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Volume 18, Number 3

Past Issue
Research Articles



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

pp. 155–167




Virtual Mentoring in Higher Education: Teacher Education and Cyber-Connections
      Sandy Watson, University of Tennessee at Chattanooga, United States

pp. 168–179




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

pp. 180–187




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

pp. 188–203




Developing a Peer Observation Program with University Teachers
      Laurie Lomas, King's College London, United Kingdom
      Ian Kinchin, King's College London, United Kingdom

pp. 204–214

Instructional Articles



Cybernetic Circularity in Teaching and Learning
      Joy Murray, University of Sydney, Australia

pp. 215-221




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

pp. 222-229




A Proposed e-Learning Policy Field for the Academy
      Gale Parchoma, University of Saskatchewan, Canada

pp. 230-240




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

pp. 241-249




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

pp. 250-257

Reviewers for Volume 18, Number 3





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