Research Article

Outside the Classroom and Beyond Psychology

Published: 2015-1

Journal: Teaching of Psychology

DOI: 10.1177/0098628314562661

Abstract

A primary objective for researchers who publish teaching activities and methods in the Teaching of Psychology (ToP) is to inform best practices in classroom teaching. Beyond the learning effect in the classroom, these ToP teaching activity and method articles may also have a scientific effect that heretofore researchers have overlooked. Therefore, we conducted a bibliometric examination of 765 teaching activities published in ToP from 1975 to 2007. Teaching activities are cited a surprisingly high number of times. More important, approximately half of the citations were from sources other than ToP, demonstrating a broader scientific influence. Further, we found that teaching research citation rates are comparable to authors’ other peer-reviewed traditional psychology discipline research. We discuss findings in terms of implications for teaching as research, the potential effect of citations on tenure and promotion decisions, and ToP as a hub science.

Faculty Members

  • Thomas J. Tomcho - Salisbury University, Salisbury, MD, USA
  • Kyle Yerkes - Salisbury University, Salisbury, MD, USA
  • Rob Foels - Richard Stockton College of New Jersey, Galloway, NJ, USA
  • Megan Venables - Salisbury University, Salisbury, MD, USA
  • Lindsay Dantoni - Salisbury University, Salisbury, MD, USA
  • Molly Erdman - Salisbury University, Salisbury, MD, USA
  • Brittany Brady - Salisbury University, Salisbury, MD, USA
  • Mark I. Walter - Salisbury University, Salisbury, MD, USA
  • Allison Manry - Salisbury University, Salisbury, MD, USA

Themes

  • Scientific impact of teaching research
  • Citation analysis in education
  • Teaching as research
  • Best practices in classroom teaching
  • Implications for academic careers and promotion

Categories

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