The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective

By R. Perry, J. C. Smart. 2007

568 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/990de88d378d45b777fbbdede762b86022950ecb

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Citations in the corpus

Learning more by being taught less: a “time-for-self-study” theory explaining curricular effects on graduation rate and study duration (2010, result): “’’ Our findings are not only counterintuitive but also seem to contradict a large body of research demonstrating that lecturing, if done well, in fact improves learning and performance (See for instance Light 2001; Perry and Smart 2007).”
A Review of Attributional Retraining Treatments: Fostering Engagement and Persistence in Vulnerable College Students (2009, background): “Further, college professors may observe an increase in the effectiveness of their teaching as they encounter students with higher levels of perceived control and motivation (Feldman, 1998; Perry et al., 1979; Perry and Smart, 2007).”
Antecedents of everyday positive emotions: An experience sampling analysis (2010, background): “…on a motivational intervention referred to as ‘‘attributional retraining’’ (AR; see Foersterling 1985; 1986, for reviews) which aims to enhance perceptions of personal control by promoting controllable explanations for failure events (see Hall et al. 2006; Hall et al. 2007; Perry et al. 2007).”
College Students’ Time Management: a Self-Regulated Learning Perspective (2020, background): “Enactment Students’ enactment or execution of the original plans, actions, or strategies intended to complete a particular task marks a beginning of the performance phase (Pintrich and Zusho 2007; Winne and Hadwin 1998).”
Peer and self assessment in massive online classes (2013, background): “Similarly, self assessment helps students reflect on gaps in their understanding, making them more resourceful, confident, and higher achievers [Zimmerman and Schunk 2001; Pintrich 1995; Pintrich and Zusho 2007] and provides learning gains not seen with external evaluation [Dow et al. 2012].”
What Makes Great Teaching? Review of the Underpinning Research. (2014, background): “…widely explored by higher education research, as it is one of the preferential evaluation methods in the United States and in the United Kingdom, and owes much to the work of Herbert W. Marsh on developing valid and reliable student assessment questionnaires (Marsh, 1982, 2007; Richardson, 2005).”
Measuring teaching quality in higher education: assessing selection bias in course evaluations (2017, methodology): “However, in surveying the literature, Marsh (2007) and Spooren et al. (2013) conclude that studies typically find only small roles for any particular set of observed characteristics in explaining variation in SETs.”