Journal of Research in Innovative Teaching - National University

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The Journal of Research in Innovative Teaching An Annual Peer Reviewed Publication of National University The Journal's mission is to collect and disseminate advanced research-based information on teaching and learning, particularly focusing on innovative methodologies and technologies applied primarily but not exclusively in higher education, to enhance student learning outcomes. JRIT publishes carefully selected, original articles describing original research on the following topics: • New pedagogical theories and approaches in teaching and learning • Innovative educational technologies and their applications • Knowledge management • Accelerated, short-term, and intensive pedagogy • Effective instructional methodologies • Specific methodology of teaching particular subjects • Online/distance/hybrid education • Adult learning • Curriculum development and instructional design • Psychology of learning, of the learner and of the group • Time and cost-efficiency of education • Best practices Articles on the topics outside the JRIT focus will not be considered. Submission of Manuscripts A manuscript is to be submitted in electronic form to the Editor-in-Chief or to any of the Members of the Editorial Board in a camera-ready form. Manuscripts are accepted for review with the understanding that the same work has not been published, that it is not under consideration for publication elsewhere, and that its submission for publication has been approved by all of the authors and by the institution where the work was carried out; further, that any person cited as a source of personal communications has approved such citation. Written authorization may be required at the editor's discretion. Articles and any other material published in the JRIT represent the opinions of the author(s) and should not be construed to reflect the opinions of the editor(s) and the publisher. Copyright Upon acceptance of an article, authors will be asked to transfer copyright to National University. This transfer will ensure the widest possible dissemination of information. By submitting the article the author(s) agree to this condition. A letter will be sent to the corresponding author confirming receipt of the manuscript. If material from other copyrighted works is included, the author(s) must obtain written permission from the copyright owners and credit the source(s) in the article. 195
Form of Manuscript Manuscripts should be prepared using Microsoft Word (.doc or. rtf format). The text should be set in 12 point Times New Roman, and the manuscript should not exceed 12-18 pages. The manuscript will be edited according to the style of the journal, and authors must read the proofs carefully. Please do not apply headers or footers to your file. Also, refrain from applying style formats to your text. The manuscript should be prepared in “Normal” mode. Paragraph formatting should not have any extra space added above or below headings or other elements. Manuscripts must be submitted with full address(es), degree(s) and position of the authoir(s), department, school, name of the institution, telephone and fax numbers, and e-mail address(es) of the author(s). The manuscript, including the abstract, references, tables, figures, and figure captions, should be prepared to fit on letter-size paper, single-spaced, with ample margins around the text (one inch on each side). Do not number the pages in the text. The first page should contain the article title, author and co-author names, the abstract and key words. Abstracts should be no more than 100 words long. Key words (6-8) should be listed immediately after the abstract. Notations should be legible, compact, and conforming to current practice. Each symbol must be clear and properly aligned so that superscripts and subscripts are easily distinguishable. Numerical fractions should preferably be put on one line—e.g., 1/2. Place equation numbers in parentheses at the right margin. References to equations should use the form "Eq. (3)" or simply (3). Footnotes, if necessary, should be indicated in the text with superscript numbers: 1, 2, 3, etc. References should listed consecutively in alphabetical order by the author's name and should correspond to APA style. Examples of a book entry, a journal article and a web-based text: Miller, R. I. (1972). Evaluating faculty performance. San Francisco: Jossey-Bass. Stapleton, R. J., & Murkison, G. (2001). Optimizing the fairness of student evaluations: A study of correlations between instructor excellence, study production, learning production, and expected grades. Journal of Management Education, 25(3), 269–291. Nation, P. (2003). The role of the first language in FL learning. Asian EFL Journal. Retrieved from www.asian-efijournal.com/june_2003_pn.pdf References should be listed at the end of the text material. When including URLs, please remove the hotlinks; there should be no hotlinks in the article or the References. In-text citations should follow APA style. Example: (Smith & Jones, 2008; Thomas, Adams, & Schumann, 2006). Figures should be numbered with Arabic numerals in the order of appearance in the text. The Figure number and caption should be centered on separate lines above the figure, and the caption should use capitalization for titles (for example: “Comparison of Online and Onsite Enrollments”). Tables should be numbered with Arabic numerals in the order of appearance. Every table must have a title, which should be centered above the table. Both tables and figures must be justified with the text. 196
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
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The Editorial Board invites the rea
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The Influence of Social Worlds on E
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experience in a strong group settin
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Table 1 Example Scenario of a Burea
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hierarchy ensures a social position
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(see Figure 5). Each member is affo
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through four types of instructional
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Hierarchic (high grid, strong Group
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Figure 10. Didactic Task Structure
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Stansberry, S., & Harris, E. (2005)
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Utilizing current research-based co
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teachers. The instructor kept a mas
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References Coburn, C. E. (2001). Co
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Organizing for Instruction Carefull
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Accelerated Learning 33
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the learning process but rather to
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Csikszentmihalyi (1982) has written
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term (intersession) gets its name b
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Some Important Issues Scott and Con
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esponsibilities). A higher percenta
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them in such a way that the likelih
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makes a valuable contribution to ou
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North American Association of Summe
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E-learning 51
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Academic Learning Today Academic in
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In the original publication by the
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• Individual (1) — Group (2) co
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Challenges and Opportunities From t
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About the Authors Cynthia (Cindy) L
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AGILE TEACHING: A CASE STUDY OF USI
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the scope-by-name feature of Ruby e
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need to deal with. Students learned
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experiment with different options f
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the students evaluate the optimum s
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Using Bibliotherapy as a Tool for C
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different clients and their present
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supervisees with a brief synopsis o
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Stick Figure, by Lori Gottlieb As t
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psychological awareness to encourag
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on the Internet. To keep the classr
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The third portion of the discussion
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Henry, S. (2005). A different appro
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elementary-age students. Linked wit
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considered in multicultural literat
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In Finding One, the conclusion was
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Stephanie: “I learned that some p
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importance in society and in school
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published in the United States. Ret
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Reading Practices in Elementary Sch
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groups of students reading by apply
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Table 2 Participant-Reported Teachi
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Table 5A Teachers’ Reading Task P
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Because electronic texts are increa
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Conclusion As teachers work to impr
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Bilingual Education and Second Lang
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successful in hiring enough qualifi
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Five Innovative Strategies That Wor
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The third strategy is “Determinin
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the categories, synthesized and def
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Fereshteh, M. H. (1995). Multicultu
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Can Balanced Bilingualism Be Achiev
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As may be seen from this discussion
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Alternatives to Current Methodologi
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education when students are isolate
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Conclusion SL learning must be a tw
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Language as Tool for a Global Educa
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encouraging passive learning. Such
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Similarly, their actions or what go
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should therefore not be glued to th
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Supplementary Reading Since there i
Page 150 and 151: Bruce, M. G., Podemski, R. S., & An
Page 152 and 153: • Sentence combination (using con
Page 154 and 155: The Motivational and Attitudinal Ch
Page 156 and 157: Other researchers have challenged t
Page 158 and 159: education classes were taught in Ru
Page 160 and 161: Participants also described how the
Page 162 and 163: Implications and Suggestions for Fu
Page 164 and 165: National University Carlsbad, CA Em
Page 166 and 167: Assessment and Evaluation 161
Page 168 and 169: affordance of opportunities for sel
Page 170 and 171: An examination of the peer-comment
Page 172 and 173: language used in the description an
Page 174 and 175: promotes self-discovery (Saulnier e
Page 176 and 177: Appendix A Sample Language from an
Page 178 and 179: Student Evaluations of Courses and
Page 180 and 181: that there is a consistent positive
Page 182 and 183: (teaching) for all classes (11 item
Page 184 and 185: Figure 1. The Nonlinear Relationshi
Page 186 and 187: About the Authors Nataliya Serdyuko
Page 188 and 189: Best Practices 183
Page 190 and 191: The Textbook Elementary Statistics
Page 192 and 193: If the mean number of visits was as
Page 194 and 195: discussion in such courses is slow;
Page 196 and 197: Table 1. A grade list for a class o
Page 198 and 199: Sloboda, B. W. (2005). Improving th
Page 202: About the Author In the end of your
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