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|Elizabeth Marquis, McMaster University (Hamilton, Ontario)|
The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) is a peer reviewed, trans-disciplinary, open-access electronic journal created and supported by the Society for Teaching and Learning in Higher Education. We accept submissions (in French or English) from academic professionals working to understand and enhance learning through systematic scholarly inquiry: articles relevant to the Canadian context, that shed new light on the teaching and learning interests of post-secondary education in Canada, including quantitative and/or qualitative research reports and essays examining issues in the scholarship of teaching and learning.
For additional submission guidelines and format requirements, please click on the Submission Guidelines link on the side menu bar.
If you have any questions or are interested in being a reviewer for the journal, please contact the editors at firstname.lastname@example.org.
Current Issue: Volume 6, Issue 3 (2015)
Introduction to the Issue
Of Landmarks and Learning: An Introduction to Volume 6, Issue 3
Research Papers/Rapports de recherche
A Systematic Assessment of ‘None of the Above’ on Multiple Choice Tests in a First Year Psychology Classroom
Matthew V. Pachai, David DiBattista, and Joseph A. Kim
Perceptions and Incidence of Test Anxiety
Travis G. Gerwing, Joshua A. Rash, Alyssa M. Allen Gerwing, Bev Bramble, and Jeff Landine
Surveying Assessment in Experiential Learning: A Single Campus Study
Thomas Yates, Jay Wilson, and Kendra Purton
Failure to Fail in a Final Pre-service Teaching Practicum
Patricia J. Danyluk, Florence Luhanga, Yovita N. Gwekwerere, Leigh MacEwan, and Sylvie Larocque
Teaching for Diversity in Teacher Education: Transformative Frameworks
Karen O. Ragoonaden, Awneet Sivia, and Victorina Baxan
Discipline-Specific Language Instruction for International Students in Introductory Economics
Trien T. Nguyen, Julia Williams, and Angela Trimarchi
Undergraduate Students' Perspectives on the Value of Peer-Led Discussions
Monica E. McGlynn-Stewart
Collaborative Learning in Problem Solving: A Case Study in Metacognitive Learning
Shelly L. Wismath and Doug Orr
Research Note/Note de recherche
Case Study Methodology: Flexibility, Rigour, and Ethical Considerations for the Scholarship of Teaching and Learning
Marion L. Pearson, Simon P. Albon, and Harry Hubball