Unifying SoTL Methodology: Internal and External Validity

Bernstein, Jeffrey L.

doi:10.20343/teachlearninqu.6.2.9

Cited by 18 publications

(12 citation statements)

References 13 publications

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“…The second consideration is that the empirical research should be methodologically sound. This means that there should be a clearly stated hypothesis, the anticipated relationship between independent and dependent variables as well as the role of intervening variables should be specified and the components of the research should be valid and reliable (J. L. Bernstein, 2018). As discussed earlier, much of the published research in the SoTL area does not meet these basic requirements.…”

Section: Master Appropriate Research Methodsmentioning

confidence: 99%

Becoming a Teacher Scholar: The Perils and Promise of Meeting the Promotion and Tenure Requirements in a Business School

Hatch

2020

Journal of Management Education

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Many business schools continue to use contribution in teaching, research, and service as measures of faculty performance. There has been a long tradition of thinking of faculty as making their research contribution within a specific subdiscipline. We call these teaching and discipline scholars (TDS). However a growing number of faculty who, although they teach in a subdiscipline, are choosing to make their research contribution in the teaching and learning area. We call these persons teaching and learning scholars (TLS). A major hurdle facing TLS candidates is a promotion and tenure (P&T) system primarily designed for teaching and discipline scholars. This article takes a granular look at the typical P&T system within business schools. It proposes a way of thinking about what is typically meant by teaching ability and how it might be measured. It then discusses what is meant by research, how this definition might be applied to measure the output of TLSs and the special challenges for TLSs in having their research accepted as part of their P&T portfolio. Suggestions are provided for how the TLS may navigate the P&T process in light of these challenges.

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Section: Master Appropriate Research Methodsmentioning

confidence: 99%

Becoming a Teacher Scholar: The Perils and Promise of Meeting the Promotion and Tenure Requirements in a Business School

Hatch

2020

Journal of Management Education

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“…Errors in the preparation of questionnaires. Violation of external and internal validity (Bernstein, 2018), (Gehlbach, Robinson, Finefter-Rosenbluh, Benshoof, & Schneider, 2018)…”

Section: Questioning Methodsmentioning

confidence: 99%

Methods for Evaluating the Use of Different Approaches of Organizing the Process of Teaching Students

Ziborova

Kataļņikova

Zagulova

et al. 2020

SIE

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Control over any process of human activity is carried out by evaluating its result. In the field of education, the goal is, as a rule, to check the effectiveness of one or another pedagogical approach to solving the set task. For this purpose, a pedagogical experiment is planned and carried out. First, the analysis of the problem is carried out and the participants of the experiment are determined, control and experimental groups of approximately equal number and level of preparedness are formed. Further, the researched pedagogical approach is implemented, the results obtained are studied and evaluated, and conclusions are drawn. Research was conducted at the Department of Software Engineering and involved its students, as well as teachers of Riga Technical University and Baltic International Academy. Authors have studied the impact of introducing extended course content, interdisciplinary communications and feedback in teacher-student interaction. Computer training systems, a semantic network, and statistical analysis were used as assessment methods. Research aim of this article offers an overview of methods of assessing quality of education and their comparison in order to select the best one for conducting a pedagogical experiment, which were used in Riga Technical University.

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“…Some SoTL scholars have challenged such judgments made through narrow lenses, particularly in a diverse landscape like SoTL. Disciplinary prejudices have been called into question (Chick 2013;Poole 2013;Potter and Wuetherick 2015;Bernstein 2018;Sword 2019), as have geographical and cultural biases (Chng and Looker 2013;Chng and Mårtensson 2020).…”

Section: Qualitymentioning

confidence: 99%

Naming is Power

Chick

Abbot

Mercer-Mapstone

et al. 2021

TLI

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Citing is a political act. It is a practice that can work both sides of the same coin: it can give voice, and it can silence. Through this research, we call for those contributing to the scholarship of teaching and learning (SoTL) to attend to this duality explicitly and intentionally. In this multidisciplinary field, SoTL knowledge-producers bring the citation norms of their home disciplines, a habit that calls for interrogation and negotiation of the citation practices used in this shared space. The aim of our study was to gather data about how citation is practiced within the SoTL community: who we cite, how we cite, and what values, priorities, and politics are conveyed in these practices. We were also interested in whether any self-selected categories of identity (e.g., gender, career stage) related to self-described citation practices and priorities. Findings suggest several statistically significant relationships did emerge, which we identify as important avenues for further research and writing. We conclude with 10 principles of citation practices in SoTL.

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Unifying SoTL Methodology: Internal and External Validity

Cited by 18 publications

References 13 publications

Becoming a Teacher Scholar: The Perils and Promise of Meeting the Promotion and Tenure Requirements in a Business School

Becoming a Teacher Scholar: The Perils and Promise of Meeting the Promotion and Tenure Requirements in a Business School

Methods for Evaluating the Use of Different Approaches of Organizing the Process of Teaching Students

Naming is Power

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