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Inclusion of Deaf and Hard of Hearing Students in Saudi Arabia: A Study of the Perceptions of Teachers

American annals of the deaf (Washington, D.C. 1886), 2023-01, Vol.168 (4), p.137-156

2023

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Decoding the Disciplines as a Pedagogy of Teacher Education

Teaching and learning inquiry, 2022-01, Vol.10, p.1-28

McBrady, Jared

2022

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Making Meaning from Student Evaluations of Teaching (SETs)–Seeing beyond our own horizons

Teaching and learning inquiry, 2018-01, Vol.6 (2), p.127-142

2018

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Incorporating Arts-Based Pedagogy: Moving Beyond Traditional Approaches to Teaching Qualitative Research

Teaching and learning inquiry, 2023-01, Vol.11

2023

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Developing Metacognitive Instructors through a Guided Journal

Teaching and learning inquiry, 2021-01, Vol.9 (2), p.1-26

2021

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Is Discussing Identity More Important Than Shared Identity To Student-Staff Relationship Building?

Teaching and learning inquiry, 2023-01, Vol.11

2023

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In Search of a New, Linguistically and Culturally Sensitive Paradigm in Deaf Education

American annals of the deaf (Washington, D.C. 1886), 2007, Vol.152 (3), p.302-311

2007

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Defining Pedagogic Expertise: Students and New Lecturers as Co-Developers in Learning and Teaching

Teaching and learning inquiry, 2016-01, Vol.4 (2), p.1-14

2016

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Baseline Data on Distance Education Offerings in Deaf Education Teacher Preparation Programs in the United States

American annals of the deaf (Washington, D.C. 1886), 2011, Vol.155 (5), p.550-561

Stryker, Deborah S.

2011

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Weird/Black/Play: Turning Racial Authenticity and Professorial Performance on its Head in the Black Studies Classroom

Radical teacher (Cambridge), 2022-03, Vol.122 (122), p.74-83

Thompson, Wendy M.

2022

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Rethinking the Traditional Textbook: A Case for Open Educational Resources (OER) and No-Cost Learning Materials

Teaching and learning inquiry, 2021-01, Vol.9 (2), p.1-17

2021

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Predictors of Physical Education Class and Leisure-Time Preferences of Teenagers Who Are Deaf or Hard of Hearing

American annals of the deaf (Washington, D.C. 1886), 2021-01, Vol.166 (1), p.31-48

2021

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Chinese Pinyin: Overview, History and Use in Language Learning for Young Deaf and Hard of Hearing Students in China

American annals of the deaf (Washington, D.C. 1886), 2021-01, Vol.166 (4), p.446-461

2021

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Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors

Teaching and learning inquiry, 2021-01, Vol.9 (1), p.294-316

2021

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To Teach is to Learn Twice: The Power of a Blended Peer Mentoring Approach

Teaching and learning inquiry, 2016-01, Vol.4 (2), p.1-17

2016

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First Steps in the Journey From Consumers to Producers of Research in Deaf Education

American annals of the deaf (Washington, D.C. 1886), 2014, Vol.159 (1), p.59-74

2014

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Systemic racism, a prime minister, and the remote Australian school system

Radical teacher (Cambridge), 2022-03, Vol.122 (122), p.64-73

2022

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Creative Innovation Takes a (Team Teaching) Family

Teaching and learning inquiry, 2019-01, Vol.7 (1), p.120-135

2019

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Teaching Poetry: A Descriptive Case Study of a Poetry Unit in a Classroom of Urban Deaf Adolescents

American annals of the deaf (Washington, D.C. 1886), 2010-01, Vol.155 (2), p.110-117

2010

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Using a Self-Determination Theory Approach to Understand Student Perceptions of Inquiry-Based Learning

Teaching and learning inquiry, 2021-01, Vol.9 (2), p.1-19

2021

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Metacognition in Teaching: Using A “Rapid Responses to Learning” Process to Reflect on and Improve Pedagogy

Teaching and learning inquiry, 2022-01, Vol.10

2022

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Motivation Strategies and Exiting Class by Students in Inquiry-Oriented Biology Labs

Teaching and learning inquiry, 2020-01, Vol.8 (2), p.128-139

2020

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Student Perceptions and Instructional Effectiveness of Deaf and Hearing Teachers

American annals of the deaf (Washington, D.C. 1886), 2000-07, Vol.145 (3), p.256-262

2000

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“Epic-Genetics”: An exploration of preservice helping professionals’ (mis)understanding of epigenetic influences on human development

Teaching and learning inquiry, 2020-01, Vol.8 (1), p.122-137

2020

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Instructors’ Perspectives of Challenges and Barriers to Providing Effective Feedback

Teaching and learning inquiry, 2022-01, Vol.10, p.1-13

Paris, Brit

2022

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Inclusion of Deaf and Hard of Hearing Students in Saudi Arabia: A Study of the Perceptions of Teachers

Decoding the Disciplines as a Pedagogy of Teacher Education

Making Meaning from Student Evaluations of Teaching (SETs)–Seeing beyond our own horizons

Incorporating Arts-Based Pedagogy: Moving Beyond Traditional Approaches to Teaching Qualitative Research

Developing Metacognitive Instructors through a Guided Journal

Is Discussing Identity More Important Than Shared Identity To Student-Staff Relationship Building?

In Search of a New, Linguistically and Culturally Sensitive Paradigm in Deaf Education

Defining Pedagogic Expertise: Students and New Lecturers as Co-Developers in Learning and Teaching

Baseline Data on Distance Education Offerings in Deaf Education Teacher Preparation Programs in the United States

Weird/Black/Play: Turning Racial Authenticity and Professorial Performance on its Head in the Black Studies Classroom

Rethinking the Traditional Textbook: A Case for Open Educational Resources (OER) and No-Cost Learning Materials

Predictors of Physical Education Class and Leisure-Time Preferences of Teenagers Who Are Deaf or Hard of Hearing

Chinese Pinyin: Overview, History and Use in Language Learning for Young Deaf and Hard of Hearing Students in China

Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors

To Teach is to Learn Twice: The Power of a Blended Peer Mentoring Approach

First Steps in the Journey From Consumers to Producers of Research in Deaf Education

Systemic racism, a prime minister, and the remote Australian school system

Creative Innovation Takes a (Team Teaching) Family

Teaching Poetry: A Descriptive Case Study of a Poetry Unit in a Classroom of Urban Deaf Adolescents

Using a Self-Determination Theory Approach to Understand Student Perceptions of Inquiry-Based Learning

Metacognition in Teaching: Using A “Rapid Responses to Learning” Process to Reflect on and Improve Pedagogy

Motivation Strategies and Exiting Class by Students in Inquiry-Oriented Biology Labs

Student Perceptions and Instructional Effectiveness of Deaf and Hearing Teachers

“Epic-Genetics”: An exploration of preservice helping professionals’ (mis)understanding of epigenetic influences on human development

Instructors’ Perspectives of Challenges and Barriers to Providing Effective Feedback

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