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Placing Theory in the Scholarship of Teaching and Learning

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Title: Placing Theory in the Scholarship of Teaching and Learning
Language: English
Authors: Hutchings, Pat, Huber, Mary Taylor
Source: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice. 2008 7(3):229-244.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 16
Publication Date: 2008
Document Type: Journal Articles
Opinion Papers
Education Level: Higher Education
Descriptors: Educational Research, Scholarship, Academic Achievement, College Faculty, Teaching Methods, Higher Education, Role Theory
DOI: 10.1177/1474022208094409
ISSN: 1474-0222
Abstract: As the scholarship of teaching and learning matures as a field, the place of theory has garnered growing attention. Educational research and the learning sciences can certainly contribute, but professors who view their classrooms as sites for inquiry draw from a wide range and variety of theoretical foundations. With their diverse efforts in view, we ask: Which (and whose) theories are most relevant? What is the role of theory in different (disciplinary and other) contexts? How can scholarship of teaching and learning both build on and contribute to theory that improves classroom practice and student learning? Our argument is that theoretical pluralism can help keep the scholarship of teaching and learning movement vital and open.
Abstractor: As Provided
Number of References: 43
Entry Date: 2008
Accession Number: EJ808763
Database: ERIC
FullText Text:
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  Data: As the scholarship of teaching and learning matures as a field, the place of theory has garnered growing attention. Educational research and the learning sciences can certainly contribute, but professors who view their classrooms as sites for inquiry draw from a wide range and variety of theoretical foundations. With their diverse efforts in view, we ask: Which (and whose) theories are most relevant? What is the role of theory in different (disciplinary and other) contexts? How can scholarship of teaching and learning both build on and contribute to theory that improves classroom practice and student learning? Our argument is that theoretical pluralism can help keep the scholarship of teaching and learning movement vital and open.
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