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Volume 28, Number 1

Current Issue
Research Articles



Instructors' Perceptions of their Students' Conceptions: The Case in Undergraduate Mathematics
      Wes Maciejewski, The University of British Columbia, Canada

pp. 1–8




Does LearnSmart Connect Students to Textbook Content in an Interpersonal Communication Course?: Assessing the Effectiveness of and Satisfaction with LearnSmart
      Christopher Gearhart, Tarleton State University, United States

pp. 9–17




Whose Job Is It? Exploring Subject Tutor Roles in Addressing Students’ Academic Writing Via Essay Feedback
      Krista Court, University of Cumbria, United Kingdom
      Helen Johnson, University of Cumbria, United Kingdom

pp. 18–29




Waiting for the Expert to Arrive: Using a Community of Practice to Develop the Scholarly Identity of Doctoral Students
      Karie A. Coffman, Cleveland State University, United States
      Paul G. Putman, Cleveland State University, United States
      Anthony C. Adkisson, Towards Employment, United States
      Bridget A. Kriner, Cleveland State University, United States
      Catherine H. Monaghan, Cleveland State University, United States

pp. 30–37




Innovative Field Experiences in Teacher Education: Student-Teachers and Mentors as Partners in Teaching
      Marlies Baeten, University of Antwerp - ELAnt, Belgium
      Mathea Simons, University of Antwerp, Belgium

pp. 38–51




Developing Independent Listening Skills for English as an Additional Language Students
      Michelle Picard, The University of Adelaide, Australia
      Lalitha Velautham, National University of Singapore, Singapore

pp. 52–65




Changing Perceptions of the University as a Community of Learning: The Case of Penn State
      Fern K. Willits, The Pennsylvania State University, United States
      Mark A. Brennan, The Pennsylvania State University, United States

pp. 66–74




Investigating Postsecondary Self-Regulated Learning Instructional Practices: The Development of the Self-Regulated Learning Observation Protocol
      Leah D. Hoops, The Ohio State University, United States
      Shirley L. Yu, The Ohio State University, United States
      Qianqian Wang, University of Houston, United States
      Virginia L. Hollyer, University of Houston, United States

pp. 75–93




How and Why Students Learn: Development and Validation of the Learner Awareness Levels Questionnaire for Higher Education Students
      S. Chee Choy, Tunku Abdul Rahman University College, Malaysia, Malaysia
      Pauline Swee Choo Goh, Sultan Idris University of Education, Malaysia, Malaysia
      Daljeet Singh Sedhu, Tunku Abdul Rahman University College, Malaysia, Malaysia

pp. 94–101




Cluster Analysis of Assessment in Anatomy and Physiology for Health Science Undergraduates
      Stephen Brown, Auckland University of Technology, New Zealand
      Sue White, Auckland University of Technology, New Zealand
      Nikki Power, Auckland University of Technology, New Zealand

pp. 102–109




The Effect of Explicit Instruction on Strategic Reading in a Literacy Methods Course
      Yuko Iwai, University of Wisconsin-La Crosse, United States

pp. 110–118

Instructional Articles



Blogs, Tweets, and Protests: Learning Movement Theory through Online Case Studies
      José A. Muñoz, CSU San Bernardino, United States
      Kenneth R. Culton, Niagara University, United States

pp. 119-124




Facilitating Interdisciplinary Competence: Collaboration Between Undergraduate Baccalaureate Nursing Students and Graduate Students Specializing in Communication Disorders
      Libba McMillan, Auburn University School of Nursing, United States
      Embry Burrus, Auburn University, United States
      Laura Willis, Auburn University, United States
      Adelia Grabowsky, Auburn University, United States

pp. 125-130




Moral Literacy Through Two Lenses: Pre-service Teachers’ Preparation for Character Education
      Kelly Rizzo, Brock University, Canada
      Mira Bajovic, Brock University, Canada

pp. 131-138




Flipping the Graduate Qualitative Research Methods Classroom: Did It Lead to Flipped Learning?
      Mark Earley, Bowling Green State University, United States

pp. 139-147

Reviewers for Volume 28, Number 1

Forthcoming Issue: Volume 28, Number 2





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