SELECTED SCHOLARSHIP ON TEACHING AND LEARNING at ILLINOIS STATE UNIVERSITY
Volume 4 • May 2016
Volume 4 • May 2016
Jennifer Friberg, Co-Editor
Department of Communication Sciences and Disorders
Erin Mikulec, Co-Editor
School of Teaching and Learning
Cross Endowed Chair in the Scholarship of Teaching and Learning
REVIEWERS (Double blind review process)
Rebekka Darner Gougis
Educational Administration and Foundations
TABLE OF CONTENTS
Using Interrupted Video Case Studies to Teach Developmental Theory: A Pilot Study
J. W. Anderson • Department of Family and Consumer Sciences
Sarah Bradshaw • Department of Family and Consumer Sciences
Jennifer Banning • Department of Family and Consumer Sciences
This study was designed to determine the usefulness of interrupted video case studies in providing vicarious, but meaningful, application of classroom learning, in this case, foundational theories of the human development field. Participants were students in a graduate Human Development course where a pre-/post-test format was utilized. The effect was significant as all participants’ posttest score improved. Also, pattern-matching results indicated an increase in complex levels of thinking across students’ work, further validating post-test scores. Results here serve also to confirm Egleston’s (2013) idea that an interrupted video case-study, could address all limitations typically associated with case-based instruction.
Service Learning for Development of Undergraduate Practitioner Researchers
Karen Flint Stipp • School of Social Work
Kathryn Sheridan • School of Social Work
Ariana E. Postlethwait • Department of Social Work, Middle Tennessee State University
Social work has an ongoing challenge to help undergraduates identify as practitioner-researchers. In a one-semester research course for juniors, groups of students completed an agency-based proposal. The assignment used a service learning approach. Students worked with agencies to identify agency questions, and develop a proposal for finding answers to an agency question. The following year each student completed a two-semester practicum. This study asked graduating seniors to report whether elements of their junior year agency-based proposal informed their senior year field practicum work.
Can Grammar Graphics Impact Grammar Knowledge and Collegiate Writing?
Mark Zablocki • Department of Special Education
Christy Borders • Department of Special Education
Carrie Anna Courtad • Department of Special Education
Stacey Jones Bock • Department of Special Education
Grammar Graphics is a visual system for teaching English syntax. It has the potential to influence ways in which teacher candidates may teach grammar to their K-12 students in the future as well impact their own syntactic knowledge. This system teaches visual symbols for each part of speech with rationale for the symbol itself. We investigated the impact of explicit instruction in grammar with Grammar Graphics on teacher candidate knowledge of syntax as well as their confidence to instruct their future K-12 students in grammar. We further assessed the impact of explicit instruction in grammar with Grammar Graphics on collegiate writing.
How Do Science Undergraduate Students Benefit from Conducting Educational Research?
Rebekka Darner Gougis • School of Biological Sciences
Janet F. Stomberg • School of Biological Sciences
Alicia T. O’Hare • School of Biological Sciences
This project engaged two science graduate students as members of an educational research team to examine the progression of their experiences as student-researchers and their ideas about qualitative research. Their participation provides a unique context in which we can examine how future science educators come to understand the process and value of educational research, particularly qualitative research. This study can inform future studies that examine how to prepare educators in applying educational research to their practice and ultimately strengthen the quality of post-secondary science education.
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