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Volume 21, Number 1 |
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Current Issue
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| Research Articles |
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A Collaborative Teaching Approach: Views of a Cohort of Preservice Teachers in Mathematics and Technology Courses
Pier A. Junor Clarke, Georgia State University, United States
Wanjira Kinuthia, Georgia State University, United States
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pp. 1–12 |
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Material Mediation: Tools and Representations Supporting Collaborative Problem-Solving Discourse
Elvira K. Katic, Ramapo College of New Jersey, United States
Cindy E. Hmelo-Silver, Rutgers University, United States
Keith H. Weber, Rutgers University, United States
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pp. 13–24 |
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What Does "Peer" Mean in Teaching Observation for the Professional Development of Higher Education Lecturers?
Saranne Weller, King's College London, United Kingdom
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pp. 25–35 |
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An Experimental Evaluation of the Instructional Effectiveness of Student Response Systems: A Comparison with Constructed Overt Responding
F. Andrew Knapp, SUNY-Brockport, United States
Marcie Desrochers, SUNY-Brockport, United States
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pp. 36–46 |
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The Importance of Being Human: Instructor's Personal Presence in Distance Programs
Andrea Reupert, Charles Sturt University, Australia
Darryl Maybery, Monash University, Australia
Kent Patrick, La Trobe University, Australia
Philip Chittleborough, Charles Sturt University, Australia
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pp. 47–56 |
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Thinking Statistically in Writing: Journals and Discussion Boards in an Introductory Statistics Course
Julie M. Theoret, Lyndon State College, United States
Andrea Luna, Lyndon State College, United States
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pp. 57–65 |
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Theoretical and Practical Issues in Team Teaching a Large Undergraduate Class
Folker Hanusch, University of the Sunshine Coast, Australia
Levi Obijiofor, University of Queensland, Australia
Zala Volcic, University of Queensland, Australia
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pp. 66–74 |
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The Conflicts Between Science Research and Teaching in Higher Education: An Academic’s Perspective
Sophia N Karagiannis, King's College London, United Kingdom
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pp. 75–83 |
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Priorities and Understanding of Faculty Members Regarding College Students with Disabilities
Lysandra Cook, University of Hawaii at Manoa, United States
Phillip D Rumrill, Kent State University, United States
Melody Tankersley, Kent State University, United States
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pp. 84–96 |
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Understanding Tertiary Student Learning : Are they independent thinkers or simply consumers and reactors?
Kathleen Tait, University of New England, Australia
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pp. 97–107 |
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| Instructional Articles |
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Group Peer Review as an Active Learning Strategy in a Research Course
Sue Odom, Clayton State University, United States
Betty Glenn, Clayton State University, United States
Susan Sanner, Clayton State University, United States
Kathleen Cannella, Clayton State University, United States
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pp. 108-117 |
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Discovering the Connections: Reflections from Teaching Interdisciplinary Undergraduate Research Methods
Alaine Keebaugh, Emory University, United States
Lyndsey Darrow, Emory University, United States
David Tan, Emory University, United States
Heather Jamerson, Emory University, United States
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pp. 118-126 |
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Students as Consumers of Written Knowledge: Using Prompts to Guide Critical Reading
Terry Tomasek, Elon University, United States
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pp. 127-132 |
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Developing a Culture of Assessment through a Self-formed Faculty Learning Community
Stephanie Schlitz, Bloomsburg University, United States
Margaret O’Connor, Bloomsburg University, United States
Yanhui Pang, Bloomsburg University, United States
Deborah Stryker, Bloomsburg University, United States
Stephen Markell, Bloomsburg University, United States
Ethan Krupp, Bloomsburg University, United States
Celina Byers, Bloomsburg University, United States
Sheila Jones, Bloomsburg University, United States
Alicia Redfern, Bloomsburg University, United States
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pp. 133-147 |
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Reviewers for Volume 21, Number 1
Forthcoming Issue: Volume 21, Number 2
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