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Volume 20, Number 3 |
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Current Issue
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| Research Articles |
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The Application of Differentiated Instruction in Postsecondary Environments: Benefits, Challenges, and Future Directions
Tanya Santangelo, Rowan University, United States
Carol Tomlinson, University of Virginia, United States
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pp. 307–323 |
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Validity and Reliability Issues of Two Learning Style Inventories in a Greek Sample: Kolb's Learning Style Inventory and Felder & Soloman's Index of Learning Styles
Maria Platsidou, University of Macedonia, Greece
Panayiota Metallidou, Aristotle University of Thessaloniki, Greece
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pp. 324–335 |
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Pattern Language Development in the Preparation of Inclusive Educators
Alan Bain, Charles Sturt University, Australia
Julie Lancaster, Charles Sturt University, Australia
Lucia Zundans, Charles Sturt University, Australia
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pp. 336–349 |
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The Relationship Between Feedback and Change in Tertiary Student Writing in the Disciplines
Iris Vardi, Curtin University, Australia
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pp. 350–361 |
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An "Odd Couple" for Teaching Writing: The Tutorial Takes in the Committee Meeting
Dugald Williamson, University of New England, Australia, Australia
Russell McDougall, University of New England, Australia, Australia
Donna Lee Brien, Central Queensland University, Australia
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pp. 363–372 |
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Instructors' Experiences of Collaborative Teaching: Building Something Bigger
Jessica N. Lester, The University of Tennessee, United States
Katherine R. Evans, The University of Tennessee, United States
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pp. 373–382 |
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Student Learning with Performance-Based, In-Class, and Learner-Centered Online Exams
Katherine Greenberg, The University of Tennessee, Knoxville, United States
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pp. 383–393 |
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"I Know It's So Good, But I Prefer Not To Use It": An Interpretive Investigation of Jordanian Preservice Elementary Teachers' Perspectives about Learning Biology through Inquiry
Ahmad Qablan, The Hashemite University, Jordan
Jamal Abu Al-Ruz, The Hashemite University, Jordan
Debaz Theodora, The Hashemite University, Jordan
Ibrahim Al-Momani, The University of Jordan, Jordan
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pp. 394–403 |
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The RAP: A Recreational Activities Project, Academic Service-Learning Course and Qualitative Research Study
kathlyn parker, Eastern Michigan University, United States
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pp. 404–412 |
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Communities of Practice and Students’ Professional Development
Catherine H. Monaghan, Cleveland State University, United States
Norina L. Columbaro, Cleveland State University, United States
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pp. 413–424 |
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| Instructional Articles |
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A Model For Quantifying Student Learning Via Repeated Writing Assignments and Discussions
Thomas Lauer, Ball State University, United States
Jon Hendrix, Ball State University, United States
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pp. 425-437 |
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Enhancing Graduate Education: Promoting a Scholarship of Teaching and Learning Through Mentoring
Bahira Trask, Univ. of Delaware, United States
Ramona marotz-bade, montana state, United States
barbara settles, univ. of dealware, United States
deborah gentry, illinois state, United States
deborah berke, messiah college, United States
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pp. 438-446 |
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Towards a Sense-Making Pedagogy: Writing Activities in an Undergraduate Learning Theories Course
David Holliway, Washington State University Tri-Cities, United States
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pp. 447-461 |
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Adapting Instruction To Individuals: Based on the Evidence, What Should It Mean?
James Lalley, D'Youville College, United States
J. Ronald Gentile, State University of New York at Buffalo, United States
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pp. 462-475 |
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Changing the Latitudes and Attitudes about Content Analysis Research
Eve Brank, University of Florida, United States
Kate Fox, University of Florida, United States
Tasha Youstin, John Jay College of Criminal Justice -CUNY, United States
Lee Boeppler, University of Florida, United States
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pp. 476-480 |
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Strategic Questions: A Means of Building Metacognitive Language
Craig Deed, La Trobe University, Australia
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pp. 481-487 |
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Improving Writing with a PAL: Harnessing the Power of Peer Assisted Learning with the Reader's Assessment Rubrics
Stephen G. McLeod, Jackson State University, United States
Gavin C. Brown, Jackson State University, United States
Preselfannie W. McDaniels, Jackson State University, United States
Lawrence Sledge, Jackson State University, United States
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pp. 488-502 |
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Metaphorical Mirror: Reflecting on Our Personal Pursuits to Discover and Challenge Our Professional Teaching Practice Assumptions
Gary Wagenheim, Simon Fraser University, Canada
Robert Clark, California State University, Dominquez Hills, United States
Alexander Crispo, Purdue University, United States
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pp. 503-509 |
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What's Not in the Syllabus: Faculty Role Modeling and Role Conflict in Immersion Service-Learning Courses
Beth Warner, Elon University, United States
Judith Esposito, Elon University, United States
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pp. 510-517 |
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Reviewers for Volume 20, Number 3
Forthcoming Issue: Volume 21, Number 1
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