1.Teacher Candidates’ Conceptual Understanding of Conceptual Learning: From Theory to Practice

作　　者：Ellen Sigler ;Julie Saam

出　　处：Journal of the Scholarship of Teaching and Learning. 2012 ;6(1):118-126.

出版社：Faculty Colloquium on Excellence in Teaching (FACET)

文章 ID：100618186

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2.Constructivist or expository instructional approaches: Does instruction have an effect on the accuracy of Judgment of Learning (JOL)?

作　　者：Ellen Sigler ;Julie Saam

出　　处：Journal of the Scholarship of Teaching and Learning. 2012 ;7(2):22-31.

出版社：Faculty Colloquium on Excellence in Teaching (FACET)

文章 ID：100618401

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3.Teacher Candidates’ Conceptual Understanding of Conceptual Learning: From Theory to Practice

作　　者：Ellen Sigler ;Julie Saam

出　　处：The Journal of Scholarship of Teaching and Learning. 2012 ;6(1):118-126.

出版社：Indiana University

文章 ID：185334350

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4.Constructivist or expository instructional approaches: Does instruction have an effect on the accuracy of Judgment of Learning (JOL)?

作　　者：Ellen Sigler ;Julie Saam

出　　处：The Journal of Scholarship of Teaching and Learning. 2012 ;7(2):22-31.

出版社：Indiana University

文章 ID：185334369

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5.Introduction Special Issue on Self-Regulation

作　　者：Robin K Morgan ;Julie Saam

出　　处：Journal of Teaching and Learning with Technology. 2020 ;9(1):1-2.doi:10.14434/jotlt.v9i1.31277

出版社：Faculty Colloquium on Excellence in Teaching (FACET)

文章 ID：254977740

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6.A Case Study on Experiential Learning in a First-Year General Education Course

作　　者：Niki Weller ;Julie Saam

出　　处：Journal of the Scholarship of Teaching and Learning. 2019 ;19(1).doi:10.14434/josotl.v19i1.26785

出版社：Faculty Colloquium on Excellence in Teaching (FACET)

文章 ID：1030631130

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