LEADER 05462nam 2200673 450 001 9910453408803321 005 20200520144314.0 010 $a1-118-83889-0 010 $a1-118-83866-1 035 $a(CKB)2550000001180147 035 $a(EBL)1589138 035 $a(SSID)ssj0001128299 035 $a(PQKBManifestationID)11669079 035 $a(PQKBTitleCode)TC0001128299 035 $a(PQKBWorkID)11065520 035 $a(PQKB)10609586 035 $a(MiAaPQ)EBC1589138 035 $a(Au-PeEL)EBL1589138 035 $a(CaPaEBR)ebr10827170 035 $a(CaONFJC)MIL560261 035 $a(OCoLC)874813190 035 $a(EXLCZ)992550000001180147 100 $a20140122h20132013 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aDoing the scholarship of teaching and learning $emeasuring systematic changes to teaching and improvements in learning /$fRegan A. R. Gurung, Janie H. Wilson, editors 210 1$aSan Francisco, California :$cJossey-Bass,$d2013. 210 4$dİ2013 215 $a1 online resource (129 p.) 225 1 $aNew Directions for Teaching and Learning ;$vNumber 136 300 $aDescription based upon print version of record. 311 $a1-118-83867-X 311 $a1-306-29010-4 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aDoing the Scholarship of Teaching and Learning: Measuring Systematic Changes to Teaching and Improvements in Learning; Contents; From the Series Editor; 1 Advancing Scholarly Research on Teaching and Learning; A Little Background; Who Is This Volume For?; An Overview of This Volume; References; 2 Using Assessment and SoTL to Enhance Student Learning; SoTL Can Enhance Student Learning; Assessment Can Enhance Student Learning; Coordinating SoTL and Assessment Efforts to Enhance Student Learning; Moving Forward; References; 3 Designing SoTL Studies-Part I: Validity 327 $aConstruct and Internal Validity; Good Measures Lead to High Construct Validity; Measure Learning Directly When the Goal Is to Measure Learning; Measure Learning through Student Learning Objectives; Have Clear Questions and Answer Choices; Use Established Scales to Measure Student Attitudes and Personality; Know How to Score the Measure; Minimize Participant Expectancies; Minimize Researcher Expectancies; Determine Whether to Use Graded or Ungraded Measures; Determine Whether to Use Multiple Operational Definitions; Use an Additional Post-Test to Investigate Long-Term Effects 327 $aGood Differences between Conditions Improve Construct Validity; Only Manipulate the Treatment; Beware of Using Different Sections; Minimize Participant Expectancies; Minimize Researcher Expectancies; Good Comparisons between Conditions Improve Internal Validity; Compare Students to Other Students: Between-Participants Designs.; Compare Students to Themselves: Within-Participants and Pre-Test/Post-Test Studies; A Note about External Validity; A Note about Qualitative Studies; Conclusion; References; 4 Designing SoTL Studies-Part II: Practicality; Common Practical Problems 327 $aI Have to Measure Everything I Do Not Have Many Students; I Only Have a Single Class; Random Assignment Sounds Great, But How Can I Do It?; I Want to Detect a Subtle Effect; I Cannot Do a Valid, Ethical Study in the Classroom; Designs for Classroom Studies; Simple Correlation; One-Group Post-Test Only Design; Two-Group Post-Test Only Design; One-Group Pre-Test/Post-Test Design; Two-Group Pre-Test/Post-Test Design; Within-Participants Design; Crossover Design; Interrupted Time-Series Design; More Complex Designs; Use Multiple Treatments to Investigate Interactions 327 $aUse Moderators to Determine When Treatment Has Effect; Use Mediators to Investigate How Treatment Has Effect; Conclusion; References; 5 Statistical Models for Analyzing Learning Data; Why Do We Need Statistical Analyses Anyway?; Getting Ready to Analyze Data: Data Cleaning and Screening; Creating Summative Variables; Understanding Some Basics of Statistical Analysis; Type I and Type II Errors and Power; Effect Size; Summary of Main Strategies for Analyzing Learning Data; One-Group, Post-Test Only; One-Group Pre-Test, Post-Test Design (Repeated-Measures Design); Repeated-Measures Design 330 $aThe Scholarship of Teaching and Learning (SoTL) should be an integral part of every academic's life, representing not only the pinnacle of effortful teaching, but also standing side by side with more conventional disciplinary scholarship. Although practiced by many instructors for years, SoTL has garnered national attention resulting in a spate of new journals to publish pedagogical research. SoTL helps students, fosters faculty development, and has been integrated into higher education. 410 0$aNew directions for teaching and learning ;$vno. 136. 606 $aEducational evaluation 606 $aEducation, Higher$xResearch 608 $aElectronic books. 615 0$aEducational evaluation. 615 0$aEducation, Higher$xResearch. 676 $a379.158 701 $aGurung$b Regan A. R$0869640 701 $aWilson$b Janie H$0887737 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453408803321 996 $aDoing the scholarship of teaching and learning$91983019 997 $aUNINA