« Journal of the Scholarship of Teaching and Learning » : différence entre les versions
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== Description == | == Description == | ||
The Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. | The Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. | ||
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* [[ | * [[Scholarship of Teaching and Learning]] | ||
Dernière version du 15 mars 2017 à 15:52
Fiche signalétique
- Sigle : JoSoTL
- Site web : http://josotl.indiana.edu/
- Structure responsable : Indiana University
- Périodicité :
Description
The Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars.
Founded in 2001, the Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. Our peer reviewed Journal promotes SoTL investigations that are theory-based and supported by evidence. JoSoTL's objective is to publish articles that promote effective practices in teaching and learning and add to the knowledge base. The themes of the Journal reflect the breadth of interest in the pedagogy forum. The themes of articles include:
- 1.Data-driven studies: formal research projects with appropriate statistical analysis, formal hypotheses and their testing, etc. These studies are either with a quantitative or qualitative emphasis and authors should indicate the appropriate domain. Acceptable articles establish a research rigor that leads to significant new understanding in pedagogy.
- 2.Reviews: Literature reviews illuminating new relationships and understanding, meta-analysis, analytical and integrated reviews, etc.
- 3.Case studies: To be considered a case study, a manuscript should focus on an intense analysis of a specific teaching situation or problem that led to a solution. Case studies should have the following components: description of the teaching situation or problem, solution or solutions attempted, quantitative or qualitative analysis of the effectiveness of the solution, reflection on the implications and possible generalization to other settings or populations.
- 4.Invited Comments: Comments about previously published manuscripts
- 5.Invited Essays: Discussion of a topic not tied to a previously published manuscript.
Equipe
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