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    A Multi-Case Study Of Peer Tutoring Programs: Program Structure, Faculty-Tutor Partnerships, and Access to Instructional Knowledge

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    Influence of a High-Impact Practice Government Course on Retention, Graduation, GPA, and Student Integration Among First-Time-in-College (FTIC) Students

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    Fostering Intercultural Competence in Healthcare: Insights from an Online Audiology Course

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    Examining the Motivational Climate in an Anatomy Course: Instructional Practices to Engage Students in Learning

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    Purposeful Presence: Faculty Perspectives on Social Presence in Online Learning

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    Ethical Tensions in the Ethics Review of Scholarship of Teaching and Learning Projects: Revealing Values from a Health Faculty in Aotearoa New Zealand.

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    Generative AI and the Future of the Scholarship of Teaching and Learning: What Do We Stand to Gain or Lose?

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    A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class

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    Explicit vs. Implicit Grammar Teaching in EFL Classroom: A Literature Review

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    The Investigation of the Secondary School Students' Acceptance Levels of Flipped Mathematics Classroom

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    Assessing feedback practices in higher education: Development and validation of the Perceived Quality of Feedback Scale

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    Methodological gaps and domain imbalances in flipped learning reviews: A critical umbrella review

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    Determining factors influencing middle school teachers in demonstrating test score inflation

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    ChatGPT-4o as an automated scoring tool for writing assessment: Strengths and weaknesses

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    Detecting suspicious persons in multiple-choice tests: Comparison of performance of 𝜔 and GBT indexes

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    Expert judgment vs. psychometric analysis: Enhancing high school exam development in Albania

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    Disengagement matters: A response-time informed approach to scoring low-stakes assessments

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    Training EFL writers in self-assessment of source use: Why it fell short

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    Predicting middle school students’ academic achievement in mathematics with a new hybrid approach

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    From measurement to meaning: Reconsidering test-based accountability and educational quality

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