[ { "key": "HUDXEX95", "version": 677, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/HUDXEX95", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/HUDXEX95", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/KFKJCZVQ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1182239, "username": "dontworryteach", "name": "Jamie Gravell", "links": { "alternate": { "href": "https://www.zotero.org/dontworryteach", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "HUDXEX95", "version": 677, "parentItem": "KFKJCZVQ", "itemType": "attachment", "linkMode": "imported_url", "title": "Tuck and Yang - Decolonization is not a metaphor.pdf", "accessDate": "2019-11-11T06:25:28Z", "url": "https://clas.osu.edu/sites/clas.osu.edu/files/Tuck%20and%20Yang%202012%20Decolonization%20is%20not%20a%20metaphor.pdf", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Tuck and Yang - Decolonization is not a metaphor.pdf", "md5": "3b266081f91cbbf041e02833ff43c086", "mtime": 1573453529000, "tags": [], "relations": {}, "dateAdded": "2019-11-11T06:25:28Z", "dateModified": "2019-11-11T06:25:29Z" } }, { "key": "KFKJCZVQ", "version": 676, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/KFKJCZVQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/KFKJCZVQ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1182239, "username": "dontworryteach", "name": "Jamie Gravell", "links": { "alternate": { "href": "https://www.zotero.org/dontworryteach", "type": "text/html" } } }, "creatorSummary": "Tuck and Yang", "numChildren": 1 }, "data": { "key": "KFKJCZVQ", "version": 676, "itemType": "journalArticle", "title": "Decolonization is not a metaphor", "creators": [ { "creatorType": "author", "firstName": "Eve", "lastName": "Tuck" }, { "creatorType": "author", "firstName": "K Wayne", "lastName": "Yang" } ], "abstractNote": "Our goal in this article is to remind readers what is unsettling about decolonization. Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools. The easy adoption of decolonizing discourse by educational advocacy and scholarship, evidenced by the increasing number of calls to “decolonize our schools,” or use “decolonizing methods,” or, “decolonize student thinking”, turns decolonization into a metaphor. As important as their goals may be, social justice, critical methodologies, or approaches that decenter settler perspectives have objectives that may be incommensurable with decolonization. Because settler colonialism is built upon an entangled triad structure of settler-native-slave, the decolonial desires of white, nonwhite, immigrant, postcolonial, and oppressed people, can similarly be entangled in resettlement, reoccupation, and reinhabitation that actually further settler colonialism. The metaphorization of decolonization makes possible a set of evasions, or “settler moves to innocence”, that problematically attempt to reconcile settler guilt and complicity, and rescue settler futurity. In this article, we analyze multiple settler moves towards innocence in order to forward “an ethic of incommensurability” that recognizes what is distinct and what is sovereign for project(s) of decolonization in relation to human and civil rights based social justice projects. We also point to unsettling themes within transnational/Third World decolonizations, abolition, and critical spaceplace pedagogies, which challenge the coalescence of social justice endeavors, making room for more meaningful potential alliances.", "publicationTitle": "", "publisher": "", "place": "", "date": "", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "40", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "Zotero", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2019-11-11T06:25:29Z", "dateModified": "2019-11-11T06:25:29Z" } }, { "key": "KC92BXQ3", "version": 674, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/KC92BXQ3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/KC92BXQ3", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/8DCN7E5N", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "KC92BXQ3", "version": 674, "parentItem": "8DCN7E5N", "itemType": "note", "note": "

There are a number of explicit strategies suggested in here, based on research and focused on the student.

", "tags": [], "relations": {}, "dateAdded": "2018-10-25T22:08:13Z", "dateModified": "2018-10-25T22:08:45Z" } }, { "key": "KBFGM6C8", "version": 672, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/KBFGM6C8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/KBFGM6C8", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/8DCN7E5N", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "KBFGM6C8", "version": 672, "parentItem": "8DCN7E5N", "itemType": "attachment", "linkMode": "imported_url", "title": "Nicol and Macfarlane‐Dick - 2006 - Formative assessment and self‐regulated learning .pdf", "accessDate": "2018-10-25T22:07:53Z", "url": "https://www.reap.ac.uk/reap/public/Papers/DN_SHE_Final.pdf", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Nicol and Macfarlane‐Dick - 2006 - Formative assessment and self‐regulated learning .pdf", "md5": "b6c110e0b70d78e9a99621272fef73d1", "mtime": 1540505275000, "tags": [], "relations": {}, "dateAdded": "2018-10-25T22:07:53Z", "dateModified": "2018-10-25T22:07:55Z" } }, { "key": "8DCN7E5N", "version": 671, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/8DCN7E5N", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/8DCN7E5N", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "creatorSummary": "Nicol and Macfarlane‐Dick", "parsedDate": "2006", "numChildren": 2 }, "data": { "key": "8DCN7E5N", "version": 671, "itemType": "journalArticle", "title": "Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice", "creators": [ { "creatorType": "author", "firstName": "David J.", "lastName": "Nicol" }, { "creatorType": "author", "firstName": "Debra", "lastName": "Macfarlane‐Dick" } ], "abstractNote": "The research on formative assessment and feedback is re-interpreted to show how these processes can help students take control of their own learning – i.e. become self-regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self-regulation. A key argument is that students are already assessing their own work and generating their own feedback and that higher education should build on this ability. The research underpinning each feedback principle is presented and some examples of easy-to-implement feedback strategies are briefly described. This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning.", "publicationTitle": "Studies in Higher Education", "publisher": "", "place": "", "date": "04/2006", "volume": "31", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "199-218", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/03075070600572090", "citationKey": "", "url": "http://www.tandfonline.com/doi/abs/10.1080/03075070600572090", "accessDate": "2018-10-25T22:07:55Z", "PMID": "", "PMCID": "", "ISSN": "0307-5079, 1470-174X", "archive": "", "archiveLocation": "", "shortTitle": "Formative assessment and self‐regulated learning", "language": "en", "libraryCatalog": "Crossref", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "A8XKUSDS" ], "relations": {}, "dateAdded": "2018-10-25T22:07:55Z", "dateModified": "2018-10-25T22:07:55Z" } }, { "key": "JULR3JH9", "version": 670, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/JULR3JH9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/JULR3JH9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "creatorSummary": "Tinkle et al.", "parsedDate": "2013-10-01", "numChildren": 2 }, "data": { "key": "JULR3JH9", "version": 670, "itemType": "journalArticle", "title": "Teaching Close Reading Skills in a Large Lecture Course", "creators": [ { "creatorType": "author", "firstName": "Theresa", "lastName": "Tinkle" }, { "creatorType": "author", "firstName": "Daphna", "lastName": "Atias" }, { "creatorType": "author", "firstName": "Ruth M.", "lastName": "McAdams" }, { "creatorType": "author", "firstName": "Cordelia", "lastName": "Zukerman" } ], "abstractNote": "", "publicationTitle": "Pedagogy", "publisher": "", "place": "", "date": "2013/10/01", "volume": "13", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "505-535", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Pedagogy", "DOI": "10.1215/15314200-2266432", "citationKey": "", "url": "https://read.dukeupress.edu/pedagogy/article/13/3/505/20380/Teaching-Close-Reading-Skills-in-a-Large-Lecture", "accessDate": "2018-04-30T16:53:34Z", "PMID": "", "PMCID": "", "ISSN": "1531-4200", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "read.dukeupress.edu", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "control group" }, { "tag": "rubrics" }, { "tag": "scaffolding" } ], "collections": [ "J9LG6K9P" ], "relations": {}, "dateAdded": "2018-04-30T16:53:34Z", "dateModified": "2018-04-30T16:57:19Z" } }, { "key": "3Z6W962U", "version": 669, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/3Z6W962U", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/3Z6W962U", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/JULR3JH9", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "3Z6W962U", "version": 669, "parentItem": "JULR3JH9", "itemType": "note", "note": "

This article gets very interesting at page 258. Prior to that, they are describing the teaching method that they used, and showing students' performance change over the quarter. That's nice, but all of the students were treated the same, so it's hard to say whether that impact was due to their interventions or just the students' time on task. At page 258, however, they talk about using the rubrics that they created post-facto in the following year's class, and students in that class scored much, much higher from the very beginning. So this is a strong argument in favor of (1) using clear rubrics, (2) sharing those rubrics with the students, (3) doing anonymous communal grading, and (4) using control groups so that you can see the impact of various interventions.

", "tags": [], "relations": {}, "dateAdded": "2018-04-30T16:53:44Z", "dateModified": "2018-04-30T16:56:41Z" } }, { "key": "JI92IPWK", "version": 664, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/JI92IPWK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/JI92IPWK", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/JULR3JH9", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "JI92IPWK", "version": 664, "parentItem": "JULR3JH9", "itemType": "attachment", "linkMode": "imported_url", "title": "Full Text PDF", "accessDate": "2018-04-30T16:53:36Z", "url": "https://read.dukeupress.edu/pedagogy/article-pdf/13/3/505/327119/PED133_07Tinkle_FF.pdf", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Tinkle et al. - 2013 - Teaching Close Reading Skills in a Large Lecture C.pdf", "md5": "f15025cdebc084970247c26945c53464", "mtime": 1525107216000, "tags": [], "relations": {}, "dateAdded": "2018-04-30T16:53:36Z", "dateModified": "2018-04-30T16:53:36Z" } }, { "key": "JXZ759E3", "version": 662, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/JXZ759E3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/JXZ759E3", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/YS4CQHZP", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "JXZ759E3", "version": 662, "parentItem": "YS4CQHZP", "itemType": "note", "note": "

Summary: In a freshman class of business majors, there was a strong correlation between how often students accessed the online gradebook and the students' final grades. This is just correlation, NOT causation, but it is still useful. Essentially, what it boils down to is this:

\n\n

However, this potential relationship is contradicted by Lowell 2010, which found no causal relationship between online gradebook access and course grade. Lowell was looking at high school students, rather than college students, which might have impacted his results.

\n

In conclusion, what this suggests is that using an online gradebook with frequent graded activities may benefit self-motivated students and females by making it easier for them to seek feedback on their course performance. At the program level, the frequency with which students access their course gradebook combined with their overall grades may be a useful metric for identifying students who are at-risk because they have a less effective learning orientation.

", "tags": [], "relations": {}, "dateAdded": "2018-04-10T17:21:50Z", "dateModified": "2018-04-10T18:21:40Z" } }, { "key": "L9W9TF96", "version": 655, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/L9W9TF96", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/L9W9TF96", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/5EPLMRJI", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "L9W9TF96", "version": 655, "parentItem": "5EPLMRJI", "itemType": "note", "note": "

Short summary: Using a randomized, controlled trial, this article proves that students who have access to an online gradebook increasingly seek to master their subject matter, versus just passing the class. However, this didn't seem to translate into better overall grades, which contradicts the results from Geddes 2009. The students in this study were high school students, however, while Geddes looked at college freshmen; so that might impact the results.

\n

\"In a randomized, controlled study of 721 public high school students I find that allowing students online access to their grades significantly impacts their mastery goal orientation. By looking within the group of students offered access to their online grades, the correlational analyses indicate that students who checked their online grades had higher academic self efficacy than those who chose not to access their online grades. Offering students online grade book access did not significantly impact students' performance-approach goal orientation, performance-avoidance goal orientation, grade orientation, or their grades.\"

", "tags": [], "relations": {}, "dateAdded": "2018-04-10T17:49:39Z", "dateModified": "2018-04-10T18:13:53Z" } }, { "key": "5EPLMRJI", "version": 653, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/5EPLMRJI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/5EPLMRJI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "creatorSummary": "Seldow", "parsedDate": "2010", "numChildren": 2 }, "data": { "key": "5EPLMRJI", "version": 653, "itemType": "book", "title": "On-Demand Grades: The Effect of Online Grade Book Access on Student Mastery and Performance Goal Orientations, Grade Orientation, Academic Self Efficacy, and Grades", "creators": [ { "creatorType": "author", "firstName": "Adam Lowell", "lastName": "Seldow" } ], "abstractNote": "With the widespread growth of broadband Internet access, teachers, and in many cases, schools and school districts are transitioning from traditional paper-based grade books to student accessible online (Web-based) grade books. Online grade books offer students 24/7, on demand access to grades and various other student data, and have the potential to provide students with timely and accurate course grades. Despite the noted benefits of online grade books, and the expectation students have for accessing information online, little is known about the effects that online grade books have upon students' motivation and achievement. This study examines the causal impact of offering high school students access to an online grade book on several motivation-related constructs: mastery goal orientation, performance-approach goal orientation, performance-avoidance goal orientation, academic self efficacy, and grades. Additional analyses explore the correlation between the aforementioned constructs and online grade book usage. In a randomized, controlled study of 721 public high school students I find that allowing students online access to their grades significantly impacts their mastery goal orientation. By looking within the group of students offered access to their online grades, the correlational analyses indicate that students who checked their online grades had higher academic self efficacy than those who chose not to access their online grades. Offering students online grade book access did not significantly impact students' performance-approach goal orientation, performance-avoidance goal orientation, grade orientation, or their grades. By identifying a direct, causal link between allowing students online access to their grades and an increase in their mastery goal orientation, this study provides student-level evidence to support school or district efforts to explore online grading. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2010/00/00", "publisher": "ProQuest LLC", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "978-1-124-49879-9", "DOI": "", "citationKey": "", "url": "https://eric.ed.gov/?id=ED525870", "accessDate": "2018-03-27T22:53:19Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "On-Demand Grades", "language": "en", "libraryCatalog": "ERIC", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Academic Ability", "type": 1 }, { "tag": "Academic Achievement", "type": 1 }, { "tag": "Attribution Theory", "type": 1 }, { "tag": "Correlation", "type": 1 }, { "tag": "Goal Orientation", "type": 1 }, { "tag": "Grades (Scholastic)", "type": 1 }, { "tag": "Grading", "type": 1 }, { "tag": "High School Students", "type": 1 }, { "tag": "Information Technology", "type": 1 }, { "tag": "Internet", "type": 1 }, { "tag": "Mastery Learning", "type": 1 }, { "tag": "Self Concept", "type": 1 }, { "tag": "Self Efficacy", "type": 1 }, { "tag": "Student Motivation", "type": 1 } ], "collections": [ "A8XKUSDS" ], "relations": {}, "dateAdded": "2018-03-27T22:53:19Z", "dateModified": "2018-04-10T17:57:35Z" } }, { "key": "5FLL6RK3", "version": 626, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/5FLL6RK3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/5FLL6RK3", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/5EPLMRJI", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } } }, "data": { "key": "5FLL6RK3", "version": 626, "parentItem": "5EPLMRJI", "itemType": "attachment", "linkMode": "imported_url", "title": "Snapshot", "accessDate": "2018-03-27T22:53:22Z", "url": "https://eric.ed.gov/?id=ED525870", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "eric.ed.gov.html", "md5": "3b59bc6ccddfc3c1911749f6829f0ea8", "mtime": 1522191202000, "tags": [], "relations": {}, "dateAdded": "2018-03-27T22:53:22Z", "dateModified": "2018-03-27T22:53:22Z" } }, { "key": "YS4CQHZP", "version": 624, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/YS4CQHZP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/YS4CQHZP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "creatorSummary": "Geddes", "parsedDate": "2009", "numChildren": 1 }, "data": { "key": "YS4CQHZP", "version": 624, "itemType": "journalArticle", "title": "How Am I Doing? Exploring On-Line Gradebook Monitoring as a Self-Regulated Learning Practice That Impacts Academic Achievement", "creators": [ { "creatorType": "author", "firstName": "Deanna", "lastName": "Geddes" } ], "abstractNote": "[Accessing the on-line gradebook feature of course management systems (e.g., Blackboard) is a novel form of performance monitoring and feedback seeking associated with self-regulated learning practices. In this study I explore on-line gradebook monitoring's connection with student goal orientation and academic achievement. Three additional feedback-seeking strategies also are examined in relation to these variables. Analysis of survey data collected from first semester freshmen business majors indicates on-line gradebook monitoring is the primary form of feedback seeking students use to assess classroom performance and is a significant, positive predictor of final course grades. Both performance-prove and learning goal orientations predicted on-line gradebook monitoring and instructor inquiry strategies. Implications for classroom practice and future research are discussed.]", "publicationTitle": "Academy of Management Learning & Education", "publisher": "", "place": "", "date": "2009", "volume": "8", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "494-510", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.jstor.org/stable/27759188", "accessDate": "2018-03-27T22:26:46Z", "PMID": "", "PMCID": "", "ISSN": "1537-260X", "archive": "", "archiveLocation": "", "shortTitle": "How Am I Doing?", "language": "", "libraryCatalog": "JSTOR", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "A8XKUSDS" ], "relations": {}, "dateAdded": "2018-03-27T22:26:46Z", "dateModified": "2018-03-27T22:26:46Z" } }, { "key": "XUQ48TGI", "version": 622, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/XUQ48TGI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/XUQ48TGI", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/8WTZ8GNH", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "XUQ48TGI", "version": 622, "parentItem": "8WTZ8GNH", "itemType": "note", "note": "

This study collected data specifically from STEM courses, not humanities courses.

", "tags": [], "relations": {}, "dateAdded": "2018-03-23T23:34:38Z", "dateModified": "2018-03-23T23:35:09Z" } }, { "key": "4MP7Q2HQ", "version": 620, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/4MP7Q2HQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/4MP7Q2HQ", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/8WTZ8GNH", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } } }, "data": { "key": "4MP7Q2HQ", "version": 620, "parentItem": "8WTZ8GNH", "itemType": "attachment", "linkMode": "imported_url", "title": "Snapshot", "accessDate": "2018-03-23T23:33:33Z", "url": "http://www.pnas.org/content/111/23/8410", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "8410.html", "md5": "295a8445f74493e1db38d5338bdbfdf4", "mtime": 1521848013000, "tags": [], "relations": {}, "dateAdded": "2018-03-23T23:33:33Z", "dateModified": "2018-03-23T23:33:33Z" } }, { "key": "R4A2PLAN", "version": 618, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/R4A2PLAN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/R4A2PLAN", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/8WTZ8GNH", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } } }, "data": { "key": "R4A2PLAN", "version": 618, "parentItem": "8WTZ8GNH", "itemType": "attachment", "linkMode": "linked_url", "title": "PubMed entry", "accessDate": "2018-03-23T23:33:33Z", "url": "http://www.ncbi.nlm.nih.gov/pubmed/24821756", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2018-03-23T23:33:33Z", "dateModified": "2018-03-23T23:33:33Z" } }, { "key": "TEZG7ZVW", "version": 619, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/TEZG7ZVW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/TEZG7ZVW", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/8WTZ8GNH", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "TEZG7ZVW", "version": 619, "parentItem": "8WTZ8GNH", "itemType": "attachment", "linkMode": "imported_url", "title": "Full Text PDF", "accessDate": "2018-03-23T23:33:29Z", "url": "http://www.pnas.org/content/111/23/8410.full.pdf", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Freeman et al. - 2014 - Active learning increases student performance in s.pdf", "md5": "3f538a087b55a103f1ee28d14453e93a", "mtime": 1521848009000, "tags": [], "relations": {}, "dateAdded": "2018-03-23T23:33:29Z", "dateModified": "2018-03-23T23:33:29Z" } }, { "key": "8WTZ8GNH", "version": 618, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/8WTZ8GNH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/8WTZ8GNH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "creatorSummary": "Freeman et al.", "parsedDate": "2014-06-10", "numChildren": 4 }, "data": { "key": "8WTZ8GNH", "version": 618, "itemType": "journalArticle", "title": "Active learning increases student performance in science, engineering, and mathematics", "creators": [ { "creatorType": "author", "firstName": "Scott", "lastName": "Freeman" }, { "creatorType": "author", "firstName": "Sarah L.", "lastName": "Eddy" }, { "creatorType": "author", "firstName": "Miles", "lastName": "McDonough" }, { "creatorType": "author", "firstName": "Michelle K.", "lastName": "Smith" }, { "creatorType": "author", "firstName": "Nnadozie", "lastName": "Okoroafor" }, { "creatorType": "author", "firstName": "Hannah", "lastName": "Jordt" }, { "creatorType": "author", "firstName": "Mary Pat", "lastName": "Wenderoth" } ], "abstractNote": "To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.", "publicationTitle": "Proceedings of the National Academy of Sciences", "publisher": "", "place": "", "date": "2014/06/10", "volume": "111", "issue": "23", "section": "", "partNumber": "", "partTitle": "", "pages": "8410-8415", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "PNAS", "DOI": "10.1073/pnas.1319030111", "citationKey": "", "url": "http://www.pnas.org/content/111/23/8410", "accessDate": "2018-03-23T23:33:28Z", "PMID": "", "PMCID": "", "ISSN": "0027-8424, 1091-6490", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "www.pnas.org", "callNumber": "", "rights": "© . Freely available online through the PNAS open access option.", "extra": "PMID: 24821756", "tags": [ { "tag": "constructivism", "type": 1 }, { "tag": "evidence-based teaching", "type": 1 }, { "tag": "scientific teaching", "type": 1 }, { "tag": "undergraduate education", "type": 1 } ], "collections": [ "6AFJESVN" ], "relations": {}, "dateAdded": "2018-03-23T23:33:28Z", "dateModified": "2018-03-23T23:33:28Z" } }, { "key": "57KHBI7S", "version": 617, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/57KHBI7S", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/57KHBI7S", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "creatorSummary": "Schwartz and Bransford", "parsedDate": "1998", "numChildren": 0 }, "data": { "key": "57KHBI7S", "version": 617, "itemType": "journalArticle", "title": "A Time for Telling", "creators": [ { "creatorType": "author", "firstName": "Daniel L.", "lastName": "Schwartz" }, { "creatorType": "author", "firstName": "John D.", "lastName": "Bransford" } ], "abstractNote": "Suggestions for improving text understanding often prescribe activating prior knowledge, a prescription that may be problematic if students do not have the relevant prior knowledge to begin with. In this article, we describe research about a method for developing prior knowledge that prepares students to learn from a text or lecture. We propose that analyzing contrasting cases can help learners generate the differentiated knowledge structures that enable them to understand a text deeply. Noticing the distinctions between contrasting cases creates a \"time for telling\"; learners are prepared to be told the significance of the distinctions they have discovered. In 3 classroom studies, college students analyzed contrasting cases that consisted of simplified experimental designs and data from classic psychology experiments. They then received a lecture or text on the psychological phenomena highlighted in the experiments. Approximately 1 week later, the students predicted outcomes for a hypothetical experiment that could be interpreted in light of the concepts they had studied. Generating the distinctions between contrasting cases and then reading a text or hearing a lecture led to more accurate predictions than the control treatments of (a) reading about the distinctions between the cases and hearing a lecture, (b) summarizing a relevant text and hearing a lecture, and (c) analyzing the contrasting cases twice without receiving a lecture. We argue that analyzing the contrasting cases increased students' abilities to discern specific features that differentiated classes of psychological phenomena, much as a botanist can distinguish subspecies of a given flower. This differentiated knowledge prepared the students to understand deeply an explanation of the relevant psychological principles when it was presented to them. These results can inform constructivist models of instruction as they apply to classroom activities and learning from verbal materials. In particular, the results indicate that there is a place for lectures and readings in the classroom if students have sufficiently differentiated domain knowledge to use the expository materials in a generative manner.", "publicationTitle": "Cognition and Instruction", "publisher": "", "place": "", "date": "1998", "volume": "16", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "475-522", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.jstor.org/stable/3233709", "accessDate": "2018-03-16T23:57:37Z", "PMID": "", "PMCID": "", "ISSN": "0737-0008", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "JSTOR", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "6AFJESVN" ], "relations": {}, "dateAdded": "2018-03-16T23:57:37Z", "dateModified": "2018-03-16T23:57:37Z" } }, { "key": "RSMFFDCA", "version": 615, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/RSMFFDCA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/RSMFFDCA", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/GZSURCEZ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } } }, "data": { "key": "RSMFFDCA", "version": 615, "parentItem": "GZSURCEZ", "itemType": "attachment", "linkMode": "imported_url", "title": "Snapshot", "accessDate": "2018-02-23T22:25:12Z", "url": "http://www.sciedu.ca/journal/index.php/ijhe/article/view/11377", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "11377.html", "md5": "da475b2cc600c721d431aa811dff2ee6", "mtime": 1519424712000, "tags": [], "relations": {}, "dateAdded": "2018-02-23T22:25:12Z", "dateModified": "2018-02-23T22:25:12Z" } }, { "key": "ARRJV8ZD", "version": 614, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/ARRJV8ZD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/ARRJV8ZD", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/GZSURCEZ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "ARRJV8ZD", "version": 614, "parentItem": "GZSURCEZ", "itemType": "attachment", "linkMode": "imported_url", "title": "Full Text PDF", "accessDate": "2018-02-23T22:25:10Z", "url": "http://www.sciedu.ca/journal/index.php/ijhe/article/download/11377/6989", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Lynch and Pappas - 2017 - A Model for Teaching Large Classes Facilitating a.pdf", "md5": "81977a66fa35dcb42e148b0ff27125a1", "mtime": 1519424710000, "tags": [], "relations": {}, "dateAdded": "2018-02-23T22:25:10Z", "dateModified": "2018-02-23T22:25:10Z" } }, { "key": "GZSURCEZ", "version": 613, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/GZSURCEZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/GZSURCEZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "creatorSummary": "Lynch and Pappas", "parsedDate": "2017-04-12", "numChildren": 2 }, "data": { "key": "GZSURCEZ", "version": 613, "itemType": "journalArticle", "title": "A Model for Teaching Large Classes: Facilitating a “Small Class Feel”", "creators": [ { "creatorType": "author", "firstName": "Rosealie P.", "lastName": "Lynch" }, { "creatorType": "author", "firstName": "Eric", "lastName": "Pappas" } ], "abstractNote": "This paper presents a model for teaching large classes that facilitates a “small class feel” to counteract the distance, anonymity, and formality that often characterize large lecture-style courses in higher education. One author (E.P.) has been teaching a 300-student general education critical thinking course for ten years, and the other (R.L.) has assisted in the administration and instruction of said course for four years. Detailed here is an instructional model, developed over a period of ten years, for teaching large classes that is more active, conversational, and characterized by stronger relationships between students and instructors than is typically found in large courses offered in higher education. This model relies on the role of teaching assistants and graders, small group work, instructor presence, writing skills support, student mentoring, and large class discussion, among others.", "publicationTitle": "International Journal of Higher Education", "publisher": "", "place": "", "date": "2017/04/12", "volume": "6", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "199", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.5430/ijhe.v6n2p199", "citationKey": "", "url": "http://www.sciedu.ca/journal/index.php/ijhe/article/view/11377", "accessDate": "2018-02-23T22:25:10Z", "PMID": "", "PMCID": "", "ISSN": "1927-6052", "archive": "", "archiveLocation": "", "shortTitle": "A Model for Teaching Large Classes", "language": "en-US", "libraryCatalog": "www.sciedu.ca", "callNumber": "", "rights": "Copyright (c) 2017 International Journal of Higher Education", "extra": "", "tags": [], "collections": [ "J9LG6K9P" ], "relations": {}, "dateAdded": "2018-02-23T22:25:10Z", "dateModified": "2018-02-23T22:25:10Z" } }, { "key": "GLA3I8CR", "version": 611, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/GLA3I8CR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/GLA3I8CR", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/YW9IEH4K", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } } }, "data": { "key": "GLA3I8CR", "version": 611, "parentItem": "YW9IEH4K", "itemType": "attachment", "linkMode": "imported_url", "title": "Reinventing the Survey Course - The Chronicle of Higher Education", "accessDate": "2018-02-23T14:30:05Z", "url": "https://www.chronicle.com/article/Reinventing-the-Survey-Course/242271?cid=tn", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "242271.html", "md5": "704c1d870e9b3d16a1f43b45c6418039", "mtime": 1519396205000, "tags": [], "relations": {}, "dateAdded": "2018-02-23T14:30:05Z", "dateModified": "2018-02-23T14:30:05Z" } }, { "key": "YW9IEH4K", "version": 605, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/YW9IEH4K", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/YW9IEH4K", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } }, "numChildren": 1 }, "data": { "key": "YW9IEH4K", "version": 605, "itemType": "webpage", "title": "Reinventing the Survey Course - The Chronicle of Higher Education", "creators": [], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "https://www.chronicle.com/article/Reinventing-the-Survey-Course/242271?cid=tn", "accessDate": "2018-02-23T14:30:03Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [ "J9LG6K9P" ], "relations": {}, "dateAdded": "2018-02-23T14:30:03Z", "dateModified": "2018-02-23T14:30:03Z" } }, { "key": "ZJVEBLCW", "version": 609, "library": { "type": "group", "id": 383803, "name": "Teaching and technology in the humanities", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/383803/items/ZJVEBLCW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_and_technology_in_the_humanities/items/ZJVEBLCW", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/383803/items/N3CUL9V7", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1624027, "username": "scaevola01", "name": "John A. Lynch", "links": { "alternate": { "href": "https://www.zotero.org/scaevola01", "type": "text/html" } } } }, "data": { "key": "ZJVEBLCW", "version": 609, "parentItem": "N3CUL9V7", "itemType": "attachment", "linkMode": "imported_url", "title": "Snapshot", "accessDate": "2018-02-23T14:29:45Z", "url": "https://www.npr.org/sections/13.7/2018/02/01/581864513/would-college-students-retain-more-if-professors-dialed-back-the-pace", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "would-college-students-retain-more-if-professors-dialed-back-the-pace.html", "md5": "2c03be2e8364ec2ab3ad55482373454f", "mtime": 1519396185000, "tags": [], "relations": {}, "dateAdded": "2018-02-23T14:29:45Z", "dateModified": "2018-02-23T14:29:47Z" } } ]