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Volume 25, Number 3

Past Issue
Research Articles

Quality Teaching and Learning as Practice Within Different Disciplinary Discourses
      Line Wittek, Buskerud and Vestfold University College, Norway
      Laurence Habib, Oslo and Akershus University College of Applied Sciences, Norway

pp. 275–287

Assessment for “Digital First Language” Speakers: Online Video Assessment and Feedback in Higher Education
      Will Turner, Edith Cowan University, Australia
      John West, Edith Cowan University, Australia

pp. 288–296

A Case Study of Two Sign Language Interpreters Working in Post-Secondary Education in New Zealand
      Denise Powell, University of Canterbury, New Zealand

pp. 297–304

Teaching and Learning in Higher Education: Enhancing Faculty’s Preparation of Prospective Secondary Teacher Candidates for Instructing English Language Learners
      Huong Nguyen, California State University, Long Beach, United States
      Babette Benken, California State University, Long Beach, United States
      Karen Hakim-Butt, California State University, Long Beach, United States
      Susan Gomez-Zwiep, California State University, Long Beach, United States

pp. 305–315

Instructional Articles

Collaboration for Authentic Preservice Teacher Experiences: Mathematics and English as a Second Language
      Gresilda Tilley-Lubbs, Virginia Tech, United States
      Bettibel Kreye, Virginia Tech, United States

pp. 316-323

Using a Learner-Centered Approach to Develop an Educational Technology Course
      Mariam Abdelmalak, Assiut University, Egypt
      Jesus Trespalacios, Boise State University, United States

pp. 324-332

World Challenge: Engaging Sophomores in an Intensive, Interdisciplinary Course
      Michael Berger, Simmons College, United States
      Elizabeth Scott, Simmons College, United States
      Judah Axe, Simmons College, United States
      Irana Hawkins, Simmons College, United States

pp. 333-345

Professional Seminar: Valuing a One-Credit Course Through the Lens of Doctoral Students
      Naina (Tina) A. Bhandari, Virginia Tech, United States
      Beth L. MacDonald, Virginia Tech, United States
      Jenny Martin, Virginia Tech, United States
      Windi D. Turner, Virginia Tech, United States
      Amanda C. Modena, Virginia Tech, United States
      Jamie M. Simmons, Virginia Tech, United States
      Susan B. Asselin, Virginia Tech, United States

pp. 346-357

Writing Children’s Books in Sociology Class: An Innovative Approach to Teaching Social Problems to Undergraduate Students
      James N. Maples, The University of Tennessee at Martin, United States
      William V. Taylor, The University of Tennessee at Knoxville, United States

pp. 358-368

Followers of Confucianism or a New Generation? Learning Culture of Mainland Chinese: In Pursuit of Western-Based Business Education Away from Mainland China
      Kumaran Rajaram, Nanyang Technological University, Singapore

pp. 369-377

Constructive Alignment and the Research Skills Development Framework: Using Theory to Practically Align Graduate Attributes, Learning Experiences, and Assessment Tasks in Undergraduate Midwifery
      Lynette Pretorius, Monash University, Australia
      Carolyn Bailey, Monash University, Australia
      Maureen Miles, Monash University, Australia

pp. 378-387

Seinfeld and Economics: How to Achieve the Revised Bloom’s Taxonomy in an Introductory Economics Class
      John Deal, Manchester University, United States
      S. Aaron Hegde, California State University, Bakersfield, United States

pp. 388-395

Reviewers for Volume 25, Number 3

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