Том 2 № 1 (2022)

Опубліковано October 20, 2022

Articles

Vicki Dale, Matthew Barr, Nathalie Tasler
i-ii
Editorial: oSoTL 2(1)
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Craig Wood
1-21
The secret art of pedagogical alchemy: Creating joy, resistance and hope in neoliberal times
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Emma Harrison, Claire Fox, Julie Hulme
22-47
Development of a measure for assessing victimisation at UK universities
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Peter Sneddon, Erin Ferguson, Eric Yao
48-58
Why do students decide to stop studying physics?
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Jessica Sutherland, Zahra Vahedi, Lesley Zannella
59-75
Reflections from graduate student instructors on their first time teaching reveal structural and individual challenges
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Aspasia Eleni Paltoglou, Hetal Patel, Chrissi Nerantzi, Gerasimos Chatzidamianos
76-91
Critical reflections on teaching in a UK university during a pandemic: The role of emotional regulation and coaching in helping students become autonomous and collaborative learners
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Alice S. N. Kim, Cassandra R. Stevenson, Lillian Park
92-102
Homework, in-class assignments, and midterm exams: Investigating the predictive utility of formative and summative assessments for academic success
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Wenya Cheng, Geethanjali Selvaretnam
103-122
Evaluating the efficacy of different types of in-class exams
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Helena Paterson, Phil McAleer
123-134
Sharing practice on framing feedback around student development
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Matthew Barr, Vicki Dale, Nathalie Tasler
Reviewer acknowledgements: oSoTL 2(1)
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