Editors:
Nancy E. Fenton
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Whitney Ross
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Figures
3.1 The reflective process in teacher education elicited by VEO. 48
4.1 Basic sociogram representing 3 nodes (degree = 3) and 3 ties. 56
4.2 Base network. 62
4.3 Conversations about innovation in teaching and learning. 62
4.4 Conversations about emotional support for teaching and learning. 63
7.1 Drawing by biochemistry student of future self in 3 years. 116
7.2 Drawing by biomedicine student of future self in 3 years. 117
8.1 Navigating potential challenges to participatory action research/SoTL. 148
9.1 Student-generated maps. The first map was created independently by the student and the second map is the same map with additions made by the student at the close of the collaborative dialogue. 167
10.1 The PAR cycle (from Kemmis, McTaggart, & Nixon, 2014, p. 19). 180
10.2 The action research spiral (from Kemmis, McTaggart, & Nixon, 2014, p. 19). 180
Tables
3.1 Participants and data collection methods for VEO trials 2016–2017. 38
8.1 Timelines for action research cycles. 140
8.2 Overview of principal investigator and participant roles. 143
9.1 Rubric created to capture strategies and prompts in solving multiple-choice questions. 159
10.1 Peer review of teaching plan. 177
10.2 Components of the peer review of teaching project. 181
10.3 Structure of the workshop series. 182
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Chapter 1 Critical Reflection on Research on Teaching and Learning
Chapter 11 Concluding Comments

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