Academic Practice Reading

  The online platform for Taylor & Francis Online content Research in Drama Education: The Journal of Applied Theatre and Performance, Volume 23, Issue 1, February 2018 is now available online on Taylor & Francis Online . This new issue contains the following articles:     Editorial Learning from experience Helen Nicholson Pages: 1-3 | DOI: 10.1080/13569783.2018.1406888 Articles Emptiness as material for devised theatre performance Margaret Ames Pages: 4-19 | DOI: 10.1080/13569783.2017.1396210   Bus journeys, sandwiches and play: young children and the theatre event Emma Miles Pages: 20-39 | DOI: 10.1080/13569783.2017.1396889   Beyond mimesis to an assemblage of reals in the drama classroom: which reals? Which representational aesthetics? What theatre-building practices? Whose truths? Kathleen Gallagher & Kels

·          Ahmed Shafi, A., et al. (2017). "The role of assessment feedback in developing academic buoyancy." Assessment & Evaluation in Higher Education: 1-13. http://dx.doi.org/10.1080/02602938.2017.1356265 ·          Chanock, K. (2000). “Comments on Essays: do students understand what tutors write?” Teaching in Higher Education 5(1): 95-105. http://dx.doi.org/10.1080/135625100114984 ·          Forsythe, A. and Johnson, S. (2016). "Thanks, but no-thanks for the feedback." Assessment & Evaluation in Higher Education: 1–10. http://dx.doi.org/10.1080/02602938.2016.1202190 ·          Pitt, E. and Norton, L. (2016). "‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it." Assessment & Evaluation in Higher Education: 1–18. http://dx.doi.org/10.1080/02602938.2016.1142500 ·          Sellbjer, Stefan. 2017. "“Have You Read My Comments? It Is Not Noticeable. Change!” an Analysis of Fee

Vol 5 No 2 (2017): December 2017 | Critical Studies in Teaching and Learning (CriSTaL) :  This issue features research on academic staff development and communities of practice and support, enabling more successful and supported academic writing for university researchers, literacy development in Masters writing in a professional field, helping students to access and work with 'powerful knowledge' in a multicultural university context grappling with the legacy of coloniality, and confronting and challenging constraints and enablements to success as a Black woman academic in higher education. Published: 2017-12-14" 'via Blog this'

Articles Casting a critical eye on the positioning of the Western expatriate teacher Lydia E Carol-Ann Burke   The negotiation of the relationship between home and school in the mind of grade 6 students in an international school in Qatar Maha Frangie   The adaptation process of international lecturers in a South African university: The centrality of agency and collegiality Loïse Jeannin   Interpreting and implementing the IB Learner Profile in an internationalised school in China: a shift of focus from the 'Profile as text' to the 'lived Profile' Adam Poole   "I wouldn't imagine having to go through all this and still be the same person. No way": structure, reflexivity and international students Blair Matthews   Issues facing postgraduate

Publications International Journal for the Scholarship of Teaching and Learning Impact of a Counseling Ethics Course on Graduate Students' Learning and Development Glenn W. Lambie University of Central Florida , Kara P. Ieva Rowan University Change in Knowledge and Attitudes among Students in an Undergraduate Developmental Psychology Class Sara Sohr-Preston Southeastern Louisiana University How SoTL Put a College Teacher on the Road to Success After a Two-Decade Detour Karen S. Olson The College at Brockport Does Boyer's Integrated Scholarships Model Work on the Ground? An Adaption of Boyer's Model for Scholarly Professional Development William E. Boyd Southern Cross University <b>Reviewer Essay:</b> Exemplary Dissemination: Sowing Seed in IJ-SoTL Nicola Simmons Brock University From 'Sage on the Stage' to 'Guide on the Side': A Good Start Charles D. Morrison Wilfrid Laurier University

    Editorial The greatness of small things  Emma Coonan   Articles Celebrating undergraduate students’ research at York University   Sophie Bury, Dana Craig, Sarah Shujah Using audience response systems to enhance student engagement and learning in information literacy teaching   Paula Funnell School library staff perspectives on teacher information literacy and collaboration   Christine McKeever, Jessica Bates, Jacqueline Reilly Distance learning as alterity: facilitating the experience of variation and professional information practice   Lee Webster, Andrew Whitworth   Articles from LILAC Examining structural oppression as a component of information literacy: A call for librarians to support #BlackLivesMatter through our teaching    Angela Pashia   Project Reports Exploring the experience of undergraduate students attending a library induction during Welcome Week at the University of Surrey   Charlotte Barton   Book Reviews Broussar

The online platform for Taylor & Francis Online content Studies in Higher Education, Volume 43, Issue 1, January 2018 is now available online on Taylor & Francis Online . This new issue contains the following articles: Editorial Editorial V. Lynn Meek Pages: 1-1 | DOI: 10.1080/03075079.2017.1402480 Articles The million-dollar question: can internships boost employment? Patrícia Silva, Betina Lopes, Marco Costa, Ana I. Melo, Gonçalo Paiva Dias, Elisabeth Brito & Dina Seabra Pages: 2-21 | DOI: 10.1080/03075079.2016.1144181 Different is not deficient: contradicting stereotypes of Chinese international students in US higher education Tang T. Heng Pages: 22-36 | DOI: 10.1080/03075079.2016.1152466 IMO and internal branding outcomes: an employee perspective in UK HE Qionglei Yu, Yousra Asaad, Dorothy A. Yen & Suraksha Gupta Pages: 37-56 | DOI: 10.108

Volume 1, issue 2 of the Student Engagement in Higher Education Journal is now available. It brings together a series of articles which show the value of student engagement in the curriculum and daily life of universities. Alison Cook-Sather and Peter Felten provide an inspiring introduction to the issue , with their opinion piece which relates pedagogical partnership to feelings of belonging for both students and members of staff. This theme is illustrated starkly in an open and honest piece by Jasmin Brooke , who is a current undergraduate student in the UK. She talks about how she overcame feelings of loneliness and difficulty in integration by engaging with student partnership activities and I applaud her generosity in sharing her experiences; I am sure that many staff and students will identify with her feelings and that it will prompt discussion and planning about ways to provide similar opportunities for students.  The next submission deadlines are 31 December 2