item: #1 of 138
          id: josotl-12746
      author: Rosales, Rocío; Soldner, James L.; Crimando, William
       title: Enhancing the impact of quality points in interteaching
        date: 2014-10-02
       words: 4580
      flesch: 54
     summary: Effects of corrective feedback delivered via wireless technology on preservice teacher performance and student behavior. Overall, average scores were indicative of a difference in letter grade (e.g., ‘C+’ with quality points contingency compared to ‘C-’ without quality points contingency).
    keywords: behavior; contingency; feedback; interteaching; performance; points; quality; students
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        item: #2 of 138
          id: josotl-13315
      author: Cydis, Susan; Galantino, Mary Lou; Hood, Carra; Padden, Mary; Richard, Marc
       title: Integrating and Assessing Essential Learning Outcomes: Fostering Faculty Development and Student Engagement
        date: 2015-06-05
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #3 of 138
          id: josotl-1578
      author: Isaacson, Randy
       title: Why JoSOTL and Why Now?
        date: 2001-01-01
       words: 3481
      flesch: 51
     summary: Defining the Scholarship of Teaching and Learning and Making it Public As we begin the new century we have an opportunity to promote the scholarship of teaching and learning in an environment which is more receptive to the significant contributions of the study of effective instruction, student learning, and the expertise of the pedagogues of the disciplines. To take advantage of the opportunity to define the role of the scholarship of teaching and learning it is critical to start with a general definition of scholarship.
    keywords: colleagues; discussion; education; journal; learning; scholarship; teaching
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        item: #4 of 138
          id: josotl-1579
      author: Osborne, Randall
       title: A Model of Student Success: Critical thinking and 'At-Risk' Students
        date: 2001-01-01
       words: 3346
      flesch: 54
     summary: Data from the groups was then plotted to show the relationship between the costs of critical thinking (the spending of the money) Critical thinking and student success - 10 and the benefits of critical thinking (the critical thinking score). Additionally, the data strongly suggest Critical thinking and student success - 16 that the process of critical thinking can be taught and modeled well enough in one semester to initiate some long-term change.
    keywords: course; information; psychology; students; success; thinking
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        item: #5 of 138
          id: josotl-1580
      author: Milner-Bolotin, Marina; Svinicki, Marilla
       title: Teaching Physics of Everyday Life: Project-based instruction and a collaborative work in undergraduate physics course for nonscience majors
        date: 2001-01-01
       words: 6540
      flesch: 54
     summary: Today it is widely accepted that students do not come to the science classrooms as blank slates. As it was outlined by Blumenfeld et al.: Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation.
    keywords: course; group; instructor; learning; majors; pbi; project; research; science; students; work
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        item: #6 of 138
          id: josotl-1581
      author: Kern, Beth
       title: Using Role Play Simulation and Hands-on Models to Enhance Students' Learning Fundamental Accounting Concepts
        date: 2001-01-01
       words: 6436
      flesch: 56
     summary: To assess if the exercise enhances student learning, other sections of the same accounting course learned identical subject matter with a lecture format. This study extends upon prior work by not only documenting the use of role play simulation, but by also providing an assessment of student learning.
    keywords: = =; accounting; assets; firm; learning; owners; play; role; simulation; students
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        item: #7 of 138
          id: josotl-1582
      author: None
       title: None
        date: 2012-01-05
       words: 2776
      flesch: 53
     summary: Scholarly teaching is teaching that is well grounded in the sources and resources appropriate to the field. Scholarly teaching should also model the methods and values of a field, avoiding dogma and the mystification of evidence, argument and warrant.
    keywords: case; learning; scholarship; teaching; work
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        item: #8 of 138
          id: josotl-1583
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #9 of 138
          id: josotl-1584
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #10 of 138
          id: josotl-1585
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #11 of 138
          id: josotl-1586
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #12 of 138
          id: josotl-1587
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #13 of 138
          id: josotl-1588
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #14 of 138
          id: josotl-1589
      author: None
       title: None
        date: 2012-01-05
       words: 2519
      flesch: 61
     summary: Classroom research: Implementing the scholarship of teaching. Mettetal, G.and Cowan, P. (2000), Assessing learning through classroom research: The Supporting Teachers As Researchers Project (STAR).
    keywords: action; car; classroom; learning; research; teaching
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        item: #15 of 138
          id: josotl-1590
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #16 of 138
          id: josotl-1591
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #17 of 138
          id: josotl-1592
      author: Kern, Gary
       title: Developing Our Community
        date: 2012-02-25
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #18 of 138
          id: josotl-1593
      author: Bower, Nathan
       title: Development of a Simple Mathematical Predictor of Student Performance in General Chemistry
        date: 2012-02-25
       words: 5265
      flesch: 51
     summary: In addition to being used for admissions and financial aid, these tests are also sometimes used to replace college-wide requirements and for placement in courses.5 Some years ago, Pickering did an interesting long-term study using the SAT math score to identify students a priori who were expected to do poorly in General Chemistry. Despite the disheartening results in Pickering’s study, science teachers continue to try to identify which students are likely to need help as early as possible.
    keywords: chemistry; class; course; general; journal; learning; math; sat; students
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        item: #19 of 138
          id: josotl-1594
      author: Moskal, Barbara
       title: Improving the Instruction of Engineering Calculus: Responding to Student Feedback
        date: 2012-02-25
       words: 5697
      flesch: 60
     summary: Responding to Student Feedback 1 Running Header: RESPONDING TO STUDENT FEEDBACK Improving the Instruction of Engineering Calculus: Responding to Student Feedback Barbara M. Moskal Colorado School of Mines bmoskal@mines.edu A great deal of research has been completed that examines the validity and reliability of student course evaluations.
    keywords: assessment; calculus; course; feedback; group; response; students; survey; web
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        item: #20 of 138
          id: josotl-1595
      author: Daley, Barbara
       title: The Scholarship of Teaching and Learning: Facilitating Adult Learning
        date: 2012-02-25
       words: 4853
      flesch: 63
     summary: So what has this work demonstrated about student learning? Investigating student learning in a problem- based psychology course.
    keywords: concept; learning; mapping; maps; scholarship; students; teaching
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        item: #21 of 138
          id: josotl-1596
      author: Misch, Donald
       title: The Scholarship of Teaching and Learning: Lessons from - Gasp! - Sigmond Freud"
        date: 2012-02-25
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #22 of 138
          id: josotl-1597
      author: Ambers, Rebecca
       title: Effects of Using Singe-Gender Group Exams in a Large, Introductory Geology Class
        date: 2012-02-25
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #23 of 138
          id: josotl-1598
      author: None
       title: None
        date: 2012-01-05
       words: 2533
      flesch: 45
     summary: The investigators found the classroom actions for completing phenomenological research resulted in student research that was philosophically grounded, methodologically sound, and useful to nurses caring for individuals and families with chronic illness. The objective of the course was to teach students to conduct nursing research using a phenomenological approach.
    keywords: experience; illness; nursing; practice; research; students
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        item: #24 of 138
          id: josotl-1599
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #25 of 138
          id: josotl-1600
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #26 of 138
          id: josotl-1601
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #27 of 138
          id: josotl-1602
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #28 of 138
          id: josotl-1603
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #29 of 138
          id: josotl-1604
      author: Clardy, Alan
       title: Integrating Course and Instructional Evaluation with a Learning History Approach
        date: 2012-02-25
       words: 9194
      flesch: 56
     summary: Birnbaum (n.d.) surveyed 208 faculty at California State University, Fullerton on their judgments about the effects of student evaluations on student learning and their teaching practices. While certainly true in the case of student evaluations, this is also true of portfolios, and the potential value of portfolios as a device for aiding student learning is also missed.
    keywords: approach; change; class; comments; course; evaluation; history; information; instructor; integrating; learning; process; student; time
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        item: #30 of 138
          id: josotl-1605
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #31 of 138
          id: josotl-1606
      author: Gary Kern
       title: Microsoft Word - jungst_with_columns_v3_n3.doc
        date: 2011-03-01
       words: 5905
      flesch: 55
     summary: Opportunities to reflect, practice, and see themselves through the eyes of others enhance learning and enable LEA/RNTM participants to achieve student learning. The curricular focus for ongoing participants depends on the needs of the group and what they want to accomplish, but most typically the groups next identify the need to learn about and apply theories and strategies for assessing student learning.
    keywords: classrooms; education; faculty; learning; meetings; paradigm; participants; students; support; teaching
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        item: #32 of 138
          id: josotl-1607
      author: Alessio, Helaine
       title: Student Perceptions About and Performance in Problem-Based Learning
        date: 2012-02-25
       words: 5679
      flesch: 55
     summary: In this study, both quantitative and qualitative data are presented, as well as a naturalistic inquiry method by the instructor, that provide insight into undergraduate and graduate student learning, perceptions, and test performance associated with PBL in a liberal arts college setting. II. Student perceptions of their learning did not correspond with my Alessio, H. Journal of Scholarship of Teaching and Learning, Vol. 4., N. 1, May, 2004.
    keywords: classes; graduate; journal; learning; pbl; problem; students; teaching; traditional; undergraduate
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        item: #33 of 138
          id: josotl-1608
      author: Banker, Teresa
       title: E-Journals: A Benefits Package for Teachers and Students
        date: 2012-02-25
       words: 2663
      flesch: 53
     summary: 39 Finally, many students report that the reflections help them “see” the mathematics from a different perspective that allows for better understanding and contributes to their success as mathematics students. I have found that three basic benefits for the professor arise from student reflections.
    keywords: journal; mathematics; professor; students
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        item: #34 of 138
          id: josotl-1609
      author: Fife, Brian; Losco, Joseph
       title: Reexamining Carnegie Research Institutions: Evidence from IPEDS Data
        date: 2012-02-25
       words: 5036
      flesch: 40
     summary: Reexamining Carnegie research institutions: Evidence from IPEDS data Brian L. Fife and Joseph Losco1 Abstract: Officials at the Carnegie Foundation for the Advancement of Teaching changed the system that had been used to classify institutions of higher education in 2000. In light of the fact that more undergraduates receive baccalaureate degrees at research institutions than at either masters or baccalaureate colleges (Carnegie Foundation for the Advancement of Teaching, 2001, p.20) and considering the recent debate about the relative neglect of undergraduate education at research institutions (Boyer Commission on Educating Undergraduates in the Research University, 1998), it is important to note the magnitude of expenditures all of these institutions devote to instruction relative to other spending categories.
    keywords: colleges; doctoral; institutions; master; public; research; teaching; universities
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        item: #35 of 138
          id: josotl-1610
      author: McKinney, Kathleen
       title: Learning Sociology: Successful Majors Tell their Story
        date: 2012-02-25
       words: 4778
      flesch: 55
     summary: How do sociology students conceptualize learning in our discipline? In addition, the results will have implications for faculty and students in related disciplines, as well as staff involved in support services for student learning in higher education.
    keywords: connections; discipline; faculty; group; learning; sociology; students; study; teaching
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        item: #36 of 138
          id: josotl-1611
      author: Ross, Craig; Lukow, Jennifer
       title: Are Learning Styles a Good Predictor for Integrating Instructional Technology Into a Curriculum?
        date: 2012-02-25
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #37 of 138
          id: josotl-1612
      author: Breedlove, William; Burkett, Tracy; Winfield, Idee
       title: Collaborative Testing and Test Anxiety
        date: 2012-02-25
       words: 4410
      flesch: 57
     summary: The “skills deficit” model claims that high test anxiety students have difficulty learning and organizing material, and that this results in poor test performance (Birenbaum and Pinku 1997; Naveh-Benjamin, McKeachie and Lin 1987; Tobias 1985). The present study used an empirical measure of test anxiety and an experimental design to provide an improved estimate of the effect of collaboration in an evaluative context on test anxiety.
    keywords: anxiety; collaborative; group; learning; students; teaching; test; test anxiety
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        item: #38 of 138
          id: josotl-1613
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #39 of 138
          id: josotl-1614
      author: Finkelstein, Noah
       title: Teaching and learning physics: A model for coordinating physics instruction, outreach, and research
        date: 2012-02-25
       words: 8656
      flesch: 53
     summary: For physics students, the class acts as an amplifier and reorganizing mechanism for their physics knowledge and as portal from physics into education and teaching. Furthermore, in California and elsewhere, a host of political initiatives and educational reforms have challenged the University’s ability to meet its charter commitment to serve all of the state’s population.2 At the same time, studies of service learning programs, those which send university students to engage in community-based activities as part of their education, demonstrate significant and improved outcomes for students engaging in these activities (Astin et al. 2000; SLCH 2003).
    keywords: class; community; content; course; education; finkelstein; journal; learning; physics; research; science; students; teaching; understanding; university
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        item: #40 of 138
          id: josotl-1615
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #41 of 138
          id: josotl-1616
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #42 of 138
          id: josotl-1617
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #43 of 138
          id: josotl-1618
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #44 of 138
          id: josotl-1619
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #45 of 138
          id: josotl-1620
      author: Alison Morris Fitzgerald
       title: Seamon
        date: 2009-10-02
       words: 4033
      flesch: 52
     summary: But communication research doesn’t make it into the classroom nearly as often as it should (Book, 1989), and it receives an even chillier reception in the professional world (Pew Center, 2000). Instructors face a complex task in teaching communication skills and concepts to their students.
    keywords: communication; discipline; educators; journalism; research; scholarship; skills; teaching
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        item: #46 of 138
          id: josotl-1621
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #47 of 138
          id: josotl-1622
      author: Hoyert, Mark; O'Dell, Cynthia
       title: A Brief Intervention to Aid Struggling Students: A Case of Too Much Motivation?
        date: 2012-02-25
       words: 6059
      flesch: 54
     summary: “Validation of a measure of learning and performance goal orientations.” “Classrooms: Goals, structures, and student motivation.”
    keywords: class; examination; goals; grades; intervention; learning; mastery; performance; students
       cache: josotl-1622.pdf
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        item: #48 of 138
          id: josotl-1623
      author: Hughes, Jacqueline
       title: Bridging the Theory-practice Divide: A Creative Approach to Effective Teacher Preparation
        date: 2012-02-25
       words: 3810
      flesch: 56
     summary: Bridging the Theory-practice Divide: A Creative Approach to Effective Teacher Preparation Jacqueline A. Hughes, Ph.D.1 Abstract: Teacher educators need to remain current regarding the challenges that prospective teachers are going to face in their classrooms. I. Introduction Preparing prospective teachers for the realities of today’s classrooms is a complex and challenging undertaking for teacher educators.
    keywords: experience; field; learning; practice; students; teacher; teaching
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        item: #49 of 138
          id: josotl-1624
      author: Isaacson, Randy; Fujita, Frank
       title: Metacognitive Knowledge Monitoring and Self-Regulated Learning
        date: 2012-02-25
       words: 9807
      flesch: 55
     summary: High achieving students were: more accurate at predicting their test results; more realistic in their goals; more likely to adjust their confidence in-line with their test results; and more effective in choosing test questions to which they knew the answers. In the first study of classroom confidence, Shaughnessy (1979) reported high achieving students as being better able to distinguish between known and unknown information.
    keywords: efficacy; goals; journal; learning; points; questions; self; students; study; test
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        item: #50 of 138
          id: josotl-1625
      author: Johnson, Charlene; Brescia, William
       title: Connecting, Making Meaning, and Learning in the Electronic Classroom: Reflections on Facilitating Learning at a Distance
        date: 2012-02-25
       words: 10192
      flesch: 48
     summary: To ensure that the experiences of distance education students especially those in rural, less-developed areas are equitable with students on campus, access arrangements must be made for technological linkages (Anderson, 2001). Establishing a learning community is critical to the success derived from these interactive practices for student learning.
    keywords: class; classes; community; course; distance; education; experiences; f2f; group; instructor; journal; learning; students; teaching
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        item: #51 of 138
          id: josotl-1626
      author: Knowlton, Dave
       title: Rapid Prototyping as Method for Developing Instructional Strategies for Supporting Computer-Mediated Communication Among University Students 
        date: 2012-02-25
       words: 6196
      flesch: 48
     summary: Within the seminars, faculty members sometimes resorted to lecture as a means of orienting the preservice teachers to various educational theories and methods; more often, though, within these seminars, preservice teachers were given opportunities to discuss their experiences in the classroom. While the faculty team and preservice teachers came together for the weekly seminars, communication throughout the rest of the week was difficult.
    keywords: assignment; contributions; design; discussion; preservice; preservice teachers; semester; teachers; week
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        item: #52 of 138
          id: josotl-1627
      author: Kreber, Carolin
       title: Developing the Scholarship of Teaching Through Transformative Learning
        date: 2012-02-25
       words: 10039
      flesch: 50
     summary: All we ask through content reflection is “what do I presently know about how to solve this problem?” Process reflection, on the other hand, is focused on the effectiveness of the problem- solving strategy itself. In process reflection we find out whether what we do works by seeking some form of evidence for its “effectiveness” (which in some case is better interpreted as “meaningfulness” or “conscientiousness”).
    keywords: content; education; goals; knowledge; kreber; learning; premise; process; reflection; scholarship; students; teaching
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        item: #53 of 138
          id: josotl-1628
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #54 of 138
          id: josotl-1666
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #55 of 138
          id: josotl-1667
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #56 of 138
          id: josotl-1668
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #57 of 138
          id: josotl-1669
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #58 of 138
          id: josotl-1670
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #59 of 138
          id: josotl-1671
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #60 of 138
          id: josotl-1672
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #61 of 138
          id: josotl-1673
      author: Urtel, Mark; Bahamonde, Rafael; Mikesky, Alan; Vessely, Jeff
       title: On-line quizzing and its effect on student engagement and academic performance
        date: 2012-02-25
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #62 of 138
          id: josotl-1674
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #63 of 138
          id: josotl-1675
      author: Pryor, Caroline; Sloan, Kris; Amobi, Funmi
       title: Three professors’ teaching philosophy of education: Strategies and considerations for undergraduate courses
        date: 2012-02-25
       words: 11969
      flesch: 52
     summary: Foundational knowledge in teacher education (philosophy, history and sociology of education) has long afforded teachers a means for self-knowledge about their beliefs about the goals of education—a self-knowledge that leads to clarity in making classroom decisions (Feinberg & Soltis, 2004; Oliva, 2005; Wactler, 1990 and others). Teaching about philosophical foundations of education has a long-standing and well- regarded position in teacher education, a status that has remained fundamentally unchanged (Hlebowitsh, 2005, Oliva, 2004; Tanner & Tanner, 1995).
    keywords: approach; beliefs; classroom; coherence; course; education; executive; journal; learning; philosophy; poes; preservice; professor; pryor; students; teacher; teaching
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        item: #64 of 138
          id: josotl-1676
      author: Stickels, John ; Dobbs, Rhonda
       title: Helping Alleviate Statistical Anxiety with Computer Aided Statistics Classes
        date: 2012-02-25
       words: 6198
      flesch: 57
     summary: One newer strategy teachers use to reduce statistical anxiety is by incorporating computer use into statistics classes (Collins, Oberg, and Shera, 1989). Prior to the redesign, statistics classes were taught in a traditional lecture style format to sections of 240 students by full time faculty.
    keywords: agree; class; computer; non; question; statistics; students
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        item: #65 of 138
          id: josotl-1677
      author: Venglar, Mollie; Theall, Michael
       title: Case-Based Ethics Education in Physical Therapy
        date: 2012-02-25
       words: 5871
      flesch: 53
     summary: 64-76. Case-Based Ethics Education in Physical Therapy Mollie Venglar and Michael Theall1 Abstract: Physical therapist students often think ethics content to be less relevant than other course material. Historically, physical therapist students are taught ethics content in a remote, nearly third person, sense.
    keywords: care; case; content; course; ethics; patient; physical; students; teaching
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        item: #66 of 138
          id: josotl-1678
      author: Weber, Ronald; Gabbert, Ann; Kropp, Joanne; Pynes, Patrick
       title: Creating the Teaching Professor: Guiding Graduate Students to Become Effective Teachers
        date: 2012-02-25
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #67 of 138
          id: josotl-1679
      author: amorrisf
       title: Microsoft Word - WiersemaFINAL
        date: 2007-07-26
       words: 9654
      flesch: 61
     summary: And, finally, we offer suggestions for post-secondary educators in charge of student learning. While a full discussion of the reflective nature of intelligence is beyond the scope of this paper, the basic notion of engaging students in meaningful reflection fits with the active processing suggested by Caine and Caine (1994).
    keywords: class; development; growth; journal; learning; processing; reflection; students; teaching; thinking; time
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        item: #68 of 138
          id: josotl-1680
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #69 of 138
          id: josotl-1681
      author: Smith, Julie; Jacob, Greg; Faaleava, Toeutu
       title: Assessment of Student Learning about Native American Cultures in a Team Developed Interdisciplinary Freshmen Course
        date: 2012-02-25
       words: 6587
      flesch: 59
     summary: Macrae et al (1994) demonstrated that when asked to suppress stereotypes students could do so. Feedback on what students enjoyed about the classes did indicate that class discussions and working with other students was pedagogically important to them.
    keywords: class; classes; content; instructor; land; learning; native; question; students; teaching; thinking
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        item: #70 of 138
          id: josotl-1682
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #71 of 138
          id: josotl-1684
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
       cache: josotl-1684.htm
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        item: #72 of 138
          id: josotl-1687
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #73 of 138
          id: josotl-1692
      author: Ellison, Vickie
       title: A Preliminary Framework for Teachers who Teach Spanish to native-speakers
        date: 2012-02-25
       words: 60
      flesch: 42
     summary: A Preliminary Investigation of Pedagogical Content Knowledge and Techniques in the Teaching of Spanish to Native Speakers Vickie R. Ellison1 The author has withdrawn this article. 1 Department of Modern and Classical Languages, Kent State University, 109 Satterfield Hall, Kent, Ohio 44278, vellison@kent.edu.
    keywords: teaching
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        item: #74 of 138
          id: josotl-1694
      author: Stucky, Thomas
       title: Investigating Whether Contacting Absent Students Increases Course Success
        date: 2012-02-25
       words: 5147
      flesch: 57
     summary: Investigating Whether Contacting Absent Students Increases Course Success Thomas D. Stucky1 Abstract: Studies suggest that student attendance in college classes increases course success. Yet, surprisingly few studies have examined strategies to increase student attendance.
    keywords: attendance; class; contacts; course; grade; instructor; students; success
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        item: #75 of 138
          id: josotl-1696
      author: Young, Andria; Fry, Jane
       title: Metacognitive Awareness and Academic Achievement in College Students
        date: 2012-02-25
       words: 4806
      flesch: 54
     summary: Schraw and Dennison (1994) also tested the convergent validity of the MAI by comparing MAI scores with other measures thought to be related to metacognition such as pre- test monitoring ability, actual test performance and the ability to accurately monitor test performance. Correlations between MAI scores and broad measures of Achievement.
    keywords: cognition; factor; knowledge; mai; metacognitive; regulation; students
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        item: #76 of 138
          id: josotl-1705
      author: Dillon, Randy
       title: How Alumni Narratives of Intercultural Competence Can Inform the Scholarship of Teaching and Learning of Intercultural Communication
        date: 2012-02-25
       words: 7336
      flesch: 57
     summary: When asked what issue of diversity will need to be focused on in the future and likewise should be emphasized in intercultural communication courses, six of the eight participants put social class issues at the top. 46 Mary and her fellow alums from the “real world” of intercultural competence have been invited back into my classroom to share their knowledge, their skills, and their motivations about intercultural communication competence with my current and future students.
    keywords: class; communication; competence; course; diversity; experiences; learning; participants; personal; scholarship; students; teaching
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        item: #77 of 138
          id: josotl-1717
      author: Meyer, Kristine; Licklider, Barbara; Wiersema, Janice
       title: My life in a bag and other stories: On the road to resiliency
        date: 2012-02-25
       words: 8406
      flesch: 58
     summary: Students who display resilient behaviors possess the ability to “bounce back” from challenges or adversity and are able to cope with the stressors inevitable to college students (Benard 1993, p. 44). As the co-facilitators and faculty listened to and observed the students in class, it became evident that there were a number of students who really had made their own meaning of resiliency and were beginning to make important connections to their lives as college students.
    keywords: journal; learning; life; meaning; resiliency; self; stories; story; students; study; teaching
       cache: josotl-1717.pdf
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        item: #78 of 138
          id: josotl-1721
      author: Williamson Sullenberger, Sabrina; Chang, Valerie
       title: Enhancing the success of SOTL research: A case study using modified Problem-Based Learning in social work education
        date: 2012-02-25
       words: 5067
      flesch: 61
     summary: To enhance student learning, the field practicum seminar should emphasize the concepts learned in the previous course and require students to use the same MPBL case questions as they work with actual clients. As indicated in preceding paragraphs, each author believed that utilizing MPBL in practice classes was the best way to teach social work students how to think like professional social workers.
    keywords: case; course; learning; social; students; teaching; test; work
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        item: #79 of 138
          id: josotl-1735
      author: Cardetti, Fabiana; Khamsemanan, Nirattaya; Orgnero, M. Carolina
       title: Insights Regarding the Usefulness of Partial Notes in Mathematics Courses
        date: 2012-02-25
       words: 6277
      flesch: 55
     summary: Improving the quality of student notes. Insights regarding the usefulness of partial notes in mathematics courses Fabiana Cardetti1, Nirattaya Khamsemanan2, and M. Carolina Orgnero3 Abstract: Note-taking is a widespread practice used by college students to record information from lectures.
    keywords: examination; instructor; journal; learning; lecture; notes; semester; students; taking
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        item: #80 of 138
          id: josotl-1740
      author: Kaufka, Beth
       title: Beyond the classroom: a case study of first-year student perceptions of required student-faculty conferences
        date: 2012-02-25
       words: 5410
      flesch: 62
     summary: , it should be noted that nationwide, “The student landscape is dotted with almost as many profiles as there are students, and our thinking about first year students should reflect their diversity…The average age is slightly over 25 (Ishler, 2005, p.17). Both prioritize easy teaching and their own careers, and both unfortunately fail to demonstrate real concern for student learning and tend to represent a cold institution that sees students as numbers.
    keywords: conferences; course; faculty; help; learning; students; time; year
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        item: #81 of 138
          id: josotl-1803
      author: Slade Jr., John R.
       title: The student-authored essay as a teaching tool
        date: 2012-02-25
       words: 5447
      flesch: 51
     summary: The questionnaire categorized the writing models as “student essays” and “professional essays,” was administered the last day of class, and requested the following assessments from students: which category more clearly represented the concepts taught during the semester, which category they referenced more often when applying the concepts to their own writing, and which category they recommended for future sections of the course. It is necessary to note that students tended to provide their own gloss to the two core terms used in the survey: professional essay and student essay.
    keywords: a&t; essays; learning; students; study; teaching; topic; writers; writing
       cache: josotl-1803.pdf
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        item: #82 of 138
          id: josotl-1806
      author: Ginsberg, Ed.D., Sarah M.; Bernstein, Jeffrey L.
       title: Growing the scholarship of teaching and learning through institutional culture change
        date: 2012-02-25
       words: 6906
      flesch: 50
     summary: Thus, SOTL work has the potential not only to advance teaching and learning generally, but also to focus these advancements within one’s disciplinary home; engaging in SOTL does not mean turning one’s back on disciplinary work. One of our primary goals was to increase the visibility and recognition of SOTL work happening on our campus.
    keywords: change; conference; culture; faculty; learning; scholarship; sotl; support; teaching; work
       cache: josotl-1806.pdf
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        item: #83 of 138
          id: josotl-1826
      author: Lewis, Deborah; Virden, Tom; Smith Hutchings, Philinda; Bhargava, Ruchi
       title: The Key to Everything: Aiming for Artistry by Integrating Reflective Practice in Competence Assessment in a Professional Psychology Program
        date: 2012-02-25
       words: 10445
      flesch: 43
     summary: The goal of the CAMP was not only to achieve and measure student competence, but to create an environment where students and faculty participate in ongoing reflection and even, aspire to artistry. Finding better ways to assess student competence is a focus of many professional programs, but innovation can be disconcerting.
    keywords: areas; assessment; camp; competence; development; knowledge; learning; practice; professional; program; psychology; reflection; self; students
       cache: josotl-1826.pdf
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        item: #84 of 138
          id: josotl-1834
      author: Powell, Selma; Straub, Carrie; Rodriguez, Jacqueline; VanHorn, Barbara
       title: Using clickers in large college psychology classes: Academic outcomes and perceptions
        date: 2012-02-25
       words: 5367
      flesch: 48
     summary: Publicly examining student responses achieves a variety of objectives, which include but are not limited to, assessment of student understanding, increasing student engagement in the lesson, and providing students with a venue for objectively self-assessing their knowledge of the subject area (Mayer et al., 2009). Clickers, also referred to as electronic response systems, personal response systems, audience response systems, classroom communication systems, or student response systems, allow students to individually respond to closed-ended questions posed by the instructor.
    keywords: class; clickers; college; learning; psychology; research; students; technology; use
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        item: #85 of 138
          id: josotl-1886
      author: Journal of the Scholarship of Teaching and Learning, Editor,
       title: Complete Issue Volume 6 Issue 1
        date: 2012-03-29
       words: 62997
      flesch: 52
     summary: However, simple placement of student teachers in the field does not automatically result in a valuable experience for the teacher candidate (Zeichner, 1990). Establishing a learning community is critical to the success derived from these interactive practices for student learning.
    keywords: august; class; classroom; college students; course; development; discussion; distance; education; education students; experience; goals; group; instructional; instructor; interactions; intervention; journal; knowledge; learning; level; material; mean; new; non; number; participation; percentage; performance; preservice; process; psychology; questions; reflection; research; scholarship; self; semester; student learning; students; study; talkers; teachers; teaching; test; time; understanding; university; vol; white
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        item: #86 of 138
          id: josotl-1894
      author: Journal of the Scholarship of Teaching and Learning, Editor,
       title: Complete Issue Volume 9 Issue 2
        date: 2012-03-29
       words: 60064
      flesch: 57
     summary: To enhance student learning, the field practicum seminar should emphasize the concepts learned in the previous course and require students to use the same MPBL case questions as they work with actual clients. The research group developed a self-report instrument, the Connected Classroom Climate Inventory (CCCI) (Dwyer et al., 2004) (Appendix I), to understand how student connectedness relates to student learning (Prisbell et al, 2009) and communication apprehension (Carlson et al., 2006).
    keywords: answer; behaviors; case; class; classroom; college; communication; community; course; discussion; education; events; example; experience; faculty; help; journal; june; law; learning; member; method; new; participants; pedagogy; personal; point; practice; problem; professor; questions; relationships; research; scholarship; score; social; socratic; somewhat; sop; stalking; student learning; students; study; teacher; teaching; time; turning; university; use; vol; work
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        item: #87 of 138
          id: josotl-19267
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
       cache: josotl-19267.htm
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        item: #88 of 138
          id: josotl-19843
      author: None
       title: josotl-19843
        date: 2016-12-21
       words: 6958
      flesch: 50
     summary: Keywords: withdrawal, ‘DFW’ attrition, college students, student success, retention, persistence to graduation, drop-out prevention, drop-out research Introduction Recounting examples drawn from meta-analyses, Oyserman lays fertile ground for scholarly teachers and teacher scholars to excavate, perhaps including action research in classroom to implement and test student success strategies.12 Similarly, college students who develop confidence by seeing themselves doing better are more likely to be self-sustaining through a challenge, especially with timely support.
    keywords: academic; college; course; december; journal; learning; ramachandran; scholarship; students; success; teaching; university; withdrawal; wyandotte
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        item: #89 of 138
          id: josotl-2018
      author: Cao, Li
       title: Differences in procrastination and motivation between undergraduate and graduate students
        date: 2012-06-19
       words: 12402
      flesch: 43
     summary: Future research might employ observation of actual procrastination behavior as an additional, confirmatory measure of student procrastination. Research shows that undergraduate student procrastination is related to gender, laziness, and difficulty in making decisions (Özer, Demir, & Ferrari, 2009; Schouwenbury, 2004), perfectionism and control
    keywords: avoidance; beliefs; efficacy; goal; graduate students; journal; learning; motivation; orientation; performance; procrastination; research; results; self; students; undergraduate
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        item: #90 of 138
          id: josotl-2037
      author: Cromer, Lisa
       title: Who says: “No Fair!”? What Personality and an Experiment in Educational Value Tell Us about Perceptions of Costs and Benefits of Research Pool Requirements
        date: 2013-08-05
       words: 10726
      flesch: 48
     summary: We summarize the literature relevant to United States research pools and then focus on the issue of costs and benefits for research participants. Objective measures of educational benefits have shown that research participants learn from their research experiences.
    keywords: assignment; benefits; experience; hsp; journal; learning; participants; participation; personality; psychology; requirement; research; students; study
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        item: #91 of 138
          id: josotl-20845
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #92 of 138
          id: josotl-21152
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #93 of 138
          id: josotl-2150
      author: Taylor, Annette; Kowalski, Patricia
       title: Students’ Misconceptions in Psychology: How You Ask Matters…Sometimes
        date: 2012-09-05
       words: 5499
      flesch: 59
     summary: The present study compared true/false with forced choice formats to determine whether the formats give different estimates of student misconceptions. josotl.indiana.edu 64 therefore, would overestimate student misconceptions.
    keywords: choice; format; items; kowalski; misconceptions; psychology; students; taylor; teaching
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        item: #94 of 138
          id: josotl-21763
      author: Palombaro, Kerstin M; Black, Jill D; Dole, Robin L; Pierce, Jessica L; Santiago, Marisa R; Sabara, Edward J
       title: Assessing the Development of Civic Mindedness in a Cohort of Physical Therapy Students
        date: 2017-11-02
       words: 5063
      flesch: 49
     summary: The purpose of this paper is 1) to measure the development of civic- mindedness in a cohort of physical therapy students exposed to a variety of civic engagement programs and service-learning courses and 2) to determine if there is a difference in civic- mindedness between Student Board members and their classmates. Examining the role of service-learning on development of professionalism in doctor of physical therapy students: A case report.
    keywords: civic; community; journal; learning; mindedness; palombaro; physical; service; students; therapy; year
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        item: #95 of 138
          id: josotl-21885
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #96 of 138
          id: josotl-22350
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #97 of 138
          id: josotl-22448
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #98 of 138
          id: josotl-22849
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
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        item: #99 of 138
          id: josotl-23174
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #100 of 138
          id: josotl-23373
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #101 of 138
          id: josotl-23455
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #102 of 138
          id: josotl-23921
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
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        item: #103 of 138
          id: josotl-24487
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #104 of 138
          id: josotl-26774
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
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        item: #105 of 138
          id: josotl-27648
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
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        item: #106 of 138
          id: josotl-29489
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #107 of 138
          id: josotl-31185
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
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        item: #108 of 138
          id: josotl-3123
      author: Meretsky, Vicky J.; Woods, Teresa A.N.
       title: A novel approach for practitioners in training: A blended-learning seminar combining experts, students and practitioners
        date: 2013-06-03
       words: 6971
      flesch: 44
     summary: Although Pace and Middendorf discuss training students to become experts in academic disciplines, an analogous process that might be called decoding the practices is clearly called for in training practitioners and indeed is an apt paraphrase of the approach advocated in Schön (1987). Eight were somewhat or extremely likely to consider an agency-university mix. C. Student responses regarding interactions with agency practitioners.
    keywords: agency; class; course; discussion; distance; format; learning; practice; practitioners; students; teaching; training
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        item: #109 of 138
          id: josotl-3127
      author: Samuelson, Beth Lewis; Smith, Ross; Stevenson, Eleanor; Ryan, Caitlin
       title: A case study of youth participatory evaluation in co-curricular service learning
        date: 2013-06-03
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #110 of 138
          id: josotl-3139
      author: Brackenbury, Tim
       title: A qualitative examination of connections between learner-centered teaching and past significant learning experiences
        date: 2012-12-10
       words: 8842
      flesch: 53
     summary: Despite this, significant learning experiences do occur, as evidenced by instructors and students who can easily recall past learning experiences that were engaging and lead to meaningful and lasting change. A qualitative examination of connections between learner-centered teaching and past significant learning experiences Tim Brackenbury1 Abstract: Learner-centered teaching is a collection of instructional practices that shift the emphasis of courses from the instructors’ goals and methods of delivery to the knowledge and skills that the students develop.
    keywords: content; experiences; instructor; knowledge; learner; learning; learning experiences; participants; past; research; students; teaching
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        item: #111 of 138
          id: josotl-3142
      author: Chenneville, Tiffany; Toler, Susan; Gaskin-Butler, Vicki T
       title: Civic engagement in the field of Psychology
        date: 2012-12-10
       words: 8670
      flesch: 41
     summary: However, as Rosenthal, McKnight, and Price (2001) demonstrate, confusion persists about the standard level of training for psychologists, even among undergraduate psychology students. Therefore, it is the responsibility of faculty to educate both students and community partners about the appropriate role of undergraduate psychology students.
    keywords: activities; community; course; engagement; faculty; issues; journal; learning; psychology; service; students; teaching; undergraduate
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        item: #112 of 138
          id: josotl-3143
      author: Grant, Airdre; O'Reilly, Meg
       title: From herb garden to wiki: Responding to change in naturopathic education through scholarly reflection
        date: 2012-12-10
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #113 of 138
          id: josotl-3147
      author: Rooks, Ronica Nicole; Rael, Christine Tagliaferri
       title: Enhancing curriculum through service learning in the social determinants of health course
        date: 2013-05-31
       words: 7759
      flesch: 54
     summary: In addition, service learning is valuable to undergraduate public health students because it provides practical field experience in a discipline where there are few internship opportunities for undergraduates. Despite positive survey ratings, results showed decreased student agreement about SLP facilitating student learning.
    keywords: cbos; community; course; health; journal; learning; post; research; service; service learning; slp; students; test
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        item: #114 of 138
          id: josotl-31471
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #115 of 138
          id: josotl-3217
      author: Kantar, Lina D.
       title: Demystifying instructional innovation: The case of teaching with case studies
        date: 2013-05-31
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #116 of 138
          id: josotl-32461
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #117 of 138
          id: josotl-32483
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #118 of 138
          id: josotl-32675
      author: None
       title: josotl-32675
        date: 2023-04-04
       words: 7876
      flesch: 43
     summary: Scaffolding the development of student research skills for capstone experiences: A multi-disciplinary approach. Research findings demonstrate that Experienced undergraduate research students (i.e., those who participated in more than two semesters of undergraduate research activities) had significantly higher GPAs at graduation when compared to Novice and control group students who were matched on first term GPA, STEM/Non-STEM related major, and number of transfer credits at the time of sampling.
    keywords: control; experience; gpa; graduation; journal; novice; post; research; stem; students; study; undergraduate
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        item: #119 of 138
          id: josotl-32846
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #120 of 138
          id: josotl-33163
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #121 of 138
          id: josotl-33190
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #122 of 138
          id: josotl-33257
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #123 of 138
          id: josotl-33351
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #124 of 138
          id: josotl-33413
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #125 of 138
          id: josotl-33527
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
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        item: #126 of 138
          id: josotl-33543
      author: TEMP
       title: josotl-33543
        date: 2023-06-30
       words: 8468
      flesch: 49
     summary: We offer a rationale for and concrete pathways toward crafting more empathetic and productive stories about Gen Z students, which in turn allow us to develop teaching and assessment strategies that better align with our student-centered missions. Now imagine that instead of a party, you are entering your classroom, and instead of an individual, you are facing a roomful of Gen Z students (those born after 1996).
    keywords: bayers; blank; camfield; college; gen; gen z; journal; june; learning; stories; students; support; teaching; vol; work
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        item: #127 of 138
          id: josotl-33715
      author: Chambers, Alex Wayne;  Harkins Monaco, Elizabeth
       title: Increasing Student Engagement with Instructor Feedback using Criteria-Based Rubrics as a tool for Self-Assessment
        date: 2023-06-30
       words: 1831
      flesch: 47
     summary: This paper describes a strategy for using student created rubrics as self-assessment tools to increase student engagement. The addition of terms that indicate proficiency clarifies the quality of student work, as opposed to simply using numerical scores.
    keywords: criteria; performance; students
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        item: #128 of 138
          id: josotl-33756
      author: Pierce, Elizabeth
       title: Why Faculty Underestimate Low-Income Students’ Family Responsibilities
        date: 2023-06-30
       words: 8563
      flesch: 48
     summary: This is not to say that educated middle class families (faculty or otherwise) always live out their visions of family life (Hansen, 2004). I suspect extra-nuclear relationships play a more important role in determining the number of family obligations students feel themselves to have.
    keywords: care; children; class; college; faculty; families; family; income; journal; members; nuclear; parents; people; responsibilities; students; time
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        item: #129 of 138
          id: josotl-3447
      author: Franz, Timothy; Green, Kris
       title: The impact of an interdisciplinary learning community course on psuedoscientific reasoning in first-year science students
        date: 2013-09-30
       words: 8037
      flesch: 54
     summary: Table 4. Means and standard deviations for post-test paranormal beliefs scale and each subscale from students in our class (n = 43) compared to means from the faculty (n = 86) and other students (n = 228). Student belief and involvement in the paranormal and performance in introductory psychology.
    keywords: beliefs; college; course; items; journal; learning; paranormal; reasoning; science; students; subscale; teaching; thinking
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        item: #130 of 138
          id: josotl-3452
      author: Miretzky, Debra
       title: From rationalization to reflection: One teacher education law class
        date: 2013-08-06
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
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        item: #131 of 138
          id: josotl-3654
      author: Fish, Reva M.; Hura, Gerri M.
       title: Student's perceptions of plagiarism
        date: 2013-08-29
       words: 6163
      flesch: 53
     summary: Faculty and students tend to overestimate the frequency of student plagiarism (Engler et al., 2008; University student online plagiarism.
    keywords: author; document; ideas; journal; learning; plagiarism; students; teaching; types
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        item: #132 of 138
          id: josotl-3895
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
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        item: #133 of 138
          id: josotl-3931
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #134 of 138
          id: josotl-4170
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #135 of 138
          id: josotl-4217
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #136 of 138
          id: josotl-4218
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #137 of 138
          id: josotl-5031
      author: Aagaard, Lola; Conner II, Timothy W.; Skidmore, Ronald L.
       title: College textbook reading assignments and class time activity
        date: 2014-08-01
       words: 5761
      flesch: 58
     summary: Although we seem to understand the basic nature of college students and the use (or lack thereof) of course texts and other readings outside of the classroom, related questions left somewhat unaddressed deal not only with what professors might do to compel student reading outside of class, but also with what students might prefer professors do with the time they share together learning within the classroom context. As lack of student reading prior to class time necessarily limits the depth to which professors can engage learners with important course concepts, studies of methods by which to compel students to read the course text and reading materials have been conducted.
    keywords: class; group; learning; material; reading; students; teaching; textbook; use
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        item: #138 of 138
          id: josotl-5071
      author: Massengale, Kelley Erin Carpenter; Childers-McKee, Cherese; Benavides, Aerin
       title: Exploration of undergraduate preservice teachers' experiences learning advocacy: A mixed-methods study
        date: 2014-05-22
       words: 9042
      flesch: 44
     summary: The news story allowed the students to review what they had learned during the lesson and to connect it to the real life experience of a student, someone they may have been able to relate to. Advocacy letter writing activity At the end of the advocacy lesson, preservice teachers were given an assignment to write advocacy letters of their own. In this mixed methods study, we worked with 21 preservice teachers through advocacy letter writing activities and collected data from pre/post surveys and focus group discussions to explore the impact of such pedagogy.
    keywords: advocacy; advocate; beliefs; education; focus; learning; letter; participants; preservice; research; students; teachers; teaching; undergraduate
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