| 1. |
- Marquis, Elizabeth, et al.
(author)
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Cues, emotions and experiences : How teaching assistants make decisions about teaching
- 2020
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In: Journal of Further and Higher Education. - 0309-877X. ; 44:1, s. 29-42
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Journal article (peer-reviewed)abstract
- Scholars of teaching and learning have increasingly acknowledged the significance of attending to the experiences and development of undergraduate and graduate student teaching assistants (TAs). The present study aims to contribute to this growing body of research by exploring the ways in which TAs at one Canadian university make decisions during and about their teaching. Drawing on data from semi-structured interviews, which were supported and supplemented by audio-recordings and observations of participants’ teaching wherever possible, we consider what cues, factors, experiences and relationships shape and inform TAs’ thinking and actions as educators, as well as how these junior instructors experience the process of making decisions while teaching. Ultimately, the findings suggest the need for more sustained attention to both the immediate, concrete processes of teaching in university classrooms and the affective components of this work, laying the groundwork for new branches of research and development focused on early-career educators in higher education.
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| 2. |
- Marquis, Elizabeth, et al.
(author)
-
Leadership in an international collaborative writing groups (ICWG) initiative : implications for academic development
- 2017
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In: International Journal for Academic Development. - 1360-144X. ; 22:3, s. 211-222
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Journal article (peer-reviewed)abstract
- This article presents the results of research examining an innovative initiative designed to build capacity for international, collaborative scholarship of teaching and learning: the development of international collaborative writing groups (ICWG). The study focusses particularly on the role of leadership within the groups as a significant factor in the effectiveness of the initiative. Results from an online survey of 30 former ICWG-participants reaffirm the significance of leadership to the ICWG’s success. In particular, respondents emphasise the value of leadership approaches that foster community and encourage members to take responsibility for tasks. Implications for leadership in related academic development contexts are considered.
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| 3. |
- Roxå, Torgny, et al.
(author)
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Teachers interacting with students : an important (and potentially overlooked) domain for academic development during times of impact
- 2019
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In: International Journal for Academic Development. - 1360-144X. ; 24:4, s. 342-353
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Journal article (peer-reviewed)abstract
- This article is situated in the context of an intensified discourse within which academic developers are being asked to provide evidence of impact, and argues that theoretical models currently used are imprecise and fail to capture the variation in outcomes from professional development activities. Through reference to previous research on how teachers' thinking can be described in relation to various thinking-zones, and how teachers notice and respond to signs of student learning, we suggest a more fine-grained perspective. Furthermore, we argue that improved models for design and evaluation of professional development might prove crucial for academic development as a profession.
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| 4. |
- Ruggeri, Kai, et al.
(author)
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The general fault in our fault lines
- 2021
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In: Nature Human Behaviour. - : Springer Nature. - 2397-3374. ; 5:10, s. 1369-1380
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Journal article (peer-reviewed)abstract
- Pervading global narratives suggest that political polarization is increasing, yet the accuracy of such group meta-perceptions has been drawn into question. A recent US study suggests that these beliefs are inaccurate and drive polarized beliefs about out-groups. However, it also found that informing people of inaccuracies reduces those negative beliefs. In this work, we explore whether these results generalize to other countries. To achieve this, we replicate two of the original experiments with 10,207 participants across 26 countries. We focus on local group divisions, which we refer to as fault lines. We find broad generalizability for both inaccurate meta-perceptions and reduced negative motive attribution through a simple disclosure intervention. We conclude that inaccurate and negative group meta-perceptions are exhibited in myriad contexts and that informing individuals of their misperceptions can yield positive benefits for intergroup relations. Such generalizability highlights a robust phenomenon with implications for political discourse worldwide.
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