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Instructors

A quantitative exploration of Queer-spectrum students’ experiences in introductory undergraduate mathematics courses

Matthew Voigt

Not the same CURE: Student experiences in course-based undergraduate research experiences vary by graduate teaching assistant

Emma C. Goodwin, Jessica R. Cary, Erin E. Shortlidge

Self-efficacy and perceived recognition by peers, instructors, and teaching assistants in physics predict bioscience majors’ science identity

Sonja Cwik, Chandralekha Singh

The implementation of a culturally tailored parenting support programme for Somali immigrant parents living in Sweden—A process evaluation

Fatumo Osman, Ulla-Karin Schön, [ ... ], Malin Tistad

A gender-based investigation into the required English language policies in Saudi higher education institutions

Suliman Mohammed Nasser Alnasser

Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects?

Jürgen Schneider, Marc Kleinknecht, [ ... ], Marcus Syring

What influences students’ abilities to critically evaluate scientific investigations?

Ashley B. Heim, Cole Walsh, [ ... ], N. G. Holmes

How can instructions and feedback with external focus be shaped to enhance motor learning in children? A systematic review

Ingrid P. A. van der Veer, Evi Verbecque, [ ... ], Katrijn Klingels

Evaluating open-note exams: Student perceptions and preparation methods in an undergraduate biology class

Emily P. Driessen, Abby E. Beatty, Cissy J. Ballen

An investigation into the relationship between multimedia lecture design and learners’ engagement behaviours using web log analysis

Cailbhe Doherty

Empowering faculty to initiate STEM education transformation: Efficacy of a systems thinking approach

Stasinos Stavrianeas, Gita Bangera, [ ... ], Erika G. Offerdahl

Self-reported adaptability among postgraduate dental learners and their instructors: Accelerated change induced by COVID-19

Farah Otaki, Fatemeh Amir-Rad, [ ... ], Nabil Zary

Inclusive and active pedagogies reduce academic outcome gaps and improve long-term performance

Bryan M. Dewsbury, Holly J. Swanson, Serena Moseman-Valtierra, Joshua Caulkins

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