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Mussetta, Mariana; Vartalatis, Andrea – International Journal of Teaching and Learning in Higher Education, 2018
The process toward academic literacy aims at developing academic reading and writing together with higher academic competences of increasing relevance for undergraduate students as future teachers and researchers. Such a process is even more complex in ELT vocational courses where non-English speaking trainees study English as a system while they…
Descriptors: Writing Across the Curriculum, Assignments, Data, Decision Making
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Shi, Hong – International Journal of Teaching and Learning in Higher Education, 2018
This study examined English Learners' (ELs) self-efficacy beliefs in a U.S. university setting by using a survey, interviews, and focus group discussions. The results identified that ELs from different disciplines had positive self-efficacy beliefs about their overall English learning, and self efficacy was related to ELs' age, years of English…
Descriptors: Self Efficacy, English Language Learners, Student Attitudes, College Students
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Copeland, Susan; Furlong, Michelle; Boroson, Bram – International Journal of Teaching and Learning in Higher Education, 2018
Since the advent of STEM (Science, Technology, Engineering and Math) programs, first in K-12 and now in college curricula, many variants of STEM have arisen to include other disciplines in developing cross-disciplinary literacy among students. This paper briefly defines our own variant STE[A]M branch within the context of cross-disciplinary…
Descriptors: STEM Education, Art Education, Interdisciplinary Approach, Science Fiction
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Nurie, Yenus – International Journal of Teaching and Learning in Higher Education, 2018
Supervisors' feedback can be taken as the most powerful pedagogical tool in thesis writing. However, relatively little is known about the type of information supervisors focus on and the language functions supervisors use to communicate with their students. Data collected from eight supervisors' written feedback to students' theses at Bahir Dar…
Descriptors: Foreign Countries, Graduate Students, Masters Programs, Masters Theses
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Hyun, Jung; Ediger, Ruth; Lee, Donghun – International Journal of Teaching and Learning in Higher Education, 2017
Studies have shown Active Learning Classrooms [ALCs] help increase student engagement and improve student performance. However, remodeling all traditional classrooms to ALCs entails substantial financial burdens. Thus, an imperative question for institutions of higher education is whether active learning pedagogies can improve learning outcomes…
Descriptors: Student Satisfaction, Learning Processes, Active Learning, Conventional Instruction
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Camp, Heather – International Journal of Teaching and Learning in Higher Education, 2017
This article explores goal setting as a teacher development practice in higher education. It reports on a study of college teacher goal setting informed by goal setting theory. Analysis of study participants' goal setting practices and their experiences with goal pursuit offers a framework for thinking about the kinds of goals teachers might set…
Descriptors: Goal Orientation, Faculty Development, Self Efficacy, Higher Education
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Wood, Claire A.; Perlman, Daniel – International Journal of Teaching and Learning in Higher Education, 2017
This article reports a multifaceted course assignment involving the development of information literacy skills, speed partnering, a brief team VoiceThread presentation, and peer evaluations of the presentations. The assignment was rooted in Chickering and Gamson's (1989) highly regarded principles of good educational practice, as well as the…
Descriptors: College Students, Assignments, Information Literacy, Skill Development
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Colbert-White, Erin; Simpson, Elizabeth – International Journal of Teaching and Learning in Higher Education, 2017
Research mentors strive to ensure that undergraduates gain research skills and develop professionally during mentored research experiences in the sciences. We created the SURE (Specialized Undergraduate Research Experience) Workbook, a freely-available, interactive guide to scaffold student learning during this process. The Workbook: (1)…
Descriptors: Workbooks, Scaffolding (Teaching Technique), Mentors, Undergraduate Students
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Casasola, Timothy; Nguyen, Tutrang; Warschauer, Mark; Schenke, Katerina – International Journal of Teaching and Learning in Higher Education, 2017
Our study describes student outcomes from an undergraduate chemistry course that implemented a flipped format: a pedagogical model that consists of students watching recorded video lectures outside of the classroom and engaging in problem solving activities during class. We investigated whether (1) interest, study skills, and attendance as…
Descriptors: Undergraduate Students, Chemistry, Classroom Techniques, Multimedia Instruction
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Matthews, Wendy; Johnson, Daniel C. – International Journal of Teaching and Learning in Higher Education, 2017
The purpose of this inter-university project was to explore pre-service teachers' perceptions of collaboration and use of online technology. Twenty-two undergraduate music education majors from two separate universities participated in an eleven-week collaborative project to develop, teach, and self-assess general music lesson plans via a variety…
Descriptors: Preservice Teachers, Ethics, Legal Problems, Barriers
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Turner, Windi D.; Solis, Oscar J.; Kincade, Doris H. – International Journal of Teaching and Learning in Higher Education, 2017
In response to the diverse needs of individual students--their unique abilities, interests, learning styles, and cultural backgrounds--K-12 teachers have been using differentiated instruction, supported by research, for decades. While positive results have been shown in K-12 education, the literature to support differentiated instruction in higher…
Descriptors: Individualized Instruction, Large Group Instruction, Research Universities, Instructional Innovation
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Steiner, Hillary H. – International Journal of Teaching and Learning in Higher Education, 2016
Success in college requires the development of self-regulated learning strategies that move beyond high school skills. First-year students of all ability levels benefit when given instruction in how to use these strategies in an authentic context. This paper presents an instructional method that requires deliberate practice of self-regulated…
Descriptors: Learning Strategies, College Freshmen, Teaching Methods, Assignments
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Iwai, Yuko – International Journal of Teaching and Learning in Higher Education, 2016
This study examined the impact of explicit instruction on metacognitive reading strategies among 18 K-8 teacher candidates in a literacy methods course. They received weekly explicit intervention about these strategies over one semester. Collected data included pre- and post-scores of the Metacognitive Awareness of Reading Strategies Inventory…
Descriptors: Methods Courses, Literacy, Metacognition, Reading Strategies
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Yamauchi, Lois A.; Taira, Kazufumi; Trevorrow, Tracy – International Journal of Teaching and Learning in Higher Education, 2016
Engagement is related to important student outcomes such as persistence, retention, and grades. It is key to all students' learning, but it may be particularly important for culturally diverse students who may have fewer models and other resources for keeping themselves engaged. As the institutions of higher education become increasingly…
Descriptors: Instructional Effectiveness, Standards, Teaching Methods, Prior Learning
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Kelly, Lauren – International Journal of Teaching and Learning in Higher Education, 2015
Instructors and researchers often consider peer review an integral part of the writing process, providing myriad benefits for both writers and reviewers. Few empirical studies, however, directly address the relationship between specific methodological changes and peer review effectiveness, especially outside the composition classroom. To…
Descriptors: Peer Evaluation, Biology, Science Instruction, Undergraduate Students
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