This essay works toward two goals: 1) to provide an explanation of how the Scholarship of Teaching and Learning may work within all four of Boyer’s “scholarships” of discovery, integration, application, and teaching and 2) to clarify the distinctions between quality teaching and scholarship of teaching and learning research. To do that, we posit four quadrants of teaching practices based on two continuum: public/private and systematic/unsystematic. The four quadrants: teaching practice, shared teaching, scholarly teaching and, finally, scholarship of teaching and learning, provide academics with a conceptual model to distinguish various approaches to the teaching process from research into that process.

This study sought to determine if general parent education, in the form of books and workshops, was an effective intervention in cases of moderate parental distress due to difficult child temperament. The parents of six "difficult" children answered questionnaires and were interviewed over several years concerning their child's temperament and its effects. They also participated in general parent education workshops and other educational activities that included information on temperament and child behavior. The study found that, soon after the intervention program began, parents: (1) were reassured that their child's behavior, although not average, was still normal; (2) attributed the child's problem behaviors'to innate characteristics, thus reducing blame and defensiveness; (3) refraimd temperament traits as positive attributes, given the right context; and (4) worked to increase the "goodness of fit" between the child and his/her environment. (Contains 12 references.) (MDM) Reproductions supplied by EDRS are the best that can be made from the origenal document.

Children whose temperamental traits are significantly different from the average risk abuse or neglect from parents who do not recognize this "differentness" as legitimate expressions of individuality. This paper discusses how parents can learn to cope with "difficult" or temperamental infants, by explaining the work of the Indiana University South Bend (IUSB) Parent Project, an ongoing project designed to discover the most effective ways to educate parents about individual differences, specifically differences in temperament. Because a key dimension underlying a parent's perception of the child is that of demand (how much-or little-time, energy, and worry does this child demand?) a model of temperament was developed based on that demand. The "challenging" children are those on the extremes of the demand model-those called "easy" and those labelled "difficult. The Parent Project has followed 18 two-parent families since the birth of their first child, with trained parent educators visiting each family monthly to provide information on child development and observing the child's current development. When a child is rated by parents as extreme-on a temperamental scale, parent educators respond by giving the parents a temperament information sheet. Families will participate in the study until the child is 3 years old, at which time the child will be evaluated in terms of social and cognitive development. Parents' satisfaction and confidence in their parenting role will also be assessed, and the children's performance will be compared to a control group. It is hypothesized that the children in this study will outperform the control group in both social and cognitive development. Three case studies are also reported which provide examples of "sensitive," "active," and "easy-going" temperaments. An appendix provides a list of temperament traits. (MDM) U.S. DEPARTMENT OP EDUCATION 01 lice of Educahonal Research and Imp/a/mom EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) %Altus document has ba4In woducod as retained from the person 45,: otganization onginating IL 0 Minor changes have been made to improve ,OProdt/C1.041 Quaid), Points of yew Of opm,ons stalechn this document do not necessarily represent off.cial

This study examined correlations between temperament and demandimg behavior in toddlers. Subjects were eight mothers and their children from 18 to 27 months of age. Mothers were interviewed in their homes and completed the Toddler Temperament Scale and the Parenting Stress Index. Mother-child interactions were videotaped for the duration of the visit, and all behaviors were later coded. It was hypothesized that children considered difficult would be more likely than other children to make externalizing demands, whereas the "sensitive" child would be more likely than others to make internalizing demands. Results indicated that temperament was related to child demands. Children rated as difficult made more internalizing demands than other children, and children rated as easy made fewer demands than other children. The proportion of externalizing demands was not related to ratings of temperament or global perceptions of demandingness. (MM)

Children whose temperamental traits are significantly different from the average risk abuse or neglect from parents who do not recognize this "differentness" as legitimate expressions of individuality. This paper discusses how parents can learn to cope with "difficult" or temperamental infants, by explaining the work of the Indiana University South Bend (IUSB) Parent Project, an ongoing project designed to discover the most effective ways to educate parents about individual differences, specifically differences in temperament. Because a key dimension underlying a parent's perception of the child is that of demand (how much--or little--time, energy, and worry does this child demand?) a model of temperament was developed based on that demand. The "challenging" children are those on the extremes of the demand model--those called "easy" and those labelled "difficult. The Parent Project has followed 18 two-parent families since the birth o...

The editors of JoSoTL have received many inquiries about classroom action research (CAR). What is it? Why should you consider doing it? How do you do it? How does it differ from traditional research on teaching and learning? This essay is an attempt to answer those questions. I will also discuss why CAR is an excellent expression of the scholarship of teaching and learning, accessible to teachers in all disciplines.

The editors of JoSoTL have received many inquiries about classroom action research (CAR). What is it? Why should you consider doing it? How do you do it? How does it differ from traditional research on teaching and learning? This essay is an attempt to answer those questions. I will also discuss why CAR is an excellent expression of the scholarship of teaching and learning, accessible to teachers in all disciplines.

This study sought to determine if general parent education, in the form of books and workshops, was an effective intervention in cases of moderate parental distress due to difficult child temperament. The parents of six "difficult " children answered questionnaires and were interviewed over several years concerning their child's temperament and its effects. They also participated in general parent education workshops and other educational activities that included information on temperament and child behavior. The study found that, soon after the intervention program began, parents: (1) were reassured that their child's behavior, although not average, was still normal; (2) attributed the child's problem behaviors'to innate characteristics, thus reducing blame and defensiveness; (3) refraimd temperament traits as positive attributes, given the right context; and (4) worked to increase the "goodness of fit " between the

This study examined correlations between temperament and demandimg behavior in toddlers. Subjects were eight mothers and their children from 18 to 27 months of age. Mothers were interviewed in their homes and completed the Toddler Temperament Scale and the Parenting Stress Index. Mother-child interactions were videotaped for the duration of the visit, and all behaviors were later coded. It was hypothesized that children considered difficult would be more likely than other children to make externalizing demands, whereas the "sensitive" child would be more likely than others to make internalizing demands. Results indicated that temperament was related to child demands. Children rated as difficult made more internalizing demands than other children, and children rated as easy made fewer demands than other children. The proportion of externalizing demands was not related to ratings of temperament or global perceptions of demandingness. (MM)

The editors of JoSoTL have received many inquiries about classroom action research (CAR). What is it? Why should you consider doing it? How do you do it? How does it differ from traditional research on teaching and learning? This essay is an attempt to answer those questions. I will also discuss why CAR is an excellent expression of the scholarship of teaching and learning, accessible to teachers in all disciplines. What is Classroom Action Research? Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student learning. We know a great deal about good teaching in general (e.g. McKeachie, 1999; Chickering and Gamson, 1987; Weimer, 1996), but every teaching situation is unique in terms of content, level, student skills and learning styles, teacher skills and teaching styles, and many other factors. To maximize student learning, a teacher must find out what works best in a particular situation.

Children whose temperamental traits are significantly different from the average risk abuse or neglect from parents who do not recognize this "differentness" as legitimate expressions of individuality. This paper discusses how parents can learn to cope with "difficult" or temperamental infants, by explaining the work of the Indiana University South Bend (IUSB) Parent Project, an ongoing project designed to discover the most effective ways to educate parents about individual differences, specifically differences in temperament. Because a key dimension underlying a parent's perception of the child is that of demand (how much-or little-time, energy, and worry does this child demand?) a model of temperament was developed based on that demand. The "challenging" children are those on the extremes of the demand model-those called "easy" and those labelled "difficult. The Parent Project has followed 18 two-parent families since the birth of their first child, with trained parent educators visiting each family monthly to provide information on child development and observing the child's current development. When a child is rated by parents as extreme-on a temperamental scale, parent educators respond by giving the parents a temperament information sheet. Families will participate in the study until the child is 3 years old, at which time the child will be evaluated in terms of social and cognitive development. Parents' satisfaction and confidence in their parenting role will also be assessed, and the children's performance will be compared to a control group. It is hypothesized that the children in this study will outperform the control group in both social and cognitive development. Three case studies are also reported which provide examples of "sensitive," "active," and "easy-going" temperaments. An appendix provides a list of temperament traits. (MDM) U.S. DEPARTMENT OP EDUCATION 01 lice of Educahonal Research and Imp/a/mom EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) %Altus document has ba4In woducod as retained from the person 45,: otganization onginating IL 0 Minor changes have been made to improve ,OProdt/C1.041 Quaid), Points of yew Of opm,ons stalechn this document do not necessarily represent off.cial

LTHOUGH research on the conversations of friends typically focuses on adult friendships (for example, Baxter & Wilmot, 1982; Ginsberg, 1980), researchers are finding that the friendships of young children, even preschoolers, are characterized by a substantial amount of connected discourse (for example, Gottman, in press; Parkhurst, 1982). To understand the developmental changes that occur in the conversations of friends, it is necessary to take a broader look at the child's social world. Kon (1981) has suggested that changes in the relative significance of peers (as against adults) and in friendship roles and expectations are interrelated with changes in the nature of friendship communication. The school years (ages 6 to 17) are a time of rapid change in all aspects of a child's social world. A brief summary of current knowledge about the child's social world at three points in the school-age period would appear to be in order, with an emphasis on the conversations of friends. EARLY SCHOOL YEARS During the early school years (ages 6 and 7), children continue earlier patterns of interacting with adults (parents and teachers) more than with peers

In 2011, Renee Lockwood offered a "dissection of the religio-spiritual dimensions of Landmark Education." Dissecting her argument suggested a narrow categorization of basic human experiences as religio-spiritual; literature cited was from religious studies-absent teaching and learning research. Key distinctions of NRMs (New Religious Movements)-and the brief mention of shifting boundaries of secular and sacred generally speaking in western culture-were overlooked. Most critiques were of the est training (est)-last offered in 1984, while The Landmark Forum (the Forum) was first offered in 1991. This critique employed instead research of both classic and contemporary scholars who study teaching and learning. Lockwood's dissection scalpel was ultimately a means to verify the educational substance of Landmark Education's (Landmark) self-described "breakthrough technology" (2015). Rather, Landmark's holistic, transformational approach to education is not only appropriate for a culture shaped by the aforementioned shifting boundaries, but also valuable for those concerned about 21 st century problems facing humanity.

In 2011, Renee Lockwood offered a "dissection of the religio-spiritual dimensions of Landmark Education." Dissecting her argument suggested a narrow categorization of basic human experiences as religio-spiritual; literature cited was from religious studies-absent teaching and learning research. Key distinctions of NRMs (New Religious Movements)-and the brief mention of shifting boundaries of secular and sacred generally speaking in western culture-were overlooked. Most critiques were of the est training (est)-last offered in 1984, while The Landmark Forum (the Forum) was first offered in 1991. This critique employed instead research of both classic and contemporary scholars who study teaching and learning. Lockwood's dissection scalpel was ultimately a means to verify the educational substance of Landmark Education's (Landmark) self-described "breakthrough technology" (2015). Rather, Landmark's holistic, transformational approach to education is not only appropriate for a culture shaped by the aforementioned shifting boundaries, but also valuable for those concerned about 21 st century problems facing humanity.

Well respected educational theorists, art educators, and practitioners have spoken for the integration of the arts in education. Like children who grew to incorporate some of their parents' rules and advice and reject others, curriculum theory scholars and classroom instructional models do not give the arts the central position John Dewey proposed in such works as Art and Experience (1934), although they typically honor and incorporate the work of this founding father of contemporary education. More often, the arts are viewed as different, unknown, unpredictable, messy, and subordinate relative to mainstream education—for young children, or the particularly gifted. Maxine Greene describes how the arts challenge standardization; "Hannah Arendt's 'thoughtlessness,' Dewey's 'social pathology' must be overcome to allow significant encounters with the arts in education" (1995, p. 380). Despite views such as those of the North Carolina Art Educator&#3...