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Submissions from 2014

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Contradictory and Missing Voices in English Education: An Invitation to English Faculty, Emily R. Smith, Faith-Anne Dohm, and Betsy Bowen

Submissions from 2013

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Psychological Reactance and Resistance Intention in the Classroom: Effects of Perceived Request Politeness and Legitimacy, Relationship Distance, and Teacher Credibility, Qin Zhang and David Alan Sapp

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Teacher Requests and Student Resistance in College Classrooms, Qin Zhang and David Alan Sapp

Submissions from 2011

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Integration of SMART board technology and effective teaching, Kathryn Min and Christine Siegel

Submissions from 2010

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Encouraging Students to "Showcase" Their Activism, Jocelyn M. Boryczka and Shawne Lomauro

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Power without honor is indeed a dangerous thing: Constructing critical literacy in elementary teacher education, Patricia E. Calderwood, Morgan Mazza, Hilary Ahearn, Abiah Ruel, Amy Favano, Kathleen Mahieu, Dan McNeill, Catherine Nguyen Ho Dias, Linda Pryde, and Carolyn Stenerson

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Perceptions of doctoral level teaching preparation in counselor education, Stephanie F. Hall and Diana Hulse-Killacky

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Emergent Properties: Team Teaching in Literature and Biology, Nels C. Pearson and Ashley Byun-McKay

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Metaphor as an instrument for orchestrating change in counselor training and the counseling process, Tracey Robert and Virginia A. Kelly

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Assessment of advanced practice palliative care nursing competencies in nurse practitioner students: implications for the integration of ELNEC curricular modules, Joyce Shea, Sheila Grossman, Meredith Wallace Kazer, and J. Lange

Submissions from 2009

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Preschoolers, Parents, and Teachers (PPT): A Preventive Intervention with an At-Risk Population, Kay Draper, Christine Siegel, Joanna White, Caroline M. Solis, and Faye Mishna

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Encouraging Integrative Learning through Current Events and Learning Portfolios, Marice Rose

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Computer Literacy in the Developing World: The Bridge to Information, Winston Tellis

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The Effect of Perceived Teacher Burnout on Credibility, Qin Zhang and David Alan Sapp

Submissions from 2008

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Creating Dialogic Spaces to Support Teachers' Discussion Practices: An Introduction, Dorothea Anagnostopoulos, Emily R. Smith, and Martin Nystrand

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Balancing Acts: negotiating presence and authority in shared reflection, Patricia E. Calderwood and K. D'Amico

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The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice, Patricia E. Calderwood, Morgan Mazza, Abiah Ruel, Amy Favano, Vonick Jean-Guilluame, Dan McNeill, and Carolyn Stenerson

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Integrating Spirituality into Undergraduate Nursing Curricula, Meredith Wallace Kazer, Suzanne Hetzel Campbell, Sheila Grossman, Joyce M. Shea, Jean W. Lange, and Theresa T. Quell

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Applying the Ignatian pedagogical paradigm to the creation of an accounting ethics course, Dawn W. Massey and Joan Lee (Van Hise)

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Developing Pedagogical Content Knowledge for Literature-Based Discussions in a Cross-Institutional Network, Emily R. Smith and Dorothea Anagnostopoulos

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Providing effective mentoring for alternate route beginning teachers, Emily R. Smith and C. Evans

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A Burning Issue in Teaching: The Impact of Perceived Teacher Burnout and Nonverbal Immediacy on Student Motivation and Affective Learning, Qin Zhang and David Alan Sapp

Submissions from 2007

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Putting women at the center: Sustaining a woman-centered literacy program, Betsy Bowen

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Dangerous pedagogy, Elizabeth Gardner, Patricia E. Calderwood, and Roben Torosyan

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Bridging the university-school divide - Horizontal expertise and the "two-worlds pitfall", Emily R. Smith, Dorothea Anagnostopoulos, and Kevin G. Basmadjian

Submissions from 2006

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Using voice, meaning, mutual construction of knowledge, and transfer of learning to apply an ecological perspective to group work training, Jonathan Orr and Diana Hulse-Killacky

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Learning Inside and Outside the Classroom: Civic Journalism and the Freedom of Information Act, James Simon and David Alan Sapp

Submissions from 2005

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Living And Learning In Community: Blending Intentional And Learning Community On Campus, Patricia E. Calderwood

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Risking Aesthetic Reading, Patricia E. Calderwood

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An effective research team method to influence research and scholarly development, Diana Hulse-Killacky and Floyd F. Robison

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Implementing a research-based model of cooperative learning, Christine Siegel

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Learning to talk like a teacher: Participation and Negotiation in co-planning discourse, Emily R. Smith

Submissions from 2004

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Your Culture, My Classroom, Whose Pedagogy?: Negotiating Learning and Understanding in a Brazilian MA-TESOL Program, Robbin D. Crabtree and David Alan Sapp

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Group work is not just for the group class anymore: Teaching generic group competency skills across the counselor education curriculum, Jim Killacky and Diana Hulse-Killacky

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IT Education: Service Learning as an Experiential Component, Winston Tellis and Gerard M. Campbell

Submissions from 2003

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Theoretical, Political, and Pedagogical Challenges in the Feminist Classroom: Our Struggles to “Walk the Walk”, Robbin D. Crabtree and David Alan Sapp

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On learning to teach English teachers: A textured portrait of mentoring, Emily R. Smith, Kevin G. Basmadjian, Leah Kirrell, and Stephen M. Koziol

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Implementing a phonological processing intervention program for students with learning disabilities in an inclusionary setting, David A. Zera, S. R. Moore, and R. M. Seitsinger

Submissions from 2002

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Teacher testing: Advice for faculty in literature, rhetoric, and creative writing, Betsy Bowen

Submissions from 2000

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When community fails to transform: the raveling and unraveling of a community of writers, Patricia E. Calderwood

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Education as Apprenticeship for Social Action: Composition Instruction, Critical Consciousness, and Engaged Pedagogy, David Alan Sapp

Submissions from 1999

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"Our Little Secret": A History of Writing Centers, Pre- To Post-Open Admissions, Elizabeth Boquet

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The decision dance: Staff decision making in a restructuring urban middle school, Patricia E. Calderwood

Submissions from 1998

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Apart together: “girl talk” and “boy talk” classes at an urban middle school, Patricia E. Calderwood

Submissions from 1992

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Authoring the Educated Self: Educational Autobiography and Resistance, Susan D. Franzosa