Zobrazeno 1 - 10
of 88
pro vyhledávání: '"Lauren Scharff"'
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 9, Iss 2 (2021)
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 me
Externí odkaz:
https://doaj.org/article/b0d37114c50f46b6b468b420cca979a8
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 9, Iss 1 (2021)
The number of teaching-focused faculty (TFF) continues to increase, raising concerns about opportunities to engage in the Scholarship of Teaching and Learning (SoTL) for academics who are hired to focus on teaching rather than research. Various names
Externí odkaz:
https://doaj.org/article/e436bd4014f64fc093c9a31553b88835
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 9, Iss 1 (2021)
Collaborative research and writing across disciplines and institutions happens frequently in discipline-based research. However, opportunities for cross-collaborative scholarship in teaching and learning is limited in comparison (Kahn et al., 2013; M
Externí odkaz:
https://doaj.org/article/0e222cbb51c541c1ae3237b016e7e530
Publikováno v:
Journal of the Scholarship of Teaching and Learning, Vol 20, Iss 1 (2020)
This project examined the effects of two team selection methods (self-selected and instructor-formed based on matched academic performance) on team and individual student performance and on self-reported attitudes and team behaviors in a freshman-lev
Externí odkaz:
https://doaj.org/article/6c06e1b6fd7647ef923d2025a13fd5c8
Autor:
Lauren Scharff, John Draeger, Dominique Verpoorten, Marie Devlin, Lucie S Dvorakova, Jason M Lodge, Susan Smith
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 5, Iss 1, Pp 1-14 (2017)
The ability to transfer learning to new situations lies at the heart of lifelong learning and the employability of university graduates. Because students are often unaware of the importance of learning transfer and staff do not always explicitly arti
Externí odkaz:
https://doaj.org/article/9ce101a50404441f855d03c73748baee
Autor:
Mark Jensen, Lauren Scharff
Publikováno v:
Journal of the Scholarship of Teaching and Learning, Vol 19, Iss 3 (2019)
This project investigated the impact of incorporating e-reader texts and annotation tools in an upper level philosophy course. This project adds to the body of literature that assesses gains/losses in conventional measures of performance (e.g., score
Externí odkaz:
https://doaj.org/article/e8abe877db2b469a89cbeb61bedc8cd2
Autor:
Jarett Vanz-Brian Pereira, Yoko Mori, Sarah Slates, Emmajane Milton, Cath Jane Fraser, Philippa Crombie, Christopher C. Tisdell, Mike Dudson, Alison Cook-Sather, James Garo Derounian, Kiu Sum, Alexandra Morgan, Seb Dianati, Diane Grayson, Hannah E. Jardine, Ravanth Baskaran, Jessie Storey, Amanda Millmore, Lauren Scharff, Mian Arsam Haroon, Max Salman, Meghan Allen
Publikováno v:
International Journal for Students as Partners. 5:221-232
No Abstract
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::41ee7b2376549097d020be961a235d02
https://doi.org/10.15173/ijsap.v5i2.4911
https://doi.org/10.15173/ijsap.v5i2.4911
Autor:
Pat Hutchings, Paola Borin, Linda Keesing-Styles, Lynn Martin, Renee Michael, Lauren Scharff, Scott Simkins, Ahmed Ismail
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 1, Iss 2, Pp 35-47 (2013)
In recent years, as pressures for accountability have increased in higher education, some members of the Scholarship of Teaching and Learning (SoTL) community may worry that the inquiry-based, improvement-focused practices they advocate could be put
Externí odkaz:
https://doaj.org/article/1c8bd86cbcc3426fbe0ac182b952826f
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 9, Iss 2 (2021)
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 me
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7e5140ff83fcda495d441e25b0cb6d54
https://journalhosting.ucalgary.ca/index.php/TLI/article/view/61792
https://journalhosting.ucalgary.ca/index.php/TLI/article/view/61792
Autor:
Mark Jensen, Lauren Scharff
Publikováno v:
Journal of Teaching and Learning with Technology, Vol 3, Iss 2 (2014)
This quick hit describes strategies for modeling and assessing critical reading in an e-textbook environment at the collegiate level over the course of a single semester. Special attention is devoted to annotation practices associated with critical r
Externí odkaz:
https://doaj.org/article/6de76bec76034b709f45dcaa148e5ca2