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Volume 29, Number 3

Past Issue
Research Articles



Can Flipping the Classroom Work? Evidence From Undergraduate Chemistry
      Timothy Casasola, University of California, Irvine, United States
      Katerina Schenke, Graduate School of Education and Information Sciences at the University of California, Los Angeles, United States
      Tutrang Nguyen, University of California Irvine, United States
      Mark Warschauer, University of California, Irvine, United States

pp. 421–435




Promoting Technology-Based Collaboration Among Pre-Service Music Educators: An Inter-University Project
      Wendy Matthews, Wayne State University, United States
      Daniel Johnson, University of North Carolina-Wilmington, United States

pp. 436–446




“I Don’t Know Why I’m Learning This”: Preservice English Teachers’ Engagement in a Language Development Course
      Selena Ramanayake, University of Cincinnati, United States
      Cheri Williams, University of Cincinnati, United States

pp. 447–457




Impact of Active Learning Environments on Community of Inquiry
      Sheri Stover, Wright State University, United States
      Korrin Ziswiler, Wright State University, United States

pp. 458–470




Tackling a Tough Task: Teaching Today’s Teachers to Teach English Learners
      Kathleen Ramos, George Mason University, United States

pp. 471–489




Differentiating Instruction for Large Classes in Higher Education
      Windi D. Turner, Utah State University, United States
      Oscar J. Solis, Virginia Tech, United States
      Doris H. Kincade, Virginia Tech, United States

pp. 490–500




Experiences of Earned Success: Community College Students’ Shifts in College Confidence
      Susan Bickerstaff, Community College Research Center, Teachers College, Columbia University, United States
      Melissa Barragan, Department of Criminology, Law and Society, University of California, Irvine, United States
      Zawadi Rucks-Ahidiana, Department of Sociology, University of California, Berkeley, United States

pp. 501–510




The Essay as a Lens on Transition to the University: Student and Staff Perceptions of Essay Writing
      Michael McEwan, University of Glasgow, United Kingdom

pp. 511–523




Student Perceptions of the Faculty Response During the Civil Unrest in Ferguson, Missouri
      Whitney Linsenmeyer, Saint Louis University, United States
      Tommy Lucas, Saint Louis University, United States

pp. 524–533




Supporting Source Integration in Student Writing
      Brenda Refaei, University of Cincinnati Blue Ash College, United States
      Rita Kumar, University of Cincinnati Blue Ash College, United States
      Lauren Wahman, University of Cincinnati Blue Ash College, United States
      Amber Peplow, University of Cincinnati Blue Ash College, United States

pp. 534–544

Instructional Articles



Promoting Undergraduate Research Through Integrative Learning
      Elise Lewis, University of South Carolina, United States

pp. 545-550




Designing Instruction for Critical Thinking: A Case of a Graduate Course on Evaluation of Training
      Aubteen Darabi, Florida State University, United States
      Logan Arrington, Florida State University, United States

pp. 551-559




Developing a Learner-Centered Curriculum for a Rural Public Health Program
      Anuli Njoku, Ferris State University, United States
      Fathima Wakeel, Ferris State University, United States
      Michael Reger, Ferris State University, United States
      Emmanuel Jadhav, Ferris State University, United States
      Julie Rowan, Ferris State University, United States

pp. 560-570




Take a SIP of This: Peer-to-Peer Promotion of Strong Instructional Practice
      Tina Herring, Metropolitan State University of Denver , United States
      Elizabeth Kleinfeld, Metropolitan State University of Denver, United States
      Lunden MacDonald, Metropolitan State University of Denver, United States
      Ann Morrison, Metropolitan State University of Denver, United States
      Kathryn Young, Metropolitan State University of Denver, United States

pp. 571-579




Negotiating the Client-Based Capstone Experience
      Steve Reifenberg, Kellogg Institute for International Studies, University of Notre Dame, United States
      Sean Long, U.S. Justice Department, United States

pp. 580-588

Reviewers for Volume 29, Number 3





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