Main Article Content
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
Achen, R. M., & Lumpkin, A. (2015). Evaluating classroom time through systematic analysis and student feedback. International Journal for the Scholarship of Teaching and Learning, 9 (2), 1-8.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco, CA: Jossey-Bass.
Attan, A., & Khalidi, H. (2015). Exploring peer revision as a strategy in the ESL writing classroom. SHS Web of Conferences, 18, 1-17. https://doi:10.1051/shsconf/20151805002
Baker, K. M. (2016). Peer review as a strategy for improving students’ writing process. Active Learning in Higher Education, 17, 179-192.
Bean, J. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking and active learning in the classroom. San Francisco, CA: Jossey-Bass.
Boice, R. (1990). Faculty resistance to writing-intensive courses. Teaching of Psychology, 17 (1), 13-17.
Brandt, D. (2005). Writing for a living: Literacy and the knowledge economy. Written Communication, 22, 166-197.
Carnes, L., Awang, F., & Smith, H. (2015). Assurance of learning in a writing-intensive business course. Journal of Case Studies in Accreditation and Assessment, 4, 1-10.
Covill, A. E. (2010). Comparing peer review and self-review as ways to improve college students' writing. Journal of Literacy Research, 42, 199-226.
Crossman, J. M., & Kite, S. L. (2012). Facilitating improved writing among students through directed peer review. Active Learning in Higher Education, 13, 219-229.
Crothers, K. (2015). Action research. Research Starters: Education (Online Edition).
Davis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.
Efron, S. E., & Ravid, R. (2013). Action research in education: A practical guide: New York: Guilford Press.
Eksi, G. Y. (2012). Peer review versus teacher feedback in process writing: how effective?. International Journal of Applied Educational Studies, 13 (1), 33-48.
Fallahi, C. R., Wood, R. M., Austad, C. S., & Fallahi, H. (2006). A program for improving undergraduate psychology students' basic writing skills. Teaching of Psychology, 33 171175. https://doi:10.1207/s15328023top3303_3
Feltham, M., & Sharen, C. (2015). “What do you mean I wrote a C paper?” Writing, revision, and self-regulation. Collected Essays on Learning and Teaching, 8, 111-146.
Fields, T. T., & Hatala, J. J. (2014). That, that, but not that... Using a cafeteria plan to enhance writing skills. Administrative Issues Journal: Education, Practice, and Research, 4 (2), 311.
Gimbel, P., & Mills, D. (2013). The value of rewriting in graduate educator preparatory programs. International Journal of Teaching and Learning in Higher Education, 25, 189199.
Goldstein, D. (2017, August 2). Why kids can't write. The New York Times. Retrieved from http://www.nytimes.com
Holland, K. (2013). Why Jonny can’t write and why employers are mad. CNBC Jobs. Retrieved from http://www.cnbc.com/2013/11/08/why-johnny-cant-write-and-why-employers-aremad.html
Johnstone, K. M., Ashbaugh, H., & Warfield, T. D. (2002). Effects of repeated practice and contextual-writing experiences on college students' writing skills. Journal of Educational Psychology, 94, 305-315.
Kellogg, R. T., & Raulerson, B. A. (2007). Improving the writing skills of college students. Psychonomic Bulletin & Review, 14, 237-242.
Law, S., & Baer, A. (2017). Using technology and structured peer reviews to enhance students’ writing. Active Learning in Higher Education, 0 (0), 1-16. https://doi.10.1177/1469787417740994
Lester, N., Bertram, C., Erickson, G., Lee, E., Tchako, A., Wiggins, K. D., & Wilson, J. (2003). Writing across the curriculum: A college snapshot. Urban Education, 38 (1), 5-34. https://doi:10.1177/0042085902238684
Levy, C. M., & Ransdell, S. (1995). Is writing as difficult as it seems? Memory & Cognition, 23, 767-779.
Lumpkin, A., Achen, R. M., & Dodd, R. K. (2015). Student perceptions of active learning. College Student Journal, 49 (1), 121-133.
McDonough, J. K. (2000). Rough drafts without tears: A guide to a manageable procedure for improving student writing. Teaching philosophy, 23 (2), 127-137.
Mills, G. E. (2000). Action research: A guide for the teacher researcher: Saddle River, New Jersey: Prentice-Hall.
Monroe, J. (2003). Writing and the disciplines. Peer Review, 6 (1), 4-7.
National Center for Education Statistics. (2011). Writing 2011: National Assessment of Educational Progress at grades 8 and 12. Retrieved from http://nces.ed.gov/nationsreportcard/pdf/main2011/2012470.pdf
Quible, Z. K. (2008). The strategies approach: Effective for reviewing grammar and punctuation concepts. Delta Pi Epsilon Journal, 50, 180-191.
Strijbos, J. W., Narciss, S., & Dünnebier, K. (2010). Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?. Learning and Instruction, 20, 291-303.
Rashtchi, M., & Ghandi, M. (2011). Writing revision strategies: Do they enhance writing ability? Man & the Word/Zmogus ir Zodis, 13 (3), 67-80.
Tai, H.-C., Lin, W.-C., & Yang, S. C. (2015). Exploring the effects of peer review and teachers' corrective feedback on EFL students' online writing performance. Journal of Educational Computing Research, 53, 284-309. https://doi:10.1177/0735633115597490
Varelas, A., Wolfe, K. S., & Ialongo, E. (2015). Building a better student developing critical thinking and writing in the community college from freshman semester to graduation. Community College Enterprise, 21, 76-92.