Classroom research as teacher-researcher

In the field of education, research projects that involve both the researcher and teacher being the same person are common today, as attested by the significant number of teacher-researcher studies. One issue confronting the dual role of teacher-researcher is the nature of interaction between the underlying goals that come with each of these roles. There are some researchers who express concern that the combination of these goals within the teacher-researcher may compromise either or both of the work of teaching and research in an unproductive way. This paper is an account of my adventure in attempting to fulfil both teaching and research goals in my work as teacher-researcher in a year 7 (Secondary One) geometry class in Singapore. My experience is then re-interpreted in the context of the ongoing conflicting-versus-complementary talk on the interaction between teacher/researcher &lsquo;selves&rsquo;. A model is proposed to account for the seemingly opposite sides of the camp as reported in the literature on this issue.<br /

‘Methodologically Sound’ Under the ‘Big Tent’: An Ongoing Conversation

This essay synthesizes ongoing conversations as it explores the third and arguably most complicated of Peter Felten’s “Principles of Good Practice in SoTL,” “methodologically sound.

Theory and the Scholarship of Teaching and Learning: Inquiry and Practice with Intention

Theory in the scholarship of teaching and learning (SoTL) is the conceptual basis for the practice of SoTL—or, more precisely, the conceptual bases for the practices of SoTL—as well as the bodies of knowledge, methodological assumptions, and explanations of phenomena that are deployed (explicitly or implicitly) from a range of contexts within SoTL. Put another way, theory is thinking on a meta level, a metacognitive move in which practitioners become aware, critical, and intentional of how and why they are doing their practice. It involves taking stock of the existing conversations to move beyond definitions, to critically evaluate gaps and limitations, and to maintain forward momentum in the field

The Crossroads of SoTL and Signature Pedagogies

The Scholarship of Teaching and Learning (SoTL) and signature pedagogies invite librarians to delve deeply into student learning within the particular contexts for teaching and learning that are unique to librarians

Staying Normal under Abnormal Circumstances: Publishing during a Global Pandemic

An introduction to volume 8, issue 2 of Teaching &amp; Learning Inquiry

Never standing still

An introduction to volume 4, issue 1 of Teaching &amp; Learning Inquiry

An ode to change

An introduction to volume 6, issue 2 of Teaching &amp; Learning Inquiry

The people behind the papers

An introduction to volume 7, issue 1 of Teaching &amp; Learning Inquiry

An Investigation of the Products and Impact of Graduate Student SoTL Programs: Observations and Recommendations from a Single Institution

This study offers an investigation of three graduate-level SoTL programs offered since 2007 at a mid-size, highly selective, private, research-intensive university in the southeastern United States. We identify patterns in these early experiences with the scholarship of teaching and learning, specifically the choices made while carrying out their first SoTL projects and their perceptions of the impact of the program. We analyzed 72 project posters and 39 impact survey responses. Drawn from the rich particularities of a single institution, this study offers insight into novice SoTL work and recommendations for developing introductory SoTL programs on other campuses

Learning from Their Own Learning: How Metacognitive and Meta-affective Reflections Enhance Learning in Race-Related Courses

This interdisciplinary project examined how students think and feel about their learning in race-related diversity courses. Students in four classes (literature, psychology, geography) reflected on cognitive and affective dimensions of their own and their classmates’ learning. The Color Blind Racial Attitudes Scales (CoBRAS) confirmed qualitative analyses of learning patterns in three of the classes that resulted in moving from lack of awareness about racism to increased understanding and in the fourth class that lacked this movement. Findings include what helped students learn, cognitive and affective obstacles to learning, and the benefit of exposing students to multiple perspectives, empathy-enhancing activities, and emotional regulation skills