Volume 31, Number 3


Forthcoming Issue
Research Articles

Supervisors' Perceptions of Primary Resources and Challenges of the Doctoral Journey
      Solveig Cornér, University of Helsinki, Finland
      Kirsi Pyhältö, University of Oulu, University of Helsinki, Finland
      Erika Lofstrom, University of Helsinki, Finland


Faculty Members’ Use of Learner-Centered Instruction at Institutions in the United States
      Caleb Keith, University of the Ozarks


Examining Teaching Approaches, Academic Culture, and Self-Efficacy Beliefs of Instructors at a Palestinian University
      Pauliina Alenius, Tampere University
      Tahani Al Dahdouh, Tampere University
      Vesna Holubek, Tampere University
      Nazmi Al-Masri, Islamic University of Gaza
      Alyan El-Holy, Islamic University of Gaza
      Jyri Linden, Tampere University
      Vesa Korhonen, Tampere University


Explicit Conditional Reasoning Performance: An Examination of Educational Past, Processing Load, and Self-Efficacy
      Maura Angela Esterina Pilotti, Prince Mohammad Bin Fahd University
      Siddiqua Aamir, Prince Mohammad Bin Fahd University
      Runna Al Ghazo, Prince Mohammad Bin Fahd University
      Halah Al Kuhayli, Prince Mohammad Bin Fahd University


Toward a More Inclusive Picture of Incivility in the College Classroom: Data From Different Types of Institutions and Academic Majors
      Carla Strassle, York College of Pennsylvania
      PJ Verrecchia, York College of Pennsylvania


The Impact of Teacher Self-Disclosure on Student Participation in the University English Language Classroom
      Mohsine Jebbour, Sidi Mohamed Ben Abdellah University
      Fatima Mouaid, Sidi Mohamed Ben Abdellah University


Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants
      Jennifer Hollinger, Mount Union University
      Karen Larwin, Youngstown State University


Group Work and Student Outcomes amongst First Year International Students
      Luz Stenberg, University of Technology Sydney


Progress of Nursing Students’ Motivation Regulation Profiles and Affiliations with Engagement, Burnout and Academic Performance
      Kati Mäenpää, Oulun Ammattikorkeakoulu Oy
      Hanna Järvenoja, University of Oulu
      Jouni Peltonen, University of Oulu
      Kirsi Pyhältö, University of Oulu / University of Helsinki


Metacognition and Motivation in Anatomy and Physiology Students
      Kevin Finn, Merrimack College
      Sarah Benes, Merrimack College
      Kathleen FitzPatrick, Merrimack College
      Christina Hardway, Merrimack College


“Constantly, Excessively, and All the Time”: The Emotional Labor of Teaching Diversity Courses
      Ryan A. Mller, University of North Carolina at Charlotte
      Laura Struve, The University of Texas at Austin
      Cathy D. Howell, University of North Carolina at Charlotte

Instructional Articles

An evaluation of a course aimed at reducing public speaking anxiety among university students
      Sally Quinn, University of York, UK
      Adam Goody, Durham University


Bringing Reading into the Classroom: Using Active Learning to Practice the Invisible Skill
      Ingie Hovland, University of Georgia


Developing an Effective Interactive Online Educational Leadership Supervision Course
      Jenifer Hartman, University of South Florida St. Petersburg
      Karla Morris, University of South Florida St. Petersburg


The Oaks Leadership Scholars Program: Transformative Leadership in Action
      Jacklyn Bruce, NC State University
      Katherine McKee, NC State University
      Joy Morgan-Fleming, NC State University
      Wendy Warner, NC State University


Designing Online Courses in Teacher Education to Enhance Adult Learner Engagement
      Cecily Ornelles, University of Hawai‘i at Manoa
      Amber B. Ray, University of Hawai‘i at Manoa
      Jenny C. Wells, University of Hawai i at Manoa

Reviewers for Volume 31, Issue 3






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