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Volume 19, Number 2 |
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Current Issue
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| Research Articles |
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Opening Up Thinking: Reflections of Group Work in a Bilingual Postgraduate Program
Margaret Bowering, Edith Cowan University Perth Western Australia, Australia
Bridget Leggett, Edith Cowan University, Australia
Michael Harvey, Edith Cowan University, Australia
Hui Leng, Edith Cowan University, Perth, Australia
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pp. 105–116 |
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Perceived Impact of Peer Observation of Teaching in Higher Education
Roisin Donnelly, Dublin Institute of Technology, Ireland
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pp. 117–129 |
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A Transactional Model of College Teaching
David M. Dees, Kent State University Salem Campus, United States
Albert Ingram, Kent State Unversity, United States
Cindy Kovalik, Kent State University, United States
Mary Allen-Huffman, Kent State University, United States
Averil McClelland, Kent State University, United States
Lisbeth Justice, Kent State University, United States
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pp. 130–139 |
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Adoption of Educational Technology: How Does Gender Matter?
George Zhou, University of Windsor, Canada
Judy Xu, University of Alberta, Canada
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pp. 140–153 |
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Learning to Become Researching Professionals: The Case of the Doctorate of Education
Alexis Taylor, Brunel University, United Kingdom
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pp. 154–166 |
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| Instructional Articles |
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Harry Potter, Benjamin Bloom, and the Sociological Imagination
Joyce Fields, Columbia College, United States
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pp. 167-177 |
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Dialogue, Monologue and Soliloquy in the Large Lecture Class
James Davis, SUNY at Fredonia, United States
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pp. 178-182 |
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In-Class Debates: Fertile Ground for Active Learning and the Cultivation of Critical Thinking and Oral Communication Skills
Ruth Kennedy, Bloomsburg University of Pennsylvania, United States
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pp. 183-190 |
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A Practical and Progressive Pedagogy For Project Based Service Learning
Robert Hugg, Minnesota State University, Mankato, United States
Scott Wurdinger, Minnesota State University, Mankato, United States
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pp. 191-204 |
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Reviewers for Volume 19, Number 2
Forthcoming Issue: Volume 19, Number 3
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