Teddy’s Reading Log 02.28.2010

Posted by on March 1, 2010 
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Teddy’s Reading Log 02.28.2010

 For class session 03.01.2010

 As you can see, our most recent reading is from Chapter 1 of the book:  Classroom Research, Implementing the Scholarship of Teaching by Cross & Steadman (1996). This text explains the continual development of Classroom Research & Assessment and lists its relevant characteristics as being learner centered, teacher directed, student/teacher engaged, content specific, scholarly knowledge based, practical and ongoing in research that raises new questions. Teachers are encouraged to engage short-term research projects in their practicum. Observations and experimentation are cardinal in helping teachers understand how students learn, what they learn and why they learn it in the manner they do. The chapter goes on to discuss realms of research and development (referred to as R&D). The valued commodities are spotlighted institutional incentives and tenure for teachers having approved scholarly productions internal/external of the classroom.


According to Cross & Steadman, Classroom Research is probably best understood in the context of its relationship with other efforts to improve education. The application of educational research to practice, faculty development, assessment of student learning and the Carnegie proposals to broaden the definition of scholarship are all moving towards achieving greater insight about the scholarship of teaching and learning. Many feel it we can gain more positive results using old-school standard research methods or scientific pedagogies. However, others believe it can be done using assessment as a product of Classroom Research to obtain the desired outcomes. Regardless, they often end up leaning towards quantitative or qualitative research methods.

 Over and over again, Boyer’s 1990 Scholarship Reconsidered is mentioned! This chapter attempts to connect Classroom Research as it relates to assessment, faculty development, educational research and the scholarship of teaching. Cross and Steadman state seven “Good Practices” that perpetuates student-faculty engagement, cooperation among students and colleagues. Also, it promotes active learning, prompt feedback, high expectations and respect for diverse talents and ways of learning. Most of all, it places emphasis on time on task.

 My favorite section of this reading assignment is entitled “Relationship to the Scholarship of Teaching. This section discusses the various forms of scholarship recognized by the Carnegie Foundation (Cross & Steadman p.26-27). First, is the scholarship of discovery which contributes to the stock of human knowledge and intellectual climate of a college or university? Second, the scholarship of integration involves making connections across disciplines and making interpretations that fit research into larger intellectual patterns. Third, is the scholarship of application that addresses the question, “How can knowledge be responsibly applied to consequential problems? Lastly, the scholarship of teaching is conveyed as a dynamic endeavor involving all the analogies, metaphors, and images that build bridges between the teacher’s understanding and the students’ learning. I hope that Classroom Research and Assessment continues to be a very gratifying intellectual experience that is meaningful to teachers and learners!


One Response to “Teddy’s Reading Log 02.28.2010”

  • Jason on March 2nd, 2010 11:52 am    

    I agree that the idea of numerous forms of scholarship is very useful. Unfortunately, I still think that the common view is that the scholarship of discovery is the “real” scholarship. While discovery and knowledge building are vital, what good is all this knowledge if we are not sharing it with anyone, or if we are sharing in it a shallow and ineffective manner? I think that all the forms of scholarship are equally important and one should not be stressed over another. The educational system needs all of the forms of scholarship. Yes we need to explore and solve issues within our disciplines, but we also need to connect those insights with other disciplines, and we need to make sure that we are giving students the tools that they need to USE the new knowledge, and we can be sure we are doing that without the scholarly study of the classroom.

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