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Volume 18, Number 3 |
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| Past Issue |
| Research Articles |
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The Effect of Varied Cognitive Strategies Used to Complement Animated Instruction in Facilitating Achievement of Higher Order Learning Objectives
Huifen Lin, Kun Shan University, Taiwan, Taiwan
Francis Dwyer, The Pennsylvania State University, United States
Jeff Swain, The Pennsylvania State University, United States
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pp. 155–167 |
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Virtual Mentoring in Higher Education: Teacher Education and Cyber-Connections
Sandy Watson, University of Tennessee at Chattanooga, United States
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pp. 168–179 |
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How Do Faculty Experience and Respond to Classroom Conflict?
Steven Meyers, Roosevelt University, United States
James Bender, Roosevelt University, United States
Erin Hill, Harvard Medical School, United States
Shantha Thomas, Roosevelt University, United States
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pp. 180–187 |
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Walking the Talk: The Complexities of Teaching about Teaching
Tamara Ball, University of California, Santa Cruz, United States
Gordon Wells, University of California, Santa Cruz, United States
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pp. 188–203 |
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Developing a Peer Observation Program with University Teachers
Laurie Lomas, King's College London, United Kingdom
Ian Kinchin, King's College London, United Kingdom
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pp. 204–214 |
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| Instructional Articles |
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Cybernetic Circularity in Teaching and Learning
Joy Murray, University of Sydney, Australia
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pp. 215-221 |
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Teaching Grant Writing with Service-Learning
James D. Griffith, Shippensburg University, United States
Christian L. Hart, East Central University, United States
Morgan M. Goodling, Shippensburg University, United States
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pp. 222-229 |
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A Proposed e-Learning Policy Field for the Academy
Gale Parchoma, University of Saskatchewan, Canada
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pp. 230-240 |
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Peer TA Mentoring in a Foreign Language Program
Gl?ucia V. Silva, University of Massachusetts Dartmouth, United States
Janice L. Maci, The Ohio State University, United States
Magdalena Mej?a-G?mez, The Ohio State University, United States
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pp. 241-249 |
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Lesson Study as a Model for Building Pedagogical Knowledge and Improving Teaching
William Cerbin, University of Wisconsin-La Crosse, United States
Bryan Kopp, University of Wisconsin-La Crosse, United States
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pp. 250-257 |
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Reviewers for Volume 18, Number 3
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