A Theoretically Grounded Framework for Integrating the Scholarship of Teaching and Learning
Main Article Content
Abstract
Downloads
Article Details
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
References
Allen, P. A., Grabbe, J., McCarthy, A., Bush, A. H., & Wallace B. (2008). The early bird does not get the worm: Time-of-day effects on college students’ basic cognitive processing. American Journal of Psychology, 121, 551-564.
Bedard, K., & Kuhn, P. (2008). Where class size really matters: Class size and student ratings of instructor effectiveness. Economics of Education Review, 27, 253-265.
Bigatti, S. M., Gibau, G. S., Boys, S., Grove, K., Ashburn-Nardo, L., Khaja, K., & Springer, J. T. (2012). Faculty perceptions of multicultural teaching in a large urban university. Journal of the Scholarship of Teaching and Learning, 12, 78-93.
Bishop-Clark, C., & Lynch, J. M. (1992). The mixed-age college classroom. College Teaching, 40, 114-117.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design, American Psychologist, 32, 513-531.
Bronfenbrenner, U. (1988). Interacting systems in human development. Research paradigms: present and future. In N. Bolger et al. (Eds.), Persons in context: Developmental process. Human development in cultural and historical contexts. (pp. 25-49). New York: Cambridge University Press.
Bronfenbrenner, U., & Ceci, S. J. (1994) Nature-Nurture reconceptualized in developmental perspective: A Bioecological model. Psychological Review, 101, 568 – 586.
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W.Damon & R. M.Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (5th ed., pp. 993–1023). New York: Wiley.
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W.Damon & R. M.Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (6th ed., pp. 793–828). New York: Wiley.
Cassard, A. & Sloboda, B. (2014). Leading the charge for SoTL – Embracing collaboration. Insight: A Journal of Scholarly Teaching, 9, 44-53.
Chapman, L., & Ludlow, L. (2010). Can downsizing college class sizes augment student outcomes? An investigation of the effects of class size on student learning. The Journal of General Education, 59, 105-123.
Christenbury, L. (2011). The flexible teacher. The Effective Educator, 68, 46-50.
Driscoll, M. P. (2000). Psychology of learning for instruction. (2nd ed.), Needham Heights, MA: Allyn and Bacon.
Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry, 1, 121125.
Frisby, B. N., & Myers, S. A. (2008). The Relationships among Perceived Instructor Rapport, Student Participation, and Student Learning Outcomes. Texas Speech Communication Journal, 33, 27-34.
Galotti, K. M., & Clare, L. R. (2014). Goals, styles, and decisions: Changes and interactions during the first year of college. The American Journal of Psychology, 127, 383-396.
Hamilton, L. T. (2013). More is more or more is less? Parental financial investments during college. American Sociological Review, 78, 70-95.
Harper, S. R. (2009). Niggers no more: A critical race counternarative on black male student achievement at predominantly white colleges and universities. International Journal of Qualitative Studies in Education (QSE), 22, 697-712.
Hearn, J. C., & Holdsworth, J. M. (2002). Influences of state-level policies and practices on college students’ learning. Peabody Journal of Education, 77, 6-39.
Hill, L. H. (2014). Graduate students’ perspectives on effective teaching. Adult Learning, 25, 5765.
Howie, D. (2013). Teaching thinking: A three-tiered model to enhance inclusive learning, in an ecological framework. Transylvanian Journal of Psychology. 2013 Special Issue, 33-50.
Jenkins, C. R., & Speck, B. W. (2007). “I’m in their corner”: Caring as a foundational to effective teaching. Journal on Excellence in College Teaching, 18 (2).
Kern, B., Mettetal, G., Dixson, M. D., & Morgan, R. K. (2015). The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship Reconsidered. Journal of the Scholarship for Teaching and Learning, 15, 1-14.
McGlynn, A. P. (2008). Millennials in college: How do we motivate them? Education Digest, 73, 19-22.
Micari, M., & Pazos, P. (2012). Connecting to the professor: Impact of the student—faculty relationship in a highly challenging course. College Teaching, 60, 41-47.
Michel, N., Cater, J. III, & Varela, O. (2009). Active versus passive teaching styles: An empirical study of student learning outcomes. Human Resource Development Quarterly, 20, 397– 418.
Mupinga, D. M., Nora, R. T., & Yaw, D. C. (2006). The learning styles, expectations, and needs of online students. College Teaching, 54, 185-189.
National Survey of Student Engagement. (2012). Promoting Student Learning and Institutional Improvement: Lessons from NSSE at 13. Bloomington, IN: Indiana University Center for Postsecondary Research.
Orr, A. C., & Hammig, S. B. (2009). Inclusive postsecondary strategies for teaching students with learning disabilities: A review of the literature. Learning Disability Quarterly, 32, 181-196.
Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First generation college students. The Journal of Higher Education, 75, 249-284.
Sagayadevan, V., & Jeyaraj, S. (2012). The role of emotional engagement in lecturer-student interaction and the impact on academic outcomes of student achievement and learning. Journal of the Scholarship of Teaching and Learning, 12, 1-30.
Savage, H., Karp, R. S., & Logue, R. (2004). Faculty mentorship at colleges and universities. College Teaching, 52, 21-24.
Stewart, E. B. (2006). Family- and individual-level predictors of academic success for African American students: A longitudinal path analysis utilizing national data. Journal of Black Studies, 36, 597-621.
Synnott, K. C. (2015). Smartphones in the classroom as impediments to student learning. Journal on Excellence in College Teaching, 26, 161-168.
Tudge, J. R. H., Mokrova, I., Hatfield, B., & Karnik, R. B. (2009). Uses and misuses of Bronfenbrenner’s bioecological theory of human development. Journal of Family Theory and Review, 1, 198-210.
Weaver, R., & Qi, J. (2005). Classroom organization and participation: College students’ perceptions. Journal of Higher Education, 76, 570-601.
Wentzell, G. W., Richlin, L., & Cox, M. D. (2010). Effective and ineffective teaching: A message from the editors. Journal on Excellence in College Teaching, 21 (4).
Yoder, J. D., & Hochevar, C. M. (2005). Encouraging active learning can improve students’ performance on examinations. Teaching of Psychology, 32, 91-95.