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Drew T. Ashby-King, Jeannette I. Iannacone, Victoria A. Ledford, Alyson Farzad-Phillips, Matthew Salzano & Lindsey B. Anderson. (2022) Expanding and constraining critical communication pedagogy in the introductory communication course: A critique of assessment rubrics. Communication Teacher 36:3, pages 187-203.
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Frank J. Dirrigl$suffix/text()$suffix/text() & Mark Noe. (2019) The teacher writing toolkit: enhancing undergraduate teaching of scientific writing in the biological sciences. Journal of Biological Education 53:5, pages 524-540.
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C. Wesley Buerkle & Christopher C. Gearhart. (2017) Students See, Students Do?: Inducing a Peer Norm Effect for Oral Source Citations. Communication Research Reports 34:2, pages 115-123.
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C. Wesley Buerkle & Christopher C. Gearhart. (2017) Answer me these questions three: Using online training to improve students’ oral source citations. Communication Teacher 31:1, pages 47-61.
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Susan M. Brookhart & Fei Chen. (2015) The quality and effectiveness of descriptive rubrics. Educational Review 67:3, pages 343-368.
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Josh Boyd, Melanie Morgan, Anna Victoria Ortiz & Lindsey B. Anderson. (2014) Taking Initiative in the Age of Assessment. Communication Teacher 28:2, pages 117-129.
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Articles from other publishers (2)
Lindsey Anderson, Ashley Jones-Bodie & Jennifer Hall. (2021) Mapping Research Directions in the Introductory Communication Course: A Meta-Synthesis of Published Scholarship. Journal of Communication Pedagogy 4, pages 85-95.
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Susan M. Brookhart. (2018) Appropriate Criteria: Key to Effective Rubrics. Frontiers in Education 3.
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