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Volume 21, Number 1

Past Issue
Research Articles

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

pp. 1–12

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

pp. 13–24

What Does "Peer" Mean in Teaching Observation for the Professional Development of Higher Education Lecturers?
      Saranne Weller, King's College London, United Kingdom

pp. 25–35

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

pp. 36–46

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

pp. 47–56

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

pp. 57–65

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

pp. 66–74

The Conflicts Between Science Research and Teaching in Higher Education: An Academic’s Perspective
      Sophia N Karagiannis, King's College London, United Kingdom

pp. 75–83

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

pp. 84–96

Understanding Tertiary Student Learning : Are they independent thinkers or simply consumers and reactors?
      Kathleen Tait, University of New England, Australia

pp. 97–107

Instructional Articles

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

pp. 108-117

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

pp. 118-126

Students as Consumers of Written Knowledge: Using Prompts to Guide Critical Reading
      Terry Tomasek, Elon University, United States

pp. 127-132

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

pp. 133-147

Reviewers for Volume 21, Number 1

Copyright © 2019, International Journal of Teaching and Learning in Higher Education