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Doing the scholarship of teaching and learning : measuring systematic changes to teaching and improvements in learning / / Regan A. R. Gurung, Janie H. Wilson, editors
| Doing the scholarship of teaching and learning : measuring systematic changes to teaching and improvements in learning / / Regan A. R. Gurung, Janie H. Wilson, editors |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2013 |
| Descrizione fisica | 1 online resource (129 p.) |
| Disciplina | 379.158 |
| Altri autori (Persone) |
GurungRegan A. R
WilsonJanie H |
| Collana | New Directions for Teaching and Learning |
| Soggetto topico |
Educational evaluation
Education, Higher - Research |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-83889-0
1-118-83866-1 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Doing 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
Construct 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 Good 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 I 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 Use 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 |
| Record Nr. | UNINA-9910453408803321 |
| San Francisco, California : , : Jossey-Bass, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Doing the scholarship of teaching and learning : measuring systematic changes to teaching and improvements in learning / / Regan A. R. Gurung, Janie H. Wilson, editors
| Doing the scholarship of teaching and learning : measuring systematic changes to teaching and improvements in learning / / Regan A. R. Gurung, Janie H. Wilson, editors |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2013 |
| Descrizione fisica | 1 online resource (129 p.) |
| Disciplina | 379.158 |
| Altri autori (Persone) |
GurungRegan A. R
WilsonJanie H |
| Collana | New Directions for Teaching and Learning |
| Soggetto topico |
Educational evaluation
Education, Higher - Research |
| ISBN |
1-118-83889-0
1-118-83866-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Doing 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
Construct 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 Good 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 I 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 Use 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 |
| Record Nr. | UNINA-9910790715403321 |
| San Francisco, California : , : Jossey-Bass, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Doing the scholarship of teaching and learning : measuring systematic changes to teaching and improvements in learning / / Regan A. R. Gurung, Janie H. Wilson, editors
| Doing the scholarship of teaching and learning : measuring systematic changes to teaching and improvements in learning / / Regan A. R. Gurung, Janie H. Wilson, editors |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2013 |
| Descrizione fisica | 1 online resource (129 p.) |
| Disciplina | 379.158 |
| Altri autori (Persone) |
GurungRegan A. R
WilsonJanie H |
| Collana | New Directions for Teaching and Learning |
| Soggetto topico |
Educational evaluation
Education, Higher - Research |
| ISBN |
1-118-83889-0
1-118-83866-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Doing 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
Construct 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 Good 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 I 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 Use 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 |
| Record Nr. | UNINA-9910819807403321 |
| San Francisco, California : , : Jossey-Bass, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||