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Volume 31, Number 2

Past Issue
Research Articles



Taiwanese University Students’ Perceptions Toward Native and Non-Native English-Speaking Teachers in EFL Contexts
      Shih-Yun Tsou, Texas A&M University-Kingsville, United States
      Yingling Chen, Oriental Institute of Technology, Taiwan

pp. 176–183




Cognitive Variables, Classroom Behaviors, and a Participation Intervention on Students’ Classroom Participation and Exam Performance
      Daniel McCleary, Stephen F. Austin State University, United States
      Jeremy Coles, Columbus City Schools, United States
      Brittany McCreary, Stephen F. Austin State University, United States

pp. 184–194




Self-Study as a Method for Engaging STEM Faculty in Transformative Change to Improve Teaching
      Anastasia P. Samaras, George Mason University, College of Education & Human Dev, United States
      Margret Hjalmarson, George Mason University, United States
      Lori C Bland, George Mason University, United States
      Jill K. Nelson, George Mason University, United States
      Emily K. Christopher, George Mason University, United States

pp. 195–213




Achievement Goal Orientations as Predictors of Self-Regulated Learning Strategies of International ESL Students
      Xi Lin, Auburn University, United States

pp. 214–223




Student Perceptions of Responsibility for Their Own Learning and for Supporting Peers’ Learning in a Project-based Learning Environment
      Nader Ayish, Khalifa University of Science and Technology, United Arab Emirates
      Tanju Deveci, Khalifa University of Science and Technology, United Arab Emirates

pp. 224–237




TIPs as Texts: Community College Students’ Perceptions of Open Educational Resources
      Mia Ocean, West Chester University , United States
      Carrie Thompson, Palm Beach State College, United States
      Keston Lyman, Millersville University of Pennsylvania, United States
      Robbie Allen, Palm Beach State College, United States

pp. 238–248




The Influence of “Accessibility Cues” on Student Engagement and Interactions with African American Faculty
      Kathleen Neville, Salem State University, United States
      Tara Parker, University of Massachusetts Boston, United States

pp. 249–260




Assessing the Impact of Community-Based Experiential Learning: The Case of Biology 1000 Students
      Pam Kalas, University of British Columbia, Canada
      Latika Raisinghani, University of British Columbia, Canada

pp. 261–273




Factor Structure and Reliability of the Arabic Version of the Learning and Study Strategies Inventory: Second Edition (LASSI-II)
      Mohammed Abdelhady Abdelsamea, South Valley University and University of Minnesota, United States
      William Bart, University of Minnesota, United States

pp. 274–286




Advancing Healthy and Socially Just Schools and Communities: An Interdisciplinary Graduate Program
      Lynn Corcoran, Athabasca University, Canada
      Deinera Exner-Cortens, University of Calgary, Canada
      Lana Wells, University of Calgary, Canada

pp. 287–298




Instructor Disclosures of Communication Apprehension and Student Perceptions of Instructor Credibility in the Public Speaking Classroom
      Andrea Meluch, Indiana University South Bend, United States
      Shawn Starcher , Kent State University , United States
      Katie Feehan, Indiana University South Bend, United States

pp. 299–309

Instructional Articles



Teaching Personal Epistemology and Decision Making in a Global Leadership Course
      Jennifer Anderson-Meger, Viterbo University, United States
      Pamela Dixon, Viterbo University, United States

pp. 310-322




Mentoring Graduate Students in the Publishing Process: Making it Manageable and Meaningful for Academics
      Laura O'Hara, Ball State University, United States
      Lee Lower, The Ohio State University, United States
      Thalia Mulvihill, Ball State University, United States

pp. 323-331




An Internalization Project to Develop Global Competency Across the Disciplines
      Madelyn Flammia, University of Central Florida, United States
      Houman Sadri, Information and Policy Analysis Center, United States
      Cynthia Mejia, University of Central Florida, United States

pp. 332-345




Developing Cosmopolitan Competencies in Sustainability Professionals
      Robert Bruce Hull, Virginia Tech, United States
      Michael Mortimer, Virginia Tech, United States
      David Robertson, Virginia Tech, United States

pp. 346-353




Less is More: Use of Video to Address the Problem of Teacher Immediacy and Presence in Online Courses
      Anne Bialowas, Weber State University, United States
      Sarah Steimel, Weber State University, United States

pp. 354-364

Reviewers for Volume 31, Number 2





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