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Volume 31, Number 3

Past Issue
Research Articles



Supervisors’ Perceptions of Primary Resources and Challenges of the Doctoral Journey
      Solveig Cornér, University of Helsinki, Finland, Finland
      Kirsi Pyhältö, University of Oulu, University of Helsinki, Finland, Finland
      Erika Lofstrom, University of Helsinki, Finland, Finland

pp. 365–377




Faculty Members’ Use of Learner-Centered Instruction at Institutions in the United States
      Caleb Keith, Indiana University – Purdue University Indianapolis, United States

pp. 378–389




Examining Teaching Approaches, Academic Culture, and Self-Efficacy Beliefs of Instructors at a Palestinian University
      Pauliina Alenius, Tampere University, Finland
      Tahani Z. Aldahdouh , Tampere University, Finland
      Vesna Holubek, Tampere University, Finland
      Nazmi Al-Masri, Islamic University of Gaza, Other
      Alyan El-Holy, Islamic University of Gaza, Other
      Jyri Linden, Tampere University, Finland
      Vesa Korhonen, Tampere University, Finland

pp. 390–401




Explicit Conditional Reasoning Performance: An Examination of Educational Past, Processing Load, and Self-Efficacy
      Maura Angela Esterina Pilotti, Prince Mohammad Bin Fahd University, Saudi Arabia
      Siddiqua Aamir, Prince Mohammad Bin Fahd University , Saudi Arabia
      Runna Al Ghazo, Prince Mohammad Bin Fahd University, Saudi Arabia
      Halah Al Kuhayli, Prince Mohammad Bin Fahd University, Saudi Arabia

pp. 402–412




Toward a More Inclusive Picture of Incivility in the College Classroom: Data from Different Types of Institutions and Academic Majors
      Carla Strassle, York College of Pennsylvania, United States
      PJ Verrecchia, York College of Pennsylvania, United States

pp. 413–423




The Impact of Teacher Self-Disclosure on Student Participation in the University English Language Classroom
      Mohsine Jebbour, Sidi Mohamed Ben Abdellah University, Morocco
      Fatima Mouaid, Sidi Mohamed Ben Abdellah University, Morocco

pp. 424–436




Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants
      Jennifer Hollinger, Mount Union University, United States
      Karen Larwin, Youngstown State University, United States

pp. 437–451




Group Work and Student Outcomes among First Year International Students
      Luz Stenberg, University of Technology Sydney, Australia

pp. 452–460




Progress of Nursing Students’ Motivation Regulation Profiles and Affiliations with Engagement, Burnout and Academic Performance
      Kati Mäenpää, Oulu University of Applied Sciences, Finland
      Hanna Järvenoja, University of Oulu, Finland
      Jouni Peltonen, University of Oulu, Finland
      Kirsi Pyhältö, University of Oulu / University of Helsinki, Finland

pp. 461–475




Metacognition and Motivation in Anatomy and Physiology Students
      Kevin Finn, Merrimack College, United States
      Sarah Benes, Merrimack College, United States
      Kathleen FitzPatrick, Merrimack College, United States
      Christina Hardway, Merrimack College, United States

pp. 476–490




“Constantly, Excessively, and All the Time”: The Emotional Labor of Teaching Diversity Courses
      Ryan A. Miller, University of North Carolina at Charlotte, United States
      Laura Struve, The University of Texas at Austin, United States
      Cathy D. Howell, University of North Carolina at Charlotte, United States

pp. 491–502

Instructional Articles



An Evaluation of a Course Aimed at Reducing Public Speaking Anxiety among University Students
      Sally Quinn, University of York, UK, United Kingdom
      Adam Goody, Durham University, United Kingdom

pp. 503-511




Bringing Reading into the Classroom: Using Active Learning to Practice the Invisible Skill
      Ingie Hovland, University of Georgia, United States

pp. 512-523




Developing an Effective Interactive Online Educational Leadership Supervision Course
      Jenifer Hartman, University of South Florida St. Petersburg, United States
      Karla Morris, University of South Florida St. Petersburg, United States

pp. 524-535




The Oaks Leadership Scholars Program: Transformative Leadership in Action
      Jacklyn Bruce, NC State University, United States
      Katherine McKee, NC State University, United States
      Joy Morgan-Fleming, NC State University, United States
      Wendy Warner, NC State University, United States

pp. 536-546




Designing Online Courses in Teacher Education to Enhance Adult Learner Engagement
      Cecily Ornelles, University of Hawai‘i at Manoa, United States
      Amber B. Ray, University of Hawai‘i at Manoa, United States
      Jenny C. Wells, University of Hawai i at Manoa, United States

pp. 547-557

Reviewers for Volume 31, Number 3





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