Citations (25)
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Michael P. A. Murphy, Andrea Phillipson & Andrew Leger. (2023) Split-Site Course Design: A Pilot Study on Integrating Traditional and Active Learning Classrooms. College Teaching 0:0, pages 1-11.
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Dawn Atkinson & H. Smith Risser. (2023) Exploring Students’ Responses to Reading Assignments in First-year University Mathematics Courses. Journal of College Reading and Learning 53:1, pages 38-57.
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Katharine E. Hubbard, Sonja D. Dunbar, Emma L. Peasland, Jacquelyne Poon & Jeremy E. Solly. (2022) How do readers at different career stages approach reading a scientific research paper? A case study in the biological sciences. International Journal of Science Education, Part B 12:4, pages 328-344.
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Kyriaki Chatzikyriakidou & Melissa McCartney. (2022) Motivation in Reading Primary Scientific Literature: a questionnaire to assess student purpose and efficacy in reading disciplinary literature. International Journal of Science Education 44:8, pages 1230-1250.
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Robert T. Cserni & Heidi E. Rademacher. (2021) A 3-2-1 Approach to Undergraduate Reading Compliance and Critical Analysis. College Teaching 69:4, pages 233-242.
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Katharine Hubbard. (2021) Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively?. Higher Education Pedagogies 6:1, pages 41-65.
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Sally Baker, Bongi Bangeni, Rachel Burke & Aditi Hunma. (2019) The invisibility of academic reading as social practice and its implications for equity in higher education: a scoping study. Higher Education Research & Development 38:1, pages 142-156.
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Articles from other publishers (18)
Laura Benhaim-Sitbon, Maria Lev & Uri Polat. (2023) Abnormal basic visual processing functions in binocular fusion disorders. Scientific Reports 13:1.
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Rachel Onello. (2023) Brain Science Learning Guides. Nurse Educator 48:6, pages 332-335.
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Linda Eriksson. (2023) “Gruelling to read”: Swedish university students’ perceptions of and attitudes towards academic reading in English. Journal of English for Academic Purposes 64, pages 101265.
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Hilde W. Afdal, Kari Spernes & Reidun Hoff-Jenssen. (2022) Academic reading as a social practice in higher education. Higher Education 85:6, pages 1337-1355.
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Sherif Welsen, Dariusz Wanatowski & Duo Zhao. (2023) Behavior of Science and Engineering Students to Digital Reading: Educational Disruption and Beyond. Education Sciences 13:5, pages 484.
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Richard Fletcher & James Bostock. (2022) A Bibliometric Exploration of Events Literature In and Outside the Core Journals. Event Management 26:7, pages 1607-1622.
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Melissa M. Lacey & Georgios Efthimiou. (2022) A guide to pedagogical research for scientists from a biological sciences background. Access Microbiology 4:8.
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Hitomi Kambara, Yu-Cheng Lin & Sachiko Adachi. (2022) Self-construal predicts reading motivation: A comparison between Hispanic American and Japanese college students. Social Psychology of Education 25:2-3, pages 593-623.
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Aynur Ismayilli Karakoç, Rachael Ruegg & Peter Gu. (2022) Beyond comprehension: Reading requirements in first-year undergraduate courses. Journal of English for Academic Purposes 55, pages 101071.
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Naima Al-husban & Yusef Waghid. 2022. Inclusive Pedagogical Practices Amidst a Global Pandemic. Inclusive Pedagogical Practices Amidst a Global Pandemic
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Yanfen Li & Adam St Jean. (2021)
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Hilary I. Okagbue, Oluwole A. Odetunmibi, Adaeze M. Ezenkwe, Glory N. Anene, Anjoreoluwa E. Boluwajoko, Ifeanyi B. Offiah & Boluwatife E. Akinsola. (2021) Factors affecting the study time of first and final year students of a world class university. Journal of Physics: Conference Series 1734:1, pages 012008.
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Kristy L. Turner & Holly Chung. (2020) Transition to eBook Provision: A Commentary on the Preferences and Adoption of eBooks by Chemistry Undergraduates. Journal of Chemical Education 97:5, pages 1221-1225.
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Meg Gorzycki, Geoffrey Desa, Pamela J. Howard & Diane D. Allen. (2019) “Reading Is Important,” but “I Don't Read”: Undergraduates’ Experiences With Academic Reading. Journal of Adolescent & Adult Literacy 63:5, pages 499-508.
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Olena Zhadko & Susan KoOlena Zhadko & Susan Ko. 2019. Best Practices in Designing Courses with Open Educational Resources. Best Practices in Designing Courses with Open Educational Resources
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Thi-Thu-Hien Le, Trung Tran, Thi-Phuong-Thao Trinh, Chi-Thanh Nguyen, Thuy-Phuong-Tram Nguyen, Thu-Trang Vuong, Thi-Hanh Vu, Dieu-Quynh Bui, Ha-My Vuong, Phuong-Hanh Hoang, Minh-Hoang Nguyen, Manh-Toan Ho & Quan-Hoang Vuong. (2019) Reading Habits, Socioeconomic Conditions, Occupational Aspiration and Academic Achievement in Vietnamese Junior High School Students. Sustainability 11:18, pages 5113.
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