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Volume 22, Number 3 |
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| Past Issue |
| Research Articles |
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Learning through Writing: Reconceptualizing the Research Supervision Process
Leon Wolff, Bond University, Australia
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pp. 229–237 |
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Psychological Comparisons of Undergraduate and Graduate College of Education Students
Michael Illovsky, Western Illinois University, United States
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pp. 238–245 |
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Enhancing Visibility in Graduate Education: Black Women's Perceptions of Inclusive Pedagogical Practices
Franklin Tuitt, Morgridge College of Education - University of Denver, United States
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pp. 246–257 |
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Learning Assistants Program: Faculty Development for Conceptual Change
Nadine McHenry, Widener University, United States
Donna Ziegenfuss, University of Utah, United States
Andrea Martin, Widener University, United States
Annalisa Castaldo, Widener University, United States
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pp. 258–268 |
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Sounds for Study: Speech and Language Therapy Students’ Use and Perception of Exercise Podcasts for Phonetics
Rachael-Anne Knight, City University London, United Kingdom
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pp. 269–276 |
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Reality-Based Learning: How to Get Business Students Down to Business
Hans Knutsson, Lund University School of Economics and Management, Department of Business Administration, Sweden
Anna Thomasson, Lund University School of Economics and Management, Department of Business Administration, Sweden
Carl-Henric Nilsson, Lund University School of Economics and Management, Department of Business Administration, Sweden
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pp. 277–286 |
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Developing a Conceptual Model for Career Support for New Academics
Andy Adcroft, University of Surrey, United Kingdom
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pp. 287–298 |
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Technology for Teaching and Learning: Moodle as a Tool for Higher Education
Shaunda Wood, St. Thomas University, Canada
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pp. 299–307 |
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Educating Reflexive Practitioners: Casting Graduate Teaching Assistants as Mentors in First-Year Classrooms
Jim Henry, University of Hawai'i at Manoa, United States
Holly H. Bruland, University of Hawai'i at Manoa, United States
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pp. 308–319 |
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Sink or Swim? Improving Student Learning through Feedback and Self-Assessment
Paul Sendziuk, The University of Adelaide, Australia
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pp. 320–330 |
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Course Grades, Quality of Student Engagement, and Students' Evaluation of Instructor
Steven Culver, Virginia Polytechnic Institute & State University, United States
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pp. 331–336 |
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Influence of the Pedagogical Context on Students’ Evaluation of Teaching
Edna Luna, Universidad Autonoma de Baja California, Mexico
Vicente Aramburo, Universidad Autonoma de Baja California, Mexico
Graciela Cordero, Universidad Autonoma de Baja California, Mexico
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pp. 337–345 |
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When Undergraduates Teach Undergraduates: Conceptions of and Approaches to Teaching in a Peer Led Team Learning Intervention in the STEM Disciplines: Results of a Two Year Study
Bernhard Streitwieser, Northwestern University, United States
Gregory Light, Northwestern University, United States
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pp. 346–356 |
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Epistemology, Pedagogy, and Latent Functions: The Peculiar Nature of Web-Based Public Access Courses
John Hamlin, University of Minnesota Duluth, United States
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pp. 357–364 |
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Enhancing Academics' Capability to Engage Multicultural Classes and Internationalize at Home
Anita Mak, University of Canberra, Australia
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pp. 365–373 |
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| Review Articles |
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Literature vs. Practice: Challenges for International Students in the U.S.
Osman Ozturgut, Uiversity of the Incarnate Word, United States
Carole Murphy, University of Missouri-St. Louis, United States
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pp. 374-385 |
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Reviewers for Volume 22, Number 3
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