Works matching IS 21674779 AND DT 2022 AND VI 10 AND IP 1
Results: 13
Becoming Teaching & Learning Inquiry: Celebrating Our 10<sup>th</sup> Anniversary.
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- Teaching & Learning Inquiry, 2022, v. 10, n. 1, p. 1
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Teaching & Learning Inquiry Reviews.
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- Teaching & Learning Inquiry, 2022, v. 10, n. 1, p. 1
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Decoding the Disciplines as a Pedagogy of Teacher Education.
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- Teaching & Learning Inquiry, 2022, v. 10, n. 1, p. 1
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Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Course: A Case Study.
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- Teaching & Learning Inquiry, 2022, v. 10, n. 1, p. 1
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Increasing Accessibility to Academic Support in Higher Education for Diverse Student Cohorts.
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- Teaching & Learning Inquiry, 2022, v. 10, n. 1, p. 1
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Developing Students' Intercultural Sensitivity at the Home Campus: An Innovative Approach Using the Theory of the Creative Action Methodology Pedagogy.
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- Teaching & Learning Inquiry, 2022, v. 10, n. 1, p. 1
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Instructors' Perspectives of Challenges and Barriers to Providing Effective Feedback.
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- Teaching & Learning Inquiry, 2022, v. 10, n. 1, p. 1
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The Effect of Collaborative Learning on Academic Motivation.
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- Teaching & Learning Inquiry, 2022, v. 10, n. 1, p. 1
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Examining Course-Level Conceptual Connections Using a Card Sort Task: A Case Study in a First-Year, Interdisciplinary, Earth Science Laboratory Course.
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- Teaching & Learning Inquiry, 2022, v. 10, n. 1, p. 1
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Audience Matters: Multimodal Projects Across Three International Case Studies.
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- Teaching & Learning Inquiry, 2022, v. 10, n. 1, p. 1
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Scaffolding Understanding of Scholarly Educational Research Through Teacher/Student Conferencing and Differentiated Instruction.
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- Teaching & Learning Inquiry, 2022, v. 10, n. 1, p. 1
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Delving into Institutional Diversity Messaging: A Cross-Institutional Analysis of Student and Faculty Interpretations of Undergraduate Experiences of Equity, Diversity, and Inclusion in University Websites.
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- Teaching & Learning Inquiry, 2022, v. 10, n. 1, p. 1
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The Role of Self-Efficacy in the Thesis-Writing Experiences of Undergraduate Honors Students.
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- Teaching & Learning Inquiry, 2022, v. 10, n. 1, p. 1
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- Article