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CPP Bibliography
This comprehensive bibliography includes a wide range of pedagogical publications on themes of particular relevance to our work at the CPP, such听as gender, race and ethnicity, international students and contexts, teaching research design and research methods to students in politics, among others.听It aims to facilitate, inspire and encourage pedagogical research at any stage and serve as an easily available and user-friendly resource to support research in teaching and learning.听听
The bibliography is organised according to themes below, to help navigate to relevant publications.
This is a growing resource听focusing on听current scholarship. Please contact us with any comments, updates and ideas: polsci.cpp@ucl.ac.uk听听
- Teaching Research Design
2021
Weinschenk, A.C., 2021. Creating and Implementing an Undergraduate Research Lab in Political Science. Journal of Political Science Education, 17(sup1), pp. 284-296. 听
2013听
Fishman, B.J., Penuel, W.R., Allen, A.R., Cheng, B.H. and Sabelli, N.O.R.A., 2013. Design-based implementation research: An emerging model for transforming the relationship of research and practice.鈥�Teachers College Record,鈥�115(14), pp.136-156. 听
Plomp, T., 2013. Educational design research: An introduction.鈥�Educational design research, pp.11-50.听
2011听
Wagner, C., Garner, M. and Kawulich, B., 2011. The state of the art of teaching research methods in the social sciences: Towards a pedagogical culture.鈥�Studies in Higher Education,鈥�36(1), pp.75-88.
2009听
Morgan, D.L., 2009. Using single-case design and personalized behavior change projects to teach research methods.鈥�Teaching of Psychology,鈥�36(4), pp.267-269.听
- Emotions in learning and teaching
2020
Pleschov谩, G., 2020. Using reflective journals to improve learning through reflection and conceptual change. European Political Science, 19, pp. 29鈥�48. Available at:
2019
Jagers, R.J., Rivas-Drake, D. and Williams, B., 2019. Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence.鈥�Educational Psychologist,鈥�54(3), pp.162-184.
Leander, K.M. and Ehret, C. eds., 2019.鈥�Affect in literacy learning and teaching: Pedagogies, politics and coming to know. Routledge.
2018
Allcoat, D. and von M眉hlenen, A., 2018. Learning in virtual reality: Effects on performance, emotion and engagement.鈥�Research in Learning Technology,鈥�26.
Frenzel, A.C., Becker-Kurz, B., Pekrun, R., Goetz, T. and L眉dtke, O., 2018. Emotion transmission in the classroom revisited: a reciprocal effects model of teacher and student enjoyment.鈥�Journal of Educational Psychology,鈥�110(5), p.628.
Kostiainen, E., Ukskoski, T., Ruohotie-Lyhty, M., Kauppinen, M., Kainulainen, J. and M盲kinen, T., 2018. Meaningful learning in teacher education.鈥�Teaching and Teacher Education,鈥�71(April).听
Motta, S.C. and Bennett, A., 2018. Pedagogies of care, care-full epistemological practice and 鈥榦ther鈥� caring subjectivities in enabling education.鈥�Teaching in Higher Education,鈥�23(5), pp.631-646.
Muis, K.R., Chevrier, M. and Singh, C.A., 2018. The role of epistemic emotions in personal epistemology and self-regulated learning.鈥�Educational Psychologist,鈥�53(3), pp.165-184.
Rowe, A.D. and Fitness, J., 2018. Understanding the role of negative emotions in adult learning and achievement: A social functional perspective.鈥�Behavioral sciences,鈥�8(2), p.27.
Vagle, M.D., 2018.鈥�Crafting phenomenological research. Routledge.
2017
Burke, P.J., 2017. Difference in higher education pedagogies: gender, emotion and shame.鈥�Gender and education,鈥�29(4), pp.430-444.
Evans, R., 2017. Emotional pedagogy and the gendering of social and emotional learning.鈥�British Journal of Sociology of Education,鈥�38(2), pp.184-202.
Greenberg, M.T., Domitrovich, C.E., Weissberg, R.P. and Durlak, J.A., 2017. Social and emotional learning as a public health approach to education.鈥�The future of children, pp.13-32.
2016
Van Manen, M., 2016.鈥疶he tact of teaching: The meaning of pedagogical thoughtfulness. Routledge.
Quinlan, K.M., 2016. How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education. College Teaching, 64(3), pp. 101-111. Available at:
Zembylas, M., 2016. Making sense of the complex entanglement between emotion and pedagogy: Contributions of the affective turn.鈥�Cultural Studies of Science Education,鈥�11(3), pp.539-550.
2013
Mortiboys, A., 2013.鈥�Teaching with emotional intelligence: A step-by-step guide for higher and further education professionals. Routledge.
2011
Jordi, R., 2011. Reframing the concept of reflection: Consciousness, experiential learning, and reflective learning practices.鈥�Adult education quarterly,鈥�61(2), pp.181-197.
Reyes, M.R., Brackett, M.A., Rivers, S.E., White, M. and Salovey, P., 2012. Classroom emotional climate, student engagement, and academic achievement.鈥�Journal of educational psychology,鈥�104(3), p.700.
2010
Ghaye, T., 2010.鈥疶eaching and learning through reflective practice: A practical guide for positive action. Routledge.
Quinton, S. and Smallbone, T., 2010. Feeding forward: using feedback to promote student reflection and learning鈥揳 teaching model.鈥�Innovations in Education and Teaching International,鈥�47(1), pp.125-135.
2009
Frenzel, A.C., Goetz, T., L眉dtke, O., Pekrun, R. and Sutton, R.E., 2009. Emotional transmission in the classroom: exploring the relationship between teacher and student enjoyment.鈥� Journal of educational psychology,鈥�101(3), p.705.
Shen, L., Wang, M. and Shen, R., 2009. Affective e-learning: Using 鈥渆motional鈥� data to improve learning in pervasive learning environment.鈥�Journal of Educational Technology & Society,鈥�12(2), pp.176-189.
2008
Day, C. and Kington, A., 2008. Identity, well鈥恇eing and effectiveness: The emotional contexts of teaching.鈥�Pedagogy, culture & society,鈥�16(1), pp.7-23.
Lyle, S., 2008. Dialogic teaching: Discussing theoretical contexts and reviewing evidence from classroom practice.鈥�Language and education,鈥�22(3), pp.222-240.
- Virtual Realities & Technology Enhanced Learning
2022
Brown, C.L., Grussendorf, J., Shea, M.D. and DeMas, C.J., 2022. Changing the paradigm? Creating an adaptive course to improve student engagement and outcomes in introductory political science classes. Journal of Political Science Education. Available at:
Harsell, D.M., Barsky, C. and Golas, S., 2022. Simulation efficacy and applicability: Reported learning from a virtual computer-based pandemic simulation on skill-based competencies among public affairs students. Journal of Public Affairs Education, 28(2), pp. 182-210. Available at:
Heffernan, A., Murphy, M.P.A. and Yearwood, D. 2022. Can active learning be asynchronous? Implementing online peer review assignments in undergraduate political science and international relations courses. European Political Science. Available at:
Jester, Natalie听 (2022) Twitter as higher education community of practice: a political science perspective. PS: Political Science & Politics. (In Press)
2021
Bachner, J. and O鈥橞yrne, S., 2021. Teaching Quantitative Skills in Online Courses: Today鈥檚 Key Areas of Focus and Effective Learning Tools. Journal of Political Science Education, 17(sup1), pp. 297-310. Available at:听
Ivanov, I.D., 2021. The Use of Interactive Student Response Software in an Introductory International Relations Course. Journal of Political Science Education, 17(sup1), pp. 421-439. Available at:
2020
Blau, I., Shamir-Inbal, T. and Avdiel, O., 2020. How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?鈥�The internet and higher education,鈥�45, p.100722.
Mayhew, Emma. "Staying tuned: the impact of screen-captured video to support a multimedia approach to learning." European Political Science, 19.4 (2020): 653-667.
Sillaots, M., Fiadotau, M., S枚the-Garnier, R., Upshall, D.R., Callaghan, P., Gorislavski, R., Elshenawy, A.M.S.A., Emiro臒lu, O.S., Gorshkova, E., Selina, I. and H玫, A., 2020. A Digital Game to Teach Research Methods.
Smith, D., 2020. Understanding the influence of demographics on attendance and access of synchronous and asynchronous online tuition. Pan-University Scholarship Event (The Open University).
Smith, D., and Smith, K., 2020. Understanding student engagement with synchronous and asynchronous online tuition and recordings. International Conference of Education, Research and Innovation (Seville).
Vasilevski, N. and Birt, J., 2020. Analysing construction student experiences of mobile mixed reality enhanced learning in virtual and augmented reality environments.鈥�Research in Learning Technology,鈥�28.
2019
Beetham, H. and Sharpe, R. eds., 2019.鈥�Rethinking pedagogy for a digital age: Principles and practices of design. Routledge.
Bowers, M., 2019. Show Me What You're Thinking: Using Student-Generated Photography to Flip the Political Science Classroom. Journal of Political Science Education, 15(4), pp. 498-506.
Daniela, L., Strods, R. and Kalni艈a, D., 2019. Technology-Enhanced Learning (TEL) in Higher Education: Where Are We Now?. In 鈥疜nowledge-intensive economies and opportunities for social, organizational, and technological growth鈥�(pp. 12-24). IGI Global.
Dunn, T.J. and Kennedy, M., 2019. Technology enhanced learning in higher education; motivations, engagement and academic achievement.鈥�Computers & Education,鈥�137, pp.104-113.
Mayhew, E., 2019. The New Generation of Prezi Presentation Software, Provided by Prezi Inc., and Student Engagement and Learning Within Political Science. Journal of Political Science Education, 15(3), pp. 406-409.
Mayhew, Emma. "No longer a silent partner: How Mentimeter can enhance teaching and learning within political science." (2019): 546-551.
Mayhew, Emma. "Hearing everyone in the feedback loop: using the new discussion platform, Unitu, to enhance the staff and student dialogue." European Political Science, 18.4 (2019): 714-728.
Nicolaou, C., Matsiola, M. and Kalliris, G., 2019. Technology-enhanced learning and teaching methodologies through audiovisual media.鈥�Education Sciences,鈥�9(3), p.196.
Serrano, D.R., Dea鈥怉yuela, M.A., Gonzalez鈥怋urgos, E., Serrano鈥怗il, A. and Lalatsa, A., 2019. Technology鈥恊nhanced learning in higher education: How to enhance student engagement through blended learning.鈥疎uropean Journal of Education,鈥�54(2), pp.273-286.
Su, F., 2019. Blended Learning Pedagogy in Higher Education. In: Peters, M., Heraud, R. eds. Encyclopedia of Educational Innovation. Singapore: Springer. Available at:
Thompson, L. 2019. Using audience response systems to amplify student learning in political science: a case study of electoral systems teaching. European Political Sciience, 18, pp. 351鈥�362. Available at:
2018
Bennett, S., Lockyer, L. and Agostinho, S.听2018. Towards sustainable technology鈥恊nhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice.鈥�British Journal of Educational Technology,鈥�49(6), pp.1014-1026.
Dukuzumuremyi, S. and Siklander, P.听2018. Interactions between pupils and their teacher in collaborative and technology-enhanced learning settings in the inclusive classroom.鈥�Teaching and Teacher Education,鈥�76, pp.165-174.
FitzGerald, E., Kucirkova, N., Jones, A., Cross, S., Ferguson, R., Herodotou, C., Hillaire, G. and Scanlon, E., 2018. Dimensions of personalisation in technology鈥恊nhanced learning: A framework and implications for design.鈥�British Journal of Educational Technology,鈥�49(1), pp.165-181.
Flavin, M. and Quintero, V., 2018. UK higher education institutions鈥� technology-enhanced learning strategies from the perspective of disruptive innovation.鈥�Research in Learning Technology,鈥�26.
Howard, S.K., Yang, J., Ma, J., Ritz, C., Zhao, J. and Wynne, K., 2018, December. Using data mining and machine learning approaches to observe technology-enhanced learning. In鈥� 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)鈥�(pp. 788-793). IEEE.
Mangaroska, K. and Giannakos, M., 2018. Learning analytics for learning design: A systematic literature review of analytics-driven design to enhance learning.鈥�IEEE Transactions on Learning Technologies,鈥�12(4), pp.516-534.
Zou, D., Xie, H. and Wang, F.L., 2018. Future trends and research issues of technology-enhanced language learning: A technological perspective.鈥�Knowledge Management & E-Learning: An International Journal,鈥�10(4), pp.426-440.
2017
Adekola, J., Dale, V.H. and Gardiner, K., 2017. Development of an institutional framework to guide transitions into enhanced blended learning in higher education.鈥�Research in Learning Technology,鈥� 25.
Flavin, M., 2017.鈥�Disruptive technology enhanced learning: The use and misuse of digital technologies in higher education. Springer.
Ju, R., Buldakova, N., Sorokoumova, S., Sergeeva, M., Galushkin, A., Soloviev, A. and Kryukova, N., (2017). Foresight Methods in Pedagogical Design of University Learning Environment. EURASIA Journal of Mathematics, Science and Technology Education, 13(8).听
Lee, J. and Choi, H., (2017). What affects learner's higher-order thinking in technology-enhanced learning environments? The effects of learner factors.鈥�Computers & Education,鈥�115, pp.143-152.
Mayhew, Emma. "Playback feedback: The impact of screen-captured video feedback on student satisfaction, learning and attainment." European Political Science, 16 (2017): 179-192.
Nel, L., 2017. Students as collaborators in creating meaningful learning experiences in technology鈥恊nhanced classrooms: An engaged scholarship approach.鈥�British Journal of Educational Technology,鈥�48(5), pp.1131-1142.
Obradovic-Wochnik, J. and Hayes, S., 2017. Re-Visualising International Relations: Audio-Visual Projects And Direct Encounters With The Political In Security Studies. European Political Science, 16, pp. 415鈥�429.
Roberts, D (2017). The Message Is The Medium': Evaluating The Use Of Visual Images To Provoke Engagement And Active Learning In Politics and International Relations Lectures.
Roberts, D (2017). Higher education lectures: From passive to active learning via imagery.
Rodr铆guez-Triana, M.J., Prieto, L.P., Vozniuk, A., Boroujeni, M.S., Schwendimann, B.A., Holzer, A. and Gillet, D., 2017. Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review.鈥疘nternational Journal of Technology Enhanced Learning,鈥�9(2-3), pp.126-150.
Woodcock, P., 2017. Towards Dialogue: Audio Feedback On Politics Essays. European Political Science, 16, 193鈥�205.听
2016
Glazier, R.A., 2016. Building Rapport to Improve Retention and Success in Online Classes. Journal of Political Science Education, 12(4), pp. 437-456. Available at:
2015
Anson, I.G., 2015. Assessment Feedback using Screencapture Technology in Political Science. Journal of Political Science Education, 11(4), pp. 375-390.
2010
Ralph, J., Head, N. and Lightfoot, S. 2010. Pol-Casting: The Use of Podcasting in the Teaching and Learning of Politics and International Relations. European Political Science, 9, pp. 13鈥�24.
2007
Roberts, D (2007). The Engagement Agenda, Multimedia Learning and the use of images in HE lecturing.
- Gender
2022听
Ryan, J. and Goldingay, S., 2022. University leadership as engaged pedagogy: A call for governance reform.鈥疛ournal of University Teaching & Learning Practice,鈥�19(1), pp.122-139.
2021听
Shelton, S.A., 2021. Queer Contemplative Pedagogy: Challenging Gender and Sexuality Norms through Contemplation.鈥�Journal of homosexuality, pp.1-17.
2019听
Crimmins, G. ed., 2019.鈥�Strategies for resisting sexism in the academy: Higher education, gender and intersectionality. Springer.听
LeMaster, B. and Johnson, A.L., 2019. Unlearning gender鈥擳oward a critical communication trans pedagogy.鈥�Communication Teacher,鈥�33(3), pp.189-198.
Phull, K., Ciflikli, G. and Meibauer, G., 2019. Gender and bias in the International Relations curriculum: Insights from reading lists.鈥�European Journal of International Relations,鈥�25(2), pp.383-407.
2018听
Diller, A., 2018.鈥�The gender question in education: Theory, pedagogy, and politics. Routledge.听
Jester, N. (2018) Representation within higher education curricula: contextualising and advocating for feminist digital activism. Teaching in Higher Education, 23 (5). pp. 606-618.
Sang, K.J., 2018. Gender, ethnicity and feminism: An intersectional analysis of the lived experiences feminist academic women in UK higher education.鈥�Journal of Gender Studies,鈥�27(2), pp.192-206.
2017听
Herman, C. and Kirkup, G., 2017. Combining feminist pedagogy and transactional distance to create gender-sensitive technology-enhanced learning.鈥�Gender and Education,鈥�29(6), pp.781-795.
Keenan, H.B., 2017. Unscripting curriculum: Toward a critical trans pedagogy.鈥�Harvard Educational Review,鈥�87(4), pp.538-556.
McCusker, G., 2017. A feminist teacher鈥檚 account of her attempts to achieve the goals of feminist pedagogy.鈥�Gender and Education,鈥�29(4), pp.445-460.
- Race and Ethnicity
2022听
Gaynor, T.S. and Lopez-Littleton, V., 2022. Coming to terms: Teaching systemic racism and (the myth of) white supremacy. Journal of Public Affairs Education, 28(2), pp. 211-225. 听
2021听
Arday, J., Zoe Belluigi, D. and Thomas, D., 2021. Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum within the academy.鈥疎ducational Philosophy and Theory,鈥�53(3), pp.298-313. 听
Nelsen, M.D., 2021. Cultivating youth engagement: Race & the behavioral effects of critical pedagogy.鈥�Political Behavior,鈥�43(2), pp.751-784. 听
2020听
Liyanage, M., 2020.鈥疢iseducation: decolonising curricula, culture and pedagogy in UK universities. Higher Education Policy Institute.
Woodson, A.N. and Bristol, T.J., 2020. Male teachers of color: Charting a new landscape for educational research.鈥疪ace Ethnicity and Education,鈥�23(3), pp.281-287. 听
2019听
Awesti, A. 2019 鈥楢nti-Racist Pedagogy and Practice Learning Circle.鈥� Paper presented at the Race Equity through Pedagogy Conference, Sheffield, 1 July (with M. Ono-George).听
Harbin, M.B., Thurber, A. and Bandy, J., 2019. Teaching race, racism, and racial justice: Pedagogical principles and classroom strategies for course instructors.鈥疪ace and Pedagogy Journal: Teaching and Learning for Justice,鈥�4(1), p.1.
Jabbar, A. and Mirza, M., 2019. Managing diversity: academic鈥檚 perspective on culture and teaching.鈥�Race Ethnicity and Education,鈥�22(5), pp.569-588. 听
Wah, Y.L. and Nasri, N.B.M., 2019. A systematic review: The effect of culturally responsive pedagogy on student learning and achievement.鈥�International Journal of Academic Research in Business and Social Sciences,鈥�9(5), pp.588-596.
2018听
Borrero, N., Ziauddin, A. and Ahn, A., 2018. Teaching for Change: New Teachers' Experiences with and Visions for Culturally Relevant Pedagogy.鈥�Critical Questions in Education,鈥�9(1), pp.22-39.
Dunne, L., Kay, V., Boyle, R., Obadan, F. and Lander, V., 2018. 鈥業 love a curry鈥�: student-teacher discourse around 鈥榬ace鈥� and ethnicity at a UK university.鈥�Journal of Education for Teaching,鈥�44(2), pp.162-174.
Karvelis, N., 2018. Race, class, gender, and rhymes: Hip-hop as critical pedagogy.鈥�Music Educators Journal,鈥�105(1), pp.46-50. 听
Martinez-Cola, M., with, English, R., Min, J., Peraza, J., Tambah, J. and Yebuah, C., 2018. When pedagogy is painful: Teaching in tumultuous times.鈥�Teaching Sociology,鈥�46(2), pp.97-111.
2017听
Alem谩n, S.M. and Gayt谩n, S., 2017. 鈥業t doesn鈥檛 speak to me鈥�: understanding student of color resistance to critical race pedagogy.鈥�International Journal of Qualitative Studies in Education,鈥�30(2), pp.128-146.
Iv, H.R.M., 2017. Where's the Race in Culturally Relevant Pedagogy?鈥�Teachers College Record,鈥�119(1), pp.1-32.
2016听
Awesti, 听A. 2016 鈥�Diversity and Equality: a 10 year strategic plan for the PSA.鈥� Paper presented at the Political Studies Association 66th Annual International Conference, Brighton, 21-23 March.听
Awesti, A. 2016 鈥楶ursuing the Diversity and Inclusion agenda: The PSA in the UK鈥�. European Political Science, Vol. 15, No. 4 (with M. Flinders and H. Savigny).
Matias, C.E. and Mackey, J., 2016. Breakin鈥檇own whiteness in antiracist teaching: Introducing critical whiteness pedagogy.鈥�The Urban Review,鈥�48(1), pp.32-50. 听
Mattocks, Kate, and Shardia Briscoe-Palmer. "Diversity, inclusion, and doctoral study: Challenges facing minority PhD students in the United Kingdom." European Political Science, Vol.听15 (2016): 476-492.
2015听
Brooks, J.S., Knaus, C.B. and Chang, H., 2015. Educational leadership against racism: Challenging policy, pedagogy, & practice.鈥疘nternational Journal of Multicultural Education,鈥�17(1), pp.1-5.
2021听
Watermeyer, R., Crick, T., Knight, C. and Goodall, J., 2021. COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration.鈥�Higher Education,鈥�81(3), pp.623-641.
2020听
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. and Lam, S., 2020. COVID-19: 20 countries' higher education intra-period digital pedagogy responses.鈥�Journal of Applied Learning & Teaching,鈥�3(1), pp.1-20.
Onishchuk, I., Ikonnikova, M., Antonenko, T., Kharchenko, I., Shestakova, S., Kuzmenko, N. and Maksymchuk, B., 2020. Characteristics of foreign language education in foreign countries and ways of applying foreign experience in pedagogical universities of Ukraine.鈥�Revista Romaneasca Pentru Educatie Multidimensionala,鈥�12(3), pp.44-65.
2019 听
Jin, L. and Schneider, J., 2019. Faculty views on international students: A survey study.鈥�Journal of International Students,鈥�9(1), pp.84-99.
2018听
Huang, R. and Turner, R., 2018. International experience, universities support and graduate employability鈥損erceptions of Chinese international students studying in UK universities.鈥�Journal of Education and Work,鈥�31(2), pp.175-189.
Lomer, S., 2018. UK policy discourses and international student mobility: The deterrence and subjectification of international students.鈥疓lobalisation, Societies and Education,鈥�16(3), pp.308-324.
Taguchi, N. and Ishihara, N., 2018. The pragmatics of English as a lingua franca: Research and pedagogy in the era of globalization.鈥�Annual Review of Applied Linguistics,鈥�38, pp.80-101.
Waters, J.L., 2018. International education is political! Exploring the politics of international student mobilities.鈥�Journal of International Students,鈥�8(3), pp.1459-1478.
2017听
Ploner, J., 2017. Resilience, moorings and international student mobilities鈥揈xploring biographical narratives of social science students in the UK.鈥�Mobilities,鈥�12(3), pp.425-444. 听
Taylor, G. and Ali, N., 2017. Learning and living overseas: Exploring factors that influence meaningful learning and assimilation: How international students adjust to studying in the UK from a socio-cultural perspective.鈥�Education Sciences,鈥�7(1), p.35.
2016听
Gann, R. (2016) 鈥楬ow to internationalist the social sciences curricula: a peer-reviewed checklist approach鈥� European Political Science 15 (1): 7-22; advance online publication, September 25, 2015.
Gann, R. (2016) 鈥業ntroduction: internationalising the curriculum 鈥� reflection on process, design and delivery鈥� European Political Science 15 (1): 1-6; advance online publication, September 25, 2015. 听
Sweeney, S. (2016) Engaging international students in content contribution to the teaching and learning process. Innovative Pedagogies York: Higher Education Academy.听
2012听
Adair, J.K., Tobin, J. and Arzubiaga, A.E., 2012. The dilemma of cultural responsiveness and professionalization: Listening closer to immigrant teachers who teach children of recent immigrants.鈥�Teachers College Record,鈥�114(12), pp.1-37.
2022听
Jacobs, A.M., Kapiszewski, D. and Karcher, S., 2022. Using Annotation for Transparent Inquiry (ATI) to Teach Qualitative Research Methods.鈥疨S: Political Science & Politics,鈥�55(1), pp.216-220.
2021听
Carter, J. 2021. "Developing a future pipeline of applied social researchers through experiential learning: The case of a data fellows programme." Statistical Journal of the IAOS Preprint: 1-16. 听
Jacob, A., Kapiszewski, D. and Karcher, S., 2021. Using Annotation for Transparent Inquiry (ATI) to Teach Qualitative Research Methods. 听
Li, R., 2021. Teaching Undergraduates R in an Introductory Research Methods Course: A Step-by-Step Approach. Journal of Political Science Education, 17(4), pp. 653-671.
Slocum-Schaffer, S.A. and Bohrer II, R.E., 2021. Information Literacy for Everyone: Using Practical Strategies to Overcome 鈥楩ear and Loathing鈥� in the Undergraduate Research Methods Course. Journal of Political Science Education, 17(sup1), pp. 363-379.
Witkowski, K., Reyes, A.M. and Padilla, M., 2021. Teaching diversity in public participation through participatory research: A case study of the PhotoVoice methodology. Journal of Public Affairs Education, 27(2), pp. 218-237.
2020听
M眉ller, P.A., B盲umer, T., Silberer, J. and Zimmermann, S., 2020. Using research methods courses to teach students about sustainable development鈥揳 three-phase model for a transformative learning experience.鈥�International Journal of Sustainability in Higher Education.
2019听
Barr M. 2019. Autoethnography as Pedagogy: Writing the 鈥淚鈥� in IR. Qualitative Inquiry, 25(9-10), 1106-1114.
2018听
Abutabenjeh, S. and Jaradat, R., 2018. Clarification of research design, research methods, and research methodology: A guide for public administration researchers and practitioners.鈥�Teaching Public Administration,鈥�36(3), pp.237-258.
Blair A, Griggs S, Mackillop E. 2018. Engaging students as co-producers: A critical reflection on the policy commission model. Politics. 38(4):514-530.
Fisher, S. and Justwan, F., 2018. Scaffolding Assignments and Activities for Undergraduate Research Methods. Journal of Political Science Education, 14(1), pp. 63-71.听
Nind, M. and Lewthwaite, S., 2018. Hard to teach: inclusive pedagogy in social science research methods education.鈥疘nternational Journal of Inclusive Education,鈥�22(1), pp.74-88.
Nind, M. and Lewthwaite, S., 2018. Methods that teach: developing pedagogic research methods, developing pedagogy.鈥疘nternational Journal of Research & Method in Education,鈥�41(4), pp.398-410. 听
Oldmixon, E.A., 2018. 鈥淚t Was My Understanding That There Would Be No Math鈥�: Using Thematic Cases to Teach Undergraduate Research Methods.鈥�Journal of Political Science Education,鈥�14(2), pp.249-259. 听
2017听
Cvancara, K.E., 2017. Optimizing how we teach research methods.鈥�Communication Teacher,鈥�31(1), pp.35-40.
2016听
Bell, R., 2016. The continuing search to find a more effective and less intimidating way to teach research methods in higher education.鈥�Innovations in Education and Teaching International,鈥�53(3), pp.285-295.
Lewthwaite, S. and Nind, M., 2016. Teaching research methods in the social sciences: Expert perspectives on pedagogy and practice.鈥�British Journal of Educational Studies,鈥�64(4), pp.413-430.
2015听
Page, E., 2015. Undergraduate Research: An Apprenticeship Approach To Teaching Political Science Methods. European Political Science, 14, pp. 340鈥�354.听听
2014听
Adriaensen, J., Coremans, E. and Kerremans, B.,2014. Overcoming Statistics Anxiety: Towards the Incorporation of Quantitative Methods in Non-Methodological Courses. European Political Science, 13, pp. 251鈥�265.
2013听
Bernstein, J.L. and Allen, B.T., 2013. Overcoming Methods Anxiety: Qualitative First, Quantitative Next, Frequent Feedback Along the Way.听Journal of Political Science Education, 9(1), pp. 1-15.听
2022听
Barham, E. and Wood, C., 2022. Teaching the Hidden Curriculum in Political Science. PS: Political Science & Politics. Cambridge University Press, 55(2), pp. 324鈥�328. 听
Burnett, J., DeMora, S.L., Landgrave, M., Lindke, C. 听and Ninci, A., 2022. How Can We Address Professional Isolation Among Traditionally Underrepresented Students? The Importance of Peer Mentorship. Journal of Political Science Education. 听
2021听
Gibbs, J., Hartviksen, J., Lehtonen, A. and Spruce, E., 2021. Pedagogies of inclusion: a critical exploration of small-group teaching practice in higher education. Teaching in Higher Education, 26(5), pp. 696-711.
Perez, R.J., Acu帽a, A. and Reason, R.D., 2021. Pedagogy of Validation: Autobiographical Reading and Writing Courses for First-Year, Low-Income Students. Innovative Higher Education, 46, pp. 623鈥�641.
Poorvu Center for Teaching and Learning. 2021. Inclusive Teaching Strategies. Yale. [online] [Accessed 20 June 2022].听
2020听
Howard, T. O., Winkelmes, M. and Shegog, M., 2020. Transparency Teaching in the Virtual Classroom: Assessing the Opportunities and Challenges of Integrating Transparency Teaching Methods with Online Learning. Journal of Political Science Education, 16(2), pp. 198-211.
2019听
Pacansky-Brock, M., Smedshammer, M. and Vincent-Layton, K., 2019. Humanizing Online Teaching to Equitize Higher Education. Manuscript submitted for publication.
2018听
Reyes, W.S., Rungduin, T.T, David, A.P. and Bayten, E.O., 2018. A model of pedagogical strategies for low income students in the Philippines. Issues in Educational Research, 28(4), pp. 1009-1023.
2017听
Jury, M., Smeding, A., Stephens, N.M., Nelson, J.E., Aelenei, C. and Darnon, C., 2017. The Experience of Low-SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social-Class Inequality. Journal of Social Issues, 73, pp. 23-41.
2016听
Devlin, M. and McKay, J., 2016. Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities. Australasian Journal of Educational Technology, 32(1).
Norodien-Fataar, N. and Daniels, D., 2016. Exploring the educational engagement practices of disadvantaged students at a South African University. [online] Hdl.handle.net. [Accessed 20 June 2022]. 听
听
Thomas, L., 2016. Chapter 9: Developing Inclusive Learning to Improve the Engagement, Belonging, Retention, and Success of Students from Diverse Groups. In: M. Shah, A. Bennett and E. Southgate, eds. 2016. Widening Higher Education Participation: A Global Perspective. Kidlington: Chandos Publishing. pp. 135-159.2012听
Devlin, M., Kift, S., Nelson, K., Smith, L. and McKay, J., 2012. Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for teaching staff. [online] Sydney: Australian Government Office for Learning and Teaching.听 [Accessed 20 June 2022].听
2011听
Phillips, P. and Loch, B., 2011. Building Lectures and Building Bridges with Socio-economically Disadvantaged Students. Educational Technology & Society, 14 (3), pp.240鈥�251.
2022听
Benson, T. and Montoya, T.M., 2022. Concerns for First-Gen Political Science Graduate Students. APSA Preprints. This content is a preprint and has not been peer-reviewed.
Keeton, R.G., Mendoza, Y., Zarate, M.E. and Magruder, E.D., 2022. Teaching Faculty to Reach First-Generation College Students: The Impact of a Professional Development Course on Faculty. College Teaching, 70(2), pp. 152-160. 听
2021听
Hermann, J. R., 2021. A Demographic Shift in College Students: A Preparatory Guide for Political Scientists and the Discipline. In: L. Waller, S. Waller. eds. Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid [Working Title], London: IntechOpen.
2020听
Owen, D., 2020. Review of Breakthrough Strategies: Classroom-Based Practices to Support New Majority College Students. Journal of Political Science Education, 16(1), pp. 133-135. 听
Ives, J. and Castillo-Montoya, M., 2020. First-Generation College Students as Academic Learners: A Systematic Review. Review of Educational Research, 90(2), pp. 139鈥�178. 听
2019听
Castillo-Montoya, M., 2019. Professors' Pedagogical Strategies for Teaching Through Diversity. Review of Higher Education, 42, pp. 199-226.
Delima, D.G., 2019. Making a Case for a Funds of Knowledge Approach to Teaching and Learning for First-Generation College Students, College Teaching, 67(4), pp. 205-209. DOI: 10.1080/87567555.2019.1630355听
Taylor, A., Yochim, L. and Raykov, M., 2019. Service-Learning and First-Generation University Students: A Conceptual Exploration of the Literature. Journal of Experiential Education, 42(4), pp. 349鈥�363.
2018
Castillo-Montoya, M., 2018. Rigor Revisited: Scaffolding College Student Learning by Incorporating Their Lived Experiences. New Directions for Higher Education, 2018, pp. 37-46.Checkoway, B., 2018. Inside The Gates: First-Generation Students Finding Their Way. Higher Education Studies, 8(3).
2017听
Castillo-Montoya, M., 2017. Deepening understanding of prior knowledge: what diverse first-generation college students in the U.S. can teach us. Teaching in Higher Education, 22(5), pp. 587-603. 听
Glass, C.R., Gesing, P., Hales, A. and Cong, C., 2017. Faculty as bridges to co-curricular engagement and community for first-generation international students. Studies in Higher Education, 42(5), pp. 895-910. 听
2016听
Beattie, I.R. and Thiele, M., 2016. Connecting in Class? College Class Size and Inequality in Academic Social Capital. The Journal of Higher Education, 87(3), pp. 332-362. 听
2015听
Schademan, A. and Thompson, M., 2015. Are College Faculty and First-Generation, Low-Income Students Ready for Each Other?. Journal of College Student Retention: Research, Theory & Practice, 18(2), pp.194-216.
2014听
Wang, T. R., 2014. Formational Turning Points in the Transition to College: Understanding How Communication Events Shape First-Generation Students' Pedagogical and Interpersonal Relationships With Their College Teachers. Communication Education, 63(1), pp. 63-82.
Wilsey, S. A., Friedrichs, J., Gabrich, C., and Chung, T., 2014. A Privileged Pedagogy for Privileged Students? A Preliminary Mixed-Methods Analysis Comparing First-Generation and Non-First-Generation College Students on Post-Evaluations of Service Learning Courses. PRISM: A Journal of Regional Engagement, 3(2), pp. 79-97.
2011听
Hao, R.N., 2011. Critical compassionate pedagogy and the teacher's role in first-generation student success. New Directions for Teaching and Learning, 2011, pp.91-98.
2010听
Jehangir, R., 2010. Stories as Knowledge: Bringing the Lived Experience of First-Generation College Students Into the Academy, Urban Education, 45(4), pp. 533鈥�553.
2022听
Cullen, S., 2022. New norms in higher education that can help disabled students long-term. Times Higher Education, [online] 17 January. 听
Edwards, M., Poed, S., Al-Nawab, H. and Penna, O., 2022. Academic accommodations for university students living with disability and the potential of universal design to address their needs. Higher Education. 听
Mori帽a, A., 2022. Faculty members who engage in inclusive pedagogy: methodological and affective strategies for teaching, Teaching in Higher Education, 27(3), pp. 371-386. 听
2021听
Brown, E. and Melcher, M., 2021. The upside of disrupted teaching for neurodiverse and disabled students: 10 ways to disrupt pedagogical practices that disregard the importance of accessibility. Critical Studies on Security, 9(2), pp. 179-182.
Hazelwood, A. and Stuve, M., 2021. Teaching with a neurodiverse pedagogy: Moving beyond accommodations to infusion. In T. Bastiaens. ed. Proceedings of Innovate Learning Summit 2021. Online, United States: Association for the Advancement of Computing in Education (AACE). pp. 374-376. 听
Currin-Percival, M. and Gulahmad, S., 2021. Adapting Experiential Learning Opportunities: A Political Science Research Methods Course Case Study. Journal of Political Science Education, 17(sup1), pp. 311-325.
Dolamore, S., 2021. Accessibility features in ZOOM to improve equity in the MPA classroom. Journal of Public Affairs Education, 27(3), pp. 376-379.
Shmulsky, S., Gobbo, K. and Vitt, S., 2021. Culturally Relevant Pedagogy for Neurodiversity. Community College Journal of Research and Practice.听
Shwetz, J., 2021. Supporting Student Neurodiversity in Teacher Practice. Master of Education. University of Alberta.
2020
Clouder, D., Karakus, M., Cinotti, A., Ferreyra, M., Amador, G. and Rojo, P., 2020. Neurodiversity in higher education: a narrative synthesis. Higher Education, 80.Mori帽a, A. and Orozco, I., 2020. Planning and implementing actions for students with disabilities: Recommendations from faculty members who engage in inclusive pedagogy. International Journal of Educational Research, 103(101639).
Tan, K.S., 2020. Power, Play and Pedagogy through the PowerPoint Performance-Lecture. International Journal of Management and Applied Research, 3, pp. 382-394.
Tuffrey鈥怶ijne, I., Lam, C.K.K., Marsden, D., Conway, B., Harris, C., Jeffrey, D., Jordan, L., Keagan鈥怋ull, R., McDermott, M., Newton, D. and Stapelberg, D., 2020. Developing a training course to teach research skills to people with learning disabilities: 鈥淚t gives us a voice. We CAN be researchers!鈥�.鈥疊ritish Journal of Learning Disabilities,鈥�48(4), pp.301-314. 听
2019听
Lipka, O., Baruch, A.F. and Meer, Y., 2019. Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions. International Journal of Inclusive Education, 23(2), pp. 142-157.
Perera-Rodr铆guez, V.H. and D铆ez, A.M., 2019. Technological challenges and students with disabilities in higher education, Exceptionality, 27(1), pp. 65-76.
2017听
Evans, N. J., Broido, E.M., Brown, K.R. and Wilke, A.K., 2017. Disability in higher education鈥�: a social justice approach. San Francisco, CA: Jossey-Bass.
Morgado Camacho, B., Lopez-Gavira, R., Mori帽a D铆ez, A., 2017. The ideal university classroom: Stories by students with disabilities. International Journal of Educational Research, 85, pp. 148鈥�156.
UK Government. 2017. Inclusive Teaching and Learning in Higher Education as a route to Excellence.
Yuknis, C. and Bernstein, E.R. 2017. Supporting students with non-disclosed disabilities: A Collective and Humanizing Approach. In: E., Kim, and K.C., Aquino. eds. Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success (1st ed.). Routledge.
2015听
Walters, S., 2015. Toward a Critical ASD Pedagogy of Insight: Teaching, Researching, and Valuing the Social Literacies of Neurodiverse Students. Research in the Teaching of English, 49(4), pp. 340鈥�360.
2014听
Kraglund-Gauthier, W.L., Young, D.C. and Kell, E., 2014. Teaching Students with Disabilities in Post-secondary Landscapes: Navigating Elements of Inclusion, Differentiation, Universal Design for Learning, and Technology. Transformative Dialogues: Teaching & Learning Journal, 7(3), pp. 1-9.
Stein, K.F., 2014. Experiences of College Students with Psychological Disabilities: The Impact of Perceptions of Faculty Characteristics on Academic Achievement. International Journal of Teaching and Learning in Higher Education, 26(1), pp.55-65.
2022听
Heffernan, A., Murphy, M.P.A. and Yearwood, D. 2022. Can active learning be asynchronous? Implementing online peer review assignments in undergraduate political science and international relations courses. European Political Science. 听
Murphy, M.P.A., 2022. Evaluating Simultaneous Group Activities Through Self- and Peer-Assessment: Addressing the "Evaluation Challenge" in Active Learning. Journal of Political Science Education.
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Zech, S.T., Rublee, M.R., Deejay, A. and Flanik, W.M., 2022. Active Learning and the Graduate Classroom: How Gender and International Student Status Affect Preferences and Experiences. Journal of Political Science Education, 18(1), pp.22-34. 听2021听
Alves, E., Silva, A. and Barbosa, G., 2021. A Framework for Active Learning in International Relations: The Case of the Challenge Game. Journal of Political Science Education, 17(1), pp.123-138.
Cohen, A., Alden, J. and Ring, J., 2021. Using a 鈥淕ateway Game鈥� to Stimulate Student Interest and Build Foundational Knowledge. Journal of Political Science Education, 17(sup1), pp.104-115. 听
Copridge, K.W., Uttamchandani, S. and Birdwell, T., 2021. Faculty Reflections of Pedagogical Transformation in Active Learning Classrooms. Innovative Higher Education, 46, pp.205鈥�221. 听
Forestal, J. and Finch, J.K., 2021. Teaching the Town Hall: Incorporating Experiential Learning in a Large Introductory Lecture Course. Journal of Political Science Education, 17(sup1), pp.116-129.
Hendrickson, P., 2021. Effect of Active Learning Techniques on Student Excitement, Interest, and Self-Efficacy. Journal of Political Science Education, 17(2), pp.311-325.
Kartal, M., 2021. Facilitating Deep Learning and Professional Skills Attainment in the Classroom: The Value of a Model United Nations Course. Journal of Political Science Education, 17(sup1), pp.148-168. 听
West, L. and Halvorson, D., 2021. Student Engagement and Deep Learning in the First-Year International Relations Classroom: Simulating a UN Security Council Debate on the Syrian Crisis. Journal of Political Science Education, 17(2), pp.173-190. 听
2020听
Bijsmans, P., Versluis, E., 2020. Problem-based learning and the relevance of teaching and learning European Studies in times of crises. European Political Science, 19, pp.668鈥�686. 听
Collins, L. A., 2020. The Do Now: A Simple, but Effective Active Learning Strategy. Applied Economics Teaching Resources (AETR), 2(2), pp.58-63.
Duchatelet, D., Bursens, P., Usherwood, S., Oberle, M., 2020. Beyond descriptions and good practices: empirical effects on students鈥� learning outcomes of active learning environments in political science curricula. European Political Science, 19, pp.327鈥�335. 听
Groen, A., Bijsmans, P. and Adriaensen, J., 2020. Improving a self-assessment tool to monitor generic skills development in an active learning environment. European Political Science, 19, pp.352鈥�366. 听
Leib, J., Ruppel, S., 2020. The learning effects of United Nations simulations in political science classrooms. European Political Science, 19, pp.336鈥�351.
Owens, D.C., Barlow, A.T. and Smith-Walters, C., 2020. Student Motivation and Resistance in Active Learning Classrooms. In: Mintzes, J., Walter, E. (eds) Active Learning in College Science. Springer, Cham.
Perry, T.J. and Robichaud, C., 2020. Teaching Ethics Using Simulations: Active Learning Exercises in Political Theory. Journal of Political Science Education, 16(2), pp.225-242.
Walk, I., Yim, A., Novak, E., Reiss, C. and Graham, D., 2020. Redesigning the Online Video Lecture Player to Promote Active Learning. 2020 IEEE Frontiers in Education Conference (FIE), pp. 1-5. doi: 10.1109/FIE44824.2020.9273898
Wong, S.L., Yau, S.Y., 2020. Impact of Student Response System on Enhancing Active Learning. In: Li, K.C., Tsang, E.Y.M., Wong, B.T.M. (eds) Innovating Education in Technology-Supported Environments. Education Innovation Series. Springer, Singapore. 听
2019
Deejay, A., Rublee, M.R. and Zech, S.T., 2019. Active Learning in Large Graduate Classes: Reflections on an 鈥淎ttaining Citizenship鈥� Simulation. Journal of Political Science Education, 15(1), pp.120-132. 听Dunn, J.P., 2019. A 鈥淢odel鈥� for Active Learning and Leadership Development: International Model NATO. Journal of Political Science Education, 15(4), pp.528-534.
Fischer, B.A., 2019. Fact or Fiction? Designing Stories for Active Learning Exercises, Journal of Political Science Education, 15(2), pp.179-190.
Hunt, K., 2019. Zombies, Gender, and Student Active Learning. Journal of Political Science Education, 15(1), pp.49-63. 听
Mikell, R., 2019. Methods Discussion and Active Learning in a Volatile Age: A Reflection and Analysis. Journal of Political Science Education, 15(2), pp.247-256. 听
Mitchell, J.S., 2019. Virtual Integration in U.S. Senate Campaigns: An Active Learning Tool for Teaching American Government. Journal of Political Science Education, 15(2), pp.206-217.
Novak, G., 2019. Active learning pedagogy: Structuring the preinstruction assignment. Journal of Physics: Conference Series, 1161. 听
2018听
Henshaw, A.L. and Meinke, S.R., 2018. Data Analysis and Data Visualization as Active Learning in Political Science. Journal of Political Science Education, 14(4), pp.423-439.
Hosman, L. and Jacobs, G., 2018. From Active Learning to Taking Action: Incorporating Political Context Into Project-Based, Interdisciplinary, International Service Learning Courses. Journal of Political Science Education, 14(4), pp.473-490.
Klunk, B.E., 2018. Review of Playing to Learn with Reacting to the Past: Research on High Impact, Active Learning Practices, Journal of Political Science Education, 14(3), pp.414-417. 听
Misseyanni, A., Lytras, M.D., Papadopoulou, P. and Marouli, C., 2018. Active Learning Strategies in Higher Education. Emerald Publishing Limited: Bingley.
Roberts, D., 2018. The message is the medium鈥�: Evaluating the use of visual images to provoke engagement and active learning in politics and international relations lectures. Politics, 38(2), pp. 232鈥�249.
2017听
Blings, S. and Maxey, S., 2017. Teaching Students to Engage with Evidence: An Evaluation of Structured Writing and Classroom Discussion Strategies, Journal of Political Science Education, 13(1), pp.15-32.
lambach, D., K盲rger, C. and Goerres, A., 2017. Inverting The Large Lecture Class: Active Learning In An Introductory International Relations Course. European Political Science, 16, pp.553鈥�569.
McNally, B., Chipperfield, J., Dorsett, P., Fabbro, L., Frommolt, V., Goetz, S., Lewohl, J., Molineux, M., Pearson, A., Reddan, G., Roiko, A. and Rung, A., 2017. Flipped classroom experiences: student preferences and flip strategy in a higher education context. Higher Education, 73, pp.281鈥�298.
Murphy, M.P.A., 2017. Using Active-Learning Pedagogy to Develop Essay-Writing Skills in Introductory Political Theory Tutorials. Journal of Political Science Education, 13(3), pp.346-354. 听
Nerantzi, C., 2020. The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 Pandemic. International Journal of Management and Applied Research, 7(2), pp.184-195.
Tabrizi, S. and Rideout, G., 2017. Active Learning: Using Bloom's Taxonomy to Support Critical Pedagogy. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 8(3), 3202-3209. https://www.researchgate.net/profile/Sirous-Tabrizi/publication/338227684_Active_Learning_Using_Bloom's_Taxonomy_to_Support_Critical_Pedagogy/links/60f818cd169a1a0103a8d9a5/Active-Learning-Using-Blooms-Taxonomy-to-Support-Critical-Pedagogy.pdf
Roberts, J.W., 2017. Review of Active Learning in Political Science Blog. Journal of Political Science Education, 13(1), pp.109-111.
2016听
Daouk, Z., Bahous, R. and Bacha, N.N., 2016. Perceptions on the effectiveness of active learning strategies. Journal of Applied Research in Higher Education, 8(3), pp. 360-375. 听
Foldnes, N., 2016. The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), pp.39鈥�49.
Nouri, J., 2016. The flipped classroom: for active, effective and increased learning 鈥� especially for low achievers. International Journal of Educational Technology in Higher Education, 13(33).
Stout, V., Kretschmer, K. and Stout, C., 2016. The Continuing Significance of History: An Active-Learning Simulation to Teach About the Origins of Racial Inequality. Journal of Political Science Education, 12(2), pp.230-240. 听
2015听
Jones, R., Bursens, P., 2015. The Effects Of Active Learning Environments: How Simulations Trigger Affective Learning. European Political Science, 14, pp.254鈥�265.
Sj枚stedt, R., 2015. Assessing a Broad Teaching Approach: The Impact of Combining Active Learning Methods on Student Performance in Undergraduate Peace and Conflict Studies. Journal of Political Science Education, 11(2), pp.204-220.
2014听
Emenaker, R., 2014. Pinning Down the Constitution: Interactively Teaching Congress's Power, Federalism, and Constitutional Interpretation. Journal of Political Science Education, 10(4), pp.443-452.
Inoue, C.Y.A. and Krain, M., 2014. One World, Two Classrooms, Thirteen Days: Film as an Active-Teaching and Learning Tool in Cross-National Perspective. Journal of Political Science Education, 10(4), pp.424-442.
2013听
Ishiyama, J., 2013. Frequently used Active Learning Techniques and Their Impact: a Critical Review of Existing Journal Literature in the United States. European Political Science, 12, pp.116鈥�126.
Jozwiak, J., 2013. 鈥榁egelate鈥� and Greece: Teaching the EU through Simulations. European Political Science, 12, pp.215鈥�230.
Kollars, N.A. and Rosen, A.M., 2013. Simulations as Active Assessment?: Typologizing by Purpose and Source. Journal of Political Science Education, 9(2), pp.144-156.
2012听
Bates, D., 2012. 鈥楳aking Politics Matter鈥�: Political Education in a 鈥楰nowledge-Exchange鈥� Context. European Political Science, 11, pp.164鈥�174.
2022听
Brown, C.L., Grussendorf, J., Shea, M.D. and DeMas, C.J., 2022. Changing the paradigm? Creating an adaptive course to improve student engagement and outcomes in introductory political science classes. Journal of Political Science Education, 18(3), pp.301-326.
Strong, J., 2022. Identifying and understanding the drivers of student engagement in a school of politics and international relations. Politics.
2021听
Bolyard, W.L., 2021. Get flipped: Using learning technologies to engage student learning. Journal of Public Affairs Education, 27(2), pp.257-259.
Breunig, C., Kl眉ser, K.J. and Yang, Q., 2021. Can students be encouraged to read? Experimental evidence from a large lecture. European Political Science.
Cohen, J., 2021. Teaching effectively with Zoom: A practical guide to engage your students and help them learn. Journal of Public Affairs Education. 27(2), pp. 260-262.
Glover, R.W., Lewis, D.C., Meagher, R. and Owens, K.A., 2021. Advocating for Engagement: Do Experiential Learning Courses Boost Civic Engagement?听Journal of Political Science Education, 17(sup1), pp.599-615. 听
Rajabalee, Y.B., Santally, M.I., 2021. Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Education and Information Technologies, 26, pp. 2623鈥�2656.
Young, D.G., Baum, M.A. and Prettyman, D., 2021. vMOBilize: Gamifying Civic Learning and Political Engagement in a Classroom Context. Journal of Political Science Education, 17(1), pp.32-54.
2020听
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O. and Kerres, M., 2020. Mapping research in student engagement and educational technology in higher education: a systematic evidence map. International Journal of Educational Technology in Higher Education, 17(2).
Baranowski, M., 2020. The Daily Show vs. the New York Times: Comparing Their Effects on Student Political Knowledge and Engagement. Journal of Political Science Education, 16(3), pp.300-313.
Dragseth, M.R., 2020. Building Student Engagement Through Social Media. Journal of Political Science Education, 16(2), pp.243-256. 听
2019听
Berg, L. and Chambers, J., 2019. Bet Out the Vote: Prediction Markets as a Tool to Promote Undergraduate Political Engagement. Journal of Political Science Education, 15(1), pp.2-16.
2018听
Bryan, T.K., Lutte, R., Lee, J., O鈥橬eil, P., Maher, C.S. and Hoflund, A.B., 2018. When do online education technologies enhance student engagement? A case of distance education at University of Nebraska at Omaha. Journal of Public Affairs Education, 24(2), pp.255-273.
Dumford, A.D., Miller, A.L., 2018. Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30, pp.452鈥�465.
Kahu, E.R. and Nelson, K., 2018. Student engagement in the educational interface: understanding the mechanisms of student success. Higher Education Research & Development, 37(1), pp.58-71.
Martin, F. and Bolliger, D.U., 2018. Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning, 22(1), pp.205-222.
Redmond, P., Abawi, L., Brown, A., Henderson, R., Heffernan, A., 2018. An Online Engagement Framework for Higher Education. Online Learning, 22(1), pp.183-204.
Zepke, N., 2018. Student engagement in neo-liberal times: what is missing?听Higher Education Research & Development, 37(2), pp.433-446.
2017听
Colla莽o, C. M., 2017. Increasing Student Engagement in Higher Education. Journal of Higher Education Theory and Practice, 17(4).
Clark, N., Van Dyke, G., Loedel, P., Scherpereel, J. and Sobisch, A., 2017. EU Simulations and Engagement: Motivating Greater Interest in European Union Politics. Journal of Political Science Education, 13(2), pp. 152-170.
Khan, A., Egbue, O., Palkie, B. and Madden, J., 2017. Active Learning: Engaging Students To Maximize Learning In An Online Course. The Electronic Journal of e-Learning, 15(2), pp.107-115.
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R. and Swaim, K., 2017. A Systematic Literature Review of Students as Partners in Higher Education. International Journal for Students As Partners, 1(1).
Smallhorn, M., 2017. The flipped classroom: A learning model to increase student engagement not academic achievement. Student Success, 8(2), pp.43鈥�53.
Stone, C., 2017. Opportunity through online learning: improving student access, participation and success in higher education. National Centre for Student Equity in Higher Education.
Thiele, T., Pope, D., Singleton, A., Snape, D. and Stanistreet, D., 2017. Experience of disadvantage: The influence of identity on engagement in working class students鈥� educational trajectories to an elite university. British Educational Research Journal, 43, pp.49-67.
Weidenfeld, M.C. and Fernandez, K.E., 2017. Does Reacting to the Past Increase Student Engagement? An Empirical Evaluation of the Use of Historical Simulations in Teaching Political Theory. Journal of Political Science Education, 13(1), pp.46-61. 听
Zanjani, N., 2017. The important elements of LMS design that affect user engagement with e-learning tools within LMSs in the higher education sector. Australasian Journal of Educational Technology, 33(1). 听
2016听
Gray, J.A. and DiLoreto, M., 2016. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments. International Journal of Educational Leadership Preparation, 11(1).
Jack, A. A., 2016. (No) Harm in Asking: Class, Acquired Cultural Capital, and Academic Engagement at an Elite University. Sociology of Education, 89(1), pp. 1鈥�19.
Leach, L., 2016. Enhancing student engagement in one institution. Journal of Further and Higher Education, 40(1), pp.23-47.
Lee, E. and Hannafin, M.J., 2016. A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Education Tech Research Development, 64, pp.707鈥�734.
Masika, R. and Jones, J., 2016. Building student belonging and engagement: insights into higher education students鈥� experiences of participating and learning together. Teaching in Higher Education, 21(2), pp.138-150.
Rashid, T., Asghar, H.M., 2016. Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, pp.604-612. 听
Savin-Baden, M., 2016. The Impact of Transdisciplinary Threshold Concepts on Student Engagement in Problem-Based Learning: A Conceptual Synthesis. Interdisciplinary Journal of Problem-Based Learning, 10(2).
2015听
Dixson, M.D., 2015. Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). Online Learning, 19(4).
Forestiere, C., 2015. Promoting Civic Agency Through Civic-Engagement Activities: A Guide for Instructors New to Civic-Engagement Pedagogy. Journal of Political Science Education, 11(4), pp.455-471.
Gilboy, M.B., Heinerichs, S., Pazzaglia, G., 2015. Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47(1), pp.109-114.
Shea, J., Joaquin, M.E. and Gorzycki, M., 2015. Hybrid Course Design: Promoting Student Engagement and Success. Journal of Public Affairs Education, 21(4), pp.539-556.
2014听
Buckley, F. and Reidy, T., 2014. Practicing Politics: Student Engagement and Enthusiasm. European Political Science, 13, pp.340鈥�351.
Carr, M., 2014. The Online University Classroom: One Perspective for Effective Student Engagement and Teaching in an Online Environment. Journal of Effective Teaching, 14(1), pp.99-110. 听
Harrington, K., Flint, A. and Healey, M., 2014. Engagement through partnership: students as partners in learning and teaching in Higher Education. Other. Higher Education Academy, York, UK.
Jamaludin, R., Osman, S.Z.M., 2014. The Use of a Flipped Classroom to Enhance Engagement and Promote Active Learning. Journal of Education and Practice, 5(2).
Lightfoot, S. and Maurer, H., 2014. Introduction: Teaching European Studies 鈥� Old and New Tools for Student Engagement. European Political Science, 13, pp.1鈥�3.
Slagter, T.H. and Scribner, D.L., 2014. Interteach and Student Engagement in Political Science. Journal of Political Science Education, 10(1), pp.81-92.
Wang, M.T. and Degol, J., 2014. Staying Engaged: Knowledge and Research Needs in Student Engagement. Child Dev Perspect, 8, pp.137-143.
2013听
Blasco-Arcas, L., Buil, I., Hern谩ndez-Ortega, B., Sese, J., 2013. Using clickers in class: The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, pp.102-110. 听
Dingli, S., Khalfey, S. and Leston-bandeira, C., 2013. The Effectiveness of Incentive-Driven Role-Play. European Political Science, 12, pp.384鈥�398.
Donnelly, P., Hogan, J., 2013. Engaging Students in the Classroom: 鈥楬ow Can I Know What I Think Until I See What I Draw?鈥�. European Political Science, 12, pp.365鈥�383.
Guerrero, M. and Rod, A.B., 2013. Engaging in Office Hours: A Study of Student-Faculty Interaction and Academic Performance. Journal of Political Science Education, 9(4), pp.403-416.
Herrmann, K. J., 2013. The impact of cooperative learning on student engagement: Results from an intervention. Active Learning in Higher Education, 14(3), pp. 175鈥�187.
Kearney, S., 2013. Improving engagement: the use of 鈥楢uthentic self-and peer-assessment for learning鈥� to enhance the student learning experience. Assessment & Evaluation in Higher Education, 38(7), pp.875-891.
McCormick, A.C., Kinzie, J., Gonyea, R.M., 2013. Student Engagement: Bridging Research and Practice to Improve the Quality of Undergraduate Education. In: Paulsen, M. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 28. Springer, Dordrecht. 听
2009听
Kaunert, C., 2009. The European Union Simulation: From Problem-Based Learning (PBL) to Student Interest. European Political Science, 8, pp.254鈥�265. 听
2008听
Krause, K. and Coates, H., 2008. Students鈥� engagement in first鈥恲ear university. Assessment & Evaluation in Higher Education, 33(5), pp.493-505.
Kuh, G.D., Cruce, T., Shoup, R., Kinzie, J. and Gonyea, R.M., 2008. Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of Higher Education, 79(5), pp.540-563.
IPED is a bibliographic database of journal articles relating to teaching and learning in politics, international relations, public administration and related fields which covers 2000+ references of publications up to and including 2016.听
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