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Higher education teachers’ professional learning: Process and outcome

Studies in educational evaluation, 2015-09, Vol.46 (September 2015), p.92-101

2015

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Stress, Emotion Regulation, and Well-Being among Canadian Faculty Members in Research-Intensive Universities

Social sciences (Basel), 2020-12, Vol.9 (12), p.227

2020

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Examining Academics’ Strategies for Coping With Stress and Emotions: A Review of Research

Frontiers in education (Lausanne), 2021-09, Vol.6

2021

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Understanding the lived experiences of medical learners in a narrative medicine course: a phenomenological study

BMC medical education, 2021-06, Vol.21 (1), p.1-321, Article 321

2021

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Antecedents, Correlates and Consequences of Faculty Burnout

Educational research (Windsor), 2018-04, Vol.60 (2), p.131-156

2018

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A course design workshop as a possible path from a content-centered to a learning-centered teaching

Revista diálogo educacional, 2017-06, Vol.17 (52), p.337-355

2017

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Students' engagement in technology rich classrooms and its relationship to professors' conceptions of effective teaching

British journal of educational technology, 2014-01, Vol.45 (1), p.83-96

2014

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Describing medical student curiosity across a four year curriculum: An exploratory study

Medical teacher, 2017-04, Vol.39 (4), p.377-382

2017

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Agency matters: academic developers' quests and achievements

The international journal for academic development, 2014-01, Vol.19 (1), p.57-64

Saroyan, Alenoush

2014

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Occupational Factors and Faculty Well-Being: Investigating the Mediating Role of Need Frustration

The Journal of higher education (Columbus), 2022-06, Vol.93 (4), p.559-584

2022

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A Qualitative Study of Healthcare Professional's Resilience in Two Different Cultures -- Do Canadian and Japanese Palliative Care Physicians Perceive the Concept of Resilience Differently?

Journal of pain and symptom management, 2018-12, Vol.56 (6), p.e46-e46

2018

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Evidence-based practice: a review of theoretical assumptions and effectiveness of teaching and assessment interventions in health professions

Advances in health sciences education : theory and practice, 2011-05, Vol.16 (2), p.253-276

2011

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Seeking coherence between ‘mobile learning’ applications and the everyday lives of medical residents

Perspectives on medical education, 2019-06, Vol.8 (3), p.152-159

2019

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Evidence-Based Practice Behaviours: A Comparison amongst Occupational Therapy Students and Clinicians

Canadian journal of occupational therapy (1939), 2012-04, Vol.79 (2), p.96-107

2012

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Creation of an evidence-based practice reference model in falls prevention: findings from occupational therapy

Disability and rehabilitation, 2012-01, Vol.34 (4), p.311-328

2012

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Do Canadian and Japanese palliative care physicians perceive the concept of resilience differently?

The international journal of whole person care, 2018-01, Vol.5 (1)

2018

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Graduate students' conceptions of university teaching and learning: formation for change

Instructional science, 2009-11, Vol.37 (6), p.579-600

2009

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Evaluating University Teaching: Time to take stock

Assessment and evaluation in higher education, 2001-08, Vol.26 (4), p.341-353

2001

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Conceptions of Effective Teaching and Perceived Use of Computer Technologies in Active Learning Classrooms

International journal of teaching and learning in higher education, 2015-01, Vol.27 (2), p.204-220

2015

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Fostering Creativity and Critical Thinking in University Teaching and Learning: Considerations for Academics and Their Professional Learning. OECD Education Working Papers. No. 280

OECD Publishing, 2022

Saroyan, Alenoush

2022

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Fostering creativity and critical thinking in university teaching and learning: Considerations for academics and their professional learning

OECD Education Working Papers, 2022-10 (280), p.0_1-48

Saroyan, Alenoush

2022

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Incorporating Theories of Teacher Growth and Adult Education in a Faculty Development Program

To Improve the Academy: A Journal of Educational Development, 1997-01, Vol.16 (20210331)

Saroyan, Alenoush

1997

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Examining Undergraduate Students’ Conceptions of Inquiry in Terms of Epistemic Belief Differences

Canadian journal of higher education (1975), 2016-08, Vol.46 (2), p.181-205

2016

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Graduate Students as Consultants: Implementing Alternative Teaching Approaches through Collaborative Partnerships

International journal of learning, 2009, Vol.16 (9), p.621-636

2009

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Accompanying pedagogical development of university teachers with the aid of an original concept

Revue française de pédagogie, 2010-01, Vol.172 (3), p.63-76

2010

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Higher education teachers’ professional learning: Process and outcome

Stress, Emotion Regulation, and Well-Being among Canadian Faculty Members in Research-Intensive Universities

Examining Academics’ Strategies for Coping With Stress and Emotions: A Review of Research

Understanding the lived experiences of medical learners in a narrative medicine course: a phenomenological study

Antecedents, Correlates and Consequences of Faculty Burnout

A course design workshop as a possible path from a content-centered to a learning-centered teaching

Students' engagement in technology rich classrooms and its relationship to professors' conceptions of effective teaching

Describing medical student curiosity across a four year curriculum: An exploratory study

Agency matters: academic developers' quests and achievements

Occupational Factors and Faculty Well-Being: Investigating the Mediating Role of Need Frustration

A Qualitative Study of Healthcare Professional's Resilience in Two Different Cultures -- Do Canadian and Japanese Palliative Care Physicians Perceive the Concept of Resilience Differently?

Evidence-based practice: a review of theoretical assumptions and effectiveness of teaching and assessment interventions in health professions

Seeking coherence between ‘mobile learning’ applications and the everyday lives of medical residents

Evidence-Based Practice Behaviours: A Comparison amongst Occupational Therapy Students and Clinicians

Creation of an evidence-based practice reference model in falls prevention: findings from occupational therapy

Do Canadian and Japanese palliative care physicians perceive the concept of resilience differently?

Graduate students' conceptions of university teaching and learning: formation for change

Evaluating University Teaching: Time to take stock

Conceptions of Effective Teaching and Perceived Use of Computer Technologies in Active Learning Classrooms

Fostering Creativity and Critical Thinking in University Teaching and Learning: Considerations for Academics and Their Professional Learning. OECD Education Working Papers. No. 280

Fostering creativity and critical thinking in university teaching and learning: Considerations for academics and their professional learning

Incorporating Theories of Teacher Growth and Adult Education in a Faculty Development Program

Examining Undergraduate Students’ Conceptions of Inquiry in Terms of Epistemic Belief Differences

Graduate Students as Consultants: Implementing Alternative Teaching Approaches through Collaborative Partnerships

Accompanying pedagogical development of university teachers with the aid of an original concept

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