Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Julie A. Pelton"'
Publikováno v:
Trends in Higher Education, Vol 3, Iss 1, Pp 105-121 (2024)
This research explores the barriers, concerns, and obstacles undergraduate STEM educators face when implementing high-impact teaching practices (HIPs), the application of which may improve student learning outcomes. Because our study took place durin
Externí odkaz:
https://doaj.org/article/8e316ac6e9fa4d0eaba8fd6bae191afd
Publikováno v:
Education Sciences, Vol 12, Iss 8, p 512 (2022)
We examined the relationship between faculty teaching networks, which can aid with the implementation of didactic high-impact practices (HIPs) in classroom instruction, and the actual implementation of said practices. Participants consisted of STEM f
Externí odkaz:
https://doaj.org/article/c992b9851ef747d5af85f0bc35497707
Autor:
Julie A. Pelton
Publikováno v:
The Sociological Quarterly. 63:199-213
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d813bec66653a6c0173b8168027a7f6b
https://doi.org/10.1080/00380253.2022.2038040
https://doi.org/10.1080/00380253.2022.2038040
Teaching about Learning: The Effects of Instruction on Metacognition in a Sociological Theory Course
Autor:
Julie A. Pelton
Publikováno v:
Teaching Sociology. 47:325-338
This article investigates the effects of teaching about metacognition in a sociological theory course. I created a series of teaching interventions to introduce students to the science of learning, including an interactive lecture on metacognition, a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::be8bf23d50a1f6503578efe0b65b03df
https://doi.org/10.1177/0092055x19861684
https://doi.org/10.1177/0092055x19861684
Autor:
Julie A. Pelton
Publikováno v:
Contemporary Sociology: A Journal of Reviews. 45:247-249
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e3c897519fb26c08123bdce914236641
https://doi.org/10.1177/0094306116629410jjj
https://doi.org/10.1177/0094306116629410jjj
Autor:
Julie A. Pelton
Publikováno v:
Teaching Sociology. 42:277-286
In this study, I set out to gain a better understanding of the learning strategies typically used by sociology majors, whether and to what extent they engage in metacognitive strategies, and whether teaching about learning results in students reporti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ebada157f2333c70cf2ea13fe8a3ae9c
https://doi.org/10.1177/0092055x14542351
https://doi.org/10.1177/0092055x14542351
Autor:
Julie A. Pelton
Publikováno v:
Teaching Sociology. 41:106-120
Both “theory” and “writing” engender a great deal of anxiety for the typical undergraduate sociology major. Writing-intensive theory courses increase this feeling exponentially. Active learning approaches to teaching theory are often advocate
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a77741849876d144d0b40b7691fa5713
https://doi.org/10.1177/0092055x12462142
https://doi.org/10.1177/0092055x12462142
Autor:
Julie A. Pelton, Frank D. Beck
Publikováno v:
Sociology Through Active Learning: Student Exercises
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fecb51dfa438c795595b4bcee6db306b
https://doi.org/10.4135/9781483329819.n43
https://doi.org/10.4135/9781483329819.n43
Autor:
Julie A. Pelton
Publikováno v:
Teaching Sociology. 40:70-71
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::09b96cc7eb45dbd5684d42e1d3f9e4bc
https://doi.org/10.1177/0092055x11420379
https://doi.org/10.1177/0092055x11420379