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Jessica Taggart; Lindsay B. Wheeler; Kenn Dela Cruz – New Directions for Teaching and Learning, 2024
This chapter describes the development, implementation, and assessment of an intensive Scholarship of Teaching and Learning (SoTL) Scholars program grounded in self-determination theory. These findings provide one of the first integrations of theory into studying the impact of SoTL and can support educational developers with SoTL initiatives at…
Descriptors: Teaching Methods, Learning Processes, Scholarship, College Faculty
Hickey, Kelli Erin – ProQuest LLC, 2023
Peer education programs in higher education conduct peer educator training; however, there is minimal empirical evidence supporting the structure and evaluation of peer educator training. The problem addressed by the present study was the inconsistencies in and scant assessment of university peer educator training and implementation. Ineffective…
Descriptors: Peer Teaching, Higher Education, Training, Program Implementation
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Pederson, JoEllen G.; Lettner-Rust, Heather G.; Dowling Fink, Alix D.; Fink, Mark L.; Gutiérrez, Ann Renee; Kinman, Edward L.; Koski, Connie M.; Mergen, Michael J.; Poplin, Phillip L.; Rhoten, Melissa C.; Roberts, Brent S.; Znosko, Jessi B. – Journal of Transformative Education, 2022
Emerging from faculty collaboration across disciplines, the four-stage Field Immersion Framework (FIF) marries place-based experiential learning with civic engagement to promote important transformative learning outcomes such as shifts in Worldview, Self, Epistemology, Ontology, Behavior, and Capacity. To support those outcomes, we developed this…
Descriptors: Experiential Learning, Civics, Place Based Education, Transformative Learning
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Anna Jennerjohn; Debra S. Peterson; Catherine Cavanaugh – Action in Teacher Education, 2024
Pre-service teachers often learn to teach in siloed methods courses despite evidence that interdisciplinary pedagogies benefit elementary school students. To address this discrepancy, six teacher educators initiated a two-year self-study to improve their practice. They co-created a shared module to integrate technology, literacy, and science…
Descriptors: Preservice Teachers, Preservice Teacher Education, Interdisciplinary Approach, Elementary School Teachers
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Farmer, Ryan L.; Zaheer, Imad; Duhon, Gary J.; Ghazal, Stephanie – Canadian Journal of School Psychology, 2021
Through innovation in research and self-correction, it is inevitable that some practices will be replaced or be discredited for one reason or another. De-implementation of discredited and low-value practices is a necessary step for school psychologists' maintenance of evidence-based practices and to reduce unnecessary costs and risk. However,…
Descriptors: Program Implementation, Applied Behavior Analysis, Learning Theories, School Psychology
Melissa Miller Sykes – ProQuest LLC, 2021
The purpose of this qualitative study was to explore professional development from the perspective of instructional leaders to identify if the assumptions of Knowles's (1990) Adult Learning Theory were present in the planning and implementation of continuing education. For the purposes of this research study, professional development was defined…
Descriptors: Instructional Leadership, Suburban Schools, Faculty Development, Attitudes
Maitland, Adam M. – ProQuest LLC, 2023
Teachers working in a special education self-contained classroom were required to implement evidence-based practices and interventions, rarely researched in a school setting, with fidelity to meet the needs of students with intellectual disabilities. Evidence-based practices and interventions for students with intellectual disabilities were…
Descriptors: Evidence Based Practice, Intervention, Learning Theories, Students with Disabilities
O'Leary, Kate Elizabeth – ProQuest LLC, 2022
Personalized learning is gaining popularity among educational leaders due to reexamining teaching and learning the pedagogy by increasing student ownership. However, the implementation of personalized learning is limited, even after professional development opportunities. The problem addressed in this study was the inconsistency in the content and…
Descriptors: Independent Study, Individualized Instruction, Faculty Development, Elementary School Teachers
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English, Alan – Teacher Education Quarterly, 2021
Despite a lack of empirical evidence, learning styles theory (LST) enjoys widespread support in education, leading many researchers to refer to it as a "myth." Although previous research has demonstrated LST's popularity, the impact of exposure to LST on teachers is not yet known. Here original survey data of K-12 teachers (n = 240) was…
Descriptors: Cognitive Style, Learning Theories, Elementary School Teachers, Secondary School Teachers
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Mitchell, Marilyn; Gill, Chelsea; Brodmerkel, Sven – Student Success, 2022
This research applies sociocultural learning theory to describe the learning cultures that academics at a small Australian university cultivated during synchronous emergency remote teaching (ERT) at the start of the COVID-19 pandemic. We sought to understand how academics fostered learning when thrust into a new technological environment that…
Descriptors: Foreign Countries, Universities, COVID-19, Pandemics
Gillian Judson; Michael Datura – International Journal of Education Policy and Leadership, 2023
This pilot implementation study examines the experiences of ten teachers who have employed a place-based learning resource called "A Walking Curriculum" for one to three years. "A Walking Curriculum" is an example of Imaginative Ecological Education--a pedagogical approach that centralizes imaginative engagement, emotional…
Descriptors: Place Based Education, Environmental Education, Ecology, Science and Society