 40) and Control (N = 33) instructors from five institutions and their students (N = 796) responded to multiple questionnaires throughout a semester. Data revealed significantly more baseline familiarity with and engagement in reflective teaching than metacognitive instruction for both groups. Within the Intervention group, qualitative data consistently suggested a positive impact from engagement with the journal, especially with respect to an increased focus on learning objectives and student engagement (rather than on content coverage) in pre-lesson planning, and on being aware of how students were achieving the learning objectives. Significant positive correlations were found between instructor use of the journal and student ratings of instructor responsiveness to their learning and engagement, and instructor use of effective instructional practices. Although instructors were enthusiastic overall about using the journal and incorporating metacognitive instruction, they did report barriers including time, existing habits, and uncertainty about alternate instructional practices. Based on our findings, we share strategies for using our journal prompts as a tool to facilitate faculty development of metacognitive instruction.
元认知教师在教学实践中融入意识和及时的自我调节,以支持当前学生的学习。本探索性研究采用混合方法,收集经验数据,通过记录教师的元认知教学经验、教师使用指导性期刊对元认知教学实践发展的影响,以及学生对教师对他们的学习和参与的反应的看法,来扩展学生元认知的工作。期刊干预(N = 40)和控制(N = 33)来自五所院校的教师和他们的学生(N = 796)在一个学期内回答了多项问卷调查。数据显示,两组学生对反思性教学的基线熟悉度和参与度明显高于元认知教学。在干预组中,定性数据一致表明,参与期刊的积极影响,特别是在课前计划中对学习目标和学生参与(而不是内容覆盖)的关注增加,以及对学生如何实现学习目标的了解方面。教师对期刊的使用与学生对教师对他们的学习和参与的反应性的评分以及教师对有效教学实践的使用之间存在显著的正相关。尽管教师们对使用期刊和整合元认知教学总体上充满热情,但他们确实报告了时间、现有习惯和替代教学实践的不确定性等障碍。基于我们的发现,我们分享了使用我们的期刊提示作为促进教师发展元认知教学的工具的策略。
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引用次数: 2
Teaching & Learning Inquiry Website Reviews 教与学探究网站评论
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-14 DOI: 10.20343/teachlearninqu.9.2.22
K. Kupatadze, Sophia Abbot
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引用次数: 0
From “Slow” to “Being ‘Lazy’ and Slowing Down” and the Impact on Student Learning 从“慢”到“偷懒、慢下来”以及对学生学习的影响
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-14 DOI: 10.20343/teachlearninqu.9.2.12
M'Balia Thomas, Marta Carvajal Regidor
This paper presents a case study on the measurable impact of a decolonized approach to the Slow Movement on student learning in a graduate seminar. The study operationalizes principles of Being Lazy and Slowing Down (BLSD)—that is, to make peace with not doing or being productive, to de-privilege the need for a result, and to decenter the mind as the primary source of knowledge in order to make space for the body and spirit. The study then examines the uptake of these principles into the seminar’s instructional approach, curricular design, and semester-long project. Textual analysis of the project shows minimal adoption by students of the principles of BLSD. However, student feedback obtained through semi-structured oral interviews provides insight into this minimal impact: it suggests that even a decolonized approach to BLSD is a privileged position not afforded to all.
本文介绍了一个关于在研究生研讨会上对慢运动采取非殖民化方法对学生学习的可衡量影响的案例研究。这项研究运用了“懒惰和慢下来”(BLSD)的原则,也就是说,与不做事或不做事保持和平,取消对结果的需求,并将思想作为知识的主要来源,以便为身体和精神腾出空间。然后,研究将这些原则纳入研讨会的教学方法、课程设计和学期项目中。对该项目的文本分析显示,学生对BLSD原则的采用程度最低。然而,通过半结构化的口头访谈获得的学生反馈提供了对这种最小影响的洞察:它表明,即使是非殖民化的BLSD方法也是一种特权地位,并不是所有人都能获得。
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引用次数: 1
Faculty Empowering Faculty 教员授权教员
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-14 DOI: 10.20343/teachlearninqu.9.2.15
D. Henry, Edward J. Brantmeier, A. Tongen, Ashley Taylor Jaffee, O. Pierrakos
Faculty are increasingly interested in engaging in the scholarship of teaching and learning (SoTL) across disciplines, necessitating educational development support. While many institutions utilize one-time workshops and faculty communities offering professional development funding, the case study presented in this article takes a different approach. The aim of the Engaged Teacher-Scholar (ETS) program is to support faculty growth in a process of becoming ETS leaders across the university campus. ETS leaders advance an individual SoTL research project and are trained to develop a plan for and offer professional development events to their department, college, and university related to SoTL. The article presents an overview of the program’s objectives, organization, and outcomes over four years of implementation. The article concludes with implications for implementation at other institutions.
教师越来越有兴趣参与跨学科的教与学(SoTL)奖学金,这需要教育发展的支持。虽然许多机构利用一次性研讨会和教师社区提供专业发展资金,但本文提出的案例研究采用了不同的方法。参与教师学者(ETS)计划的目的是支持教师在成为ETS领导者的过程中成长。ETS领导者推进个人SoTL研究项目,并接受培训,制定计划,并为其所在部门、学院和大学提供与SoTL相关的专业发展活动。本文概述了该计划的目标、组织和四年实施后的成果。文章最后提出了对其他机构实施的启示。
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引用次数: 1
Naming is Power 命名就是力量
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-14 DOI: 10.20343/teachlearninqu.9.2.2
N. Chick, Sophia Abbot, Lucy Mercer-Mapstone, Christopher P. Ostrowdun, Krista Grensavitch
Citing is a political act. It is a practice that can work both sides of the same coin: it can give voice, and it can silence. Through this research, we call for those contributing to the scholarship of teaching and learning (SoTL) to attend to this duality explicitly and intentionally. In this multidisciplinary field, SoTL knowledge-producers bring the citation norms of their home disciplines, a habit that calls for interrogation and negotiation of the citation practices used in this shared space. The aim of our study was to gather data about how citation is practiced within the SoTL community: who we cite, how we cite, and what values, priorities, and politics are conveyed in these practices. We were also interested in whether any self-selected categories of identity (e.g., gender, career stage) related to self-described citation practices and priorities. Findings suggest several statistically significant relationships did emerge, which we identify as important avenues for further research and writing. We conclude with 10 principles of citation practices in SoTL. 
引用是一种政治行为。这是一种可以在同一枚硬币的两面发挥作用的做法:它可以发出声音,也可以沉默。通过这项研究,我们呼吁那些为教与学(SoTL)做出贡献的人明确和有意地关注这种二元性。在这个多学科领域,SoTL知识生产者带来了他们自己学科的引用规范,这种习惯要求对这个共享空间中使用的引用实践进行询问和协商。我们研究的目的是收集关于在SoTL社区中如何引用的数据:我们引用谁,我们如何引用,以及在这些实践中传达了什么价值观,优先事项和政治。我们还对自我选择的身份类别(如性别、职业阶段)是否与自我描述的引用实践和优先级相关感兴趣。研究结果表明,确实出现了一些统计上显著的关系,我们认为这是进一步研究和写作的重要途径。最后提出了SoTL引文实践的10条原则。
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引用次数: 2
What Price Excellence in Learning and Teaching? Exploring the Costs and Benefits for Diverse Academic Staff Studying for a GCHE Supporting the SoTL 学与教的卓越价值是什么?探索为支持SoTL的GCHE学习的不同学术人员的成本和收益
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-03-08 DOI: 10.20343/TEACHLEARNINQU.9.1.12
A. Owens, Angela Daddow, Georgia Clarkson, D. Nulty
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引用次数: 1
Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors 探讨大学生对评估反馈的情绪反应:对教师的启示
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-03-07 DOI: 10.20343/TEACHLEARNINQU.9.1.20
Jennifer L. Hill, Kathy Berlin, J. Choate, Lisa Cravens-Brown, L. McKendrick-Calder, Susan F. Smith
Summative assessments tend to be viewed as high-stakes episodes by students, directly exposing their capabilities as learners. As such, receiving feedback is likely to evoke a variety of emotions that may interact with cognitive engagement and hence the ability to learn. Our research investigated the emotions experienced by undergraduate students in relation to assessment feedback, exploring if these emotions informed their learning attitudes and behaviours. Respondents were drawn from different years of study and subject/major. A qualitative approach was adopted, using small group, semi-structured interviews and reflective diaries. Data were analysed thematically and they revealed that receiving feedback was inherently emotional for students, permeating their wider learning experience positively and negatively. Many students struggled to receive and act upon negative feedback, especially in early years, when it was often taken personally and linked to a sense of failure. Negative emotional responses tended to reduce students’ motivation, self-confidence, and self-esteem. Some students, especially in later years of study, demonstrated resilience and engagement in response to negative feedback. By contrast, positive feedback evoked intense but fleeting emotions. Positive feedback made students feel cared about, validating their self-worth and increasing their confidence, but it was not always motivational. The paper concludes with recommendations for instructors, highlighting a need to communicate feedback carefully and to develop student and staff feedback literacies.
总结性评估往往被学生视为高风险的章节,直接暴露了他们作为学习者的能力。因此,接受反馈可能会唤起各种情绪,这些情绪可能与认知参与和学习能力相互作用。本研究调查了大学生在评估反馈中所经历的情绪,探讨这些情绪是否影响了他们的学习态度和行为。受访者来自不同的学习年限和学科/专业。采用了定性方法,使用小组、半结构化访谈和反思日记。研究人员对数据进行了主题分析,结果显示,接受反馈对学生来说是一种内在的情感,积极和消极地渗透到他们更广泛的学习经历中。许多学生都很难接受负面反馈并采取行动,尤其是在早期,当它经常被视为针对个人并与失败感联系在一起时。消极的情绪反应倾向于降低学生的动机、自信和自尊。一些学生,尤其是在后来的学习中,对负面反馈表现出了适应力和参与度。相比之下,积极的反馈会引发强烈而短暂的情绪。积极的反馈让学生感到被关心,证实了他们的自我价值,增加了他们的信心,但这并不总是激励。论文最后对教师提出了建议,强调有必要认真沟通反馈,并培养学生和教职员工的反馈素养。
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引用次数: 10
期刊
Teaching & Learning Inquiry-The ISSOTL Journal
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