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An examination of professional development in algebra for fifth-grade teachers
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Will school-based online faculty development be an effective tool for their professional growth?
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Part-time faculty and their sense of belonging
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Representation matters: the ways in which African American faculty support African American students in higher education
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Developing effective mentoring programs for non-tenure track faculty
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Faculty internationalization at the Hong Kong University of Science and Technology (HKUST): a promising practice study
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Experiences in academic governance and decision-making of full-time nontenure track faculty in communications fields
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Participation of full-time, non-tenure-track faculty in school-level goveranance and decision making
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Developing adaptive expertise among community college faculty through action inquiry as a form of assessment
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A study of the pedagogical strategies used in support of students with learning disabilities and attitudes held by engineering faculty
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Part-time non-tenure track faculty, motivation, and departmental governance: a grounded theory approach
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Exploring faculty-student interactions in a comprehensive college transition program for low-income and first-generation college students
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Equitable choices in higher education: investigation of an equity-based faculty search committee development program
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Strengthening Kamehamehaʻs Hawaiian identity: the faculty perspective
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Asian American and Pacific Islander student-faculty interactions: experiences of first-generation community college students
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Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement
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How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?
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The impact of student-faculty interaction on undergraduate international students' academic outcome
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Supporting non-tenure-track faculty in a physical therapy program: a case study
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Capacity building for STEM faculty and leaders: supporting university students with ADHD in earning STEM degrees
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Embedding and embodying a Hispanic-serving consciousness: a phenomenological case study of faculty hiring experiences
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Approaches to encouraging and supporting self-regulated learning in the college classroom
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Math faculty as institutional agents: role reflection through inquiry-based activities
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What is the relationship between self-efficacy of community college mathematics faculty and effective instructional practice?
The work identity of full‐time non‐tenure‐track faculty at a four year research university
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