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Staudinger, Alison – Teaching & Learning Inquiry, 2017
What happens when students become better readers? Cultivating deep reading habits in students to help them navigate disciplinary cultures respects student autonomy. Scholarly literature predicts that three linked practices improve student reading: practice with feedback, explicit in-class work on reading strategies, and disciplinary norm…
Descriptors: Critical Reading, Reading Habits, Reading Strategies, Reading Improvement
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Hassel, Holly; Launius, Christie – Teaching & Learning Inquiry, 2017
This article reports on a scholarship of teaching and learning (SoTL) project in the introductory women's and gender studies course, occasioned by a curricular redesign to focus the course on four threshold concepts within the field: the social construction of gender, privilege and oppression, intersectionality, and feminist praxis. The authors…
Descriptors: Introductory Courses, Academic Achievement, Scholarship, Instruction
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Billot, Jennie; West, Deborah; Khong, Lana; Skorobohacz, Christina; Roxå, Torgny; Murray, Shannon; Gayle, Barbara – Teaching & Learning Inquiry, 2013
The concept of followership in higher education has been given limited attention despite the fact that followers are key players in the follower/leader equation and that leadership is increasingly seen as vital to improving the student learning experience. This paper explores this concept, reporting on the findings of a qualitative study…
Descriptors: Learning Experience, Qualitative Research, Constructivism (Learning), Content Analysis