The TL Forum 2005 Committee acknowledges with gratitude the work of our reviewers [Review Panel]
Additional information about the review process outcomes is given in the Editorial.
Papers are listed in alpha order by first author |
Category of
refereed
acceptance |
|
| Rozz Albon and Lina Pelliccione | Sharing knowledge through informal mentoring | Research |
| Selma Alliex and Angela McCarthy | Reflective practice: Retrospective reality and rhetoric or strategies to enhance clinical practice? | Professional
practice |
| Claudia Amonini, Nicholas Letch and Cherilyn Randolph | Techniques for developing outcome statements | Research |
| Jaromir Audy, Katarina Audy and Terry Haines | Incorporation of research and novel teaching ideas into the unit Surf equipment design, materials and construction | Professional
practice |
| Donella Caspersz, Judy Skene and Madeline Wu | Principles and guidelines in managing student teams | Professional
practice |
| Kate Chanock and Iris Vardi | Data: We're standing in it! | Professional
practice |
| David Clark-Murphy | Why divide the indivisible? | Research |
| Robbie Collins | Small campus, collegial development, a community and learning: Some reflections on developing reflective practice amongst part time casual tutors on a 'remote' campus | Professional
practice |
| Carolyn Dickie | Inknowvative communication-in-organisations learning: A hybrid PBL and action research approach | Professional
practice |
| Philip Hingston and Barbara Combes | Using games and simulation to teach AI | Professional
practice |
| Lekkie Hopkins | Teaching feminist praxis in the women's studies classroom: Working with undergraduate students to apply poststructuralist understandings | Professional
practice |
| Jeya Chandra Malar Jayaprakash | Strategies in teaching accounting in higher education | Professional
practice |
| Tony Jewels and Rozz Albon | Outcomes for learning from the implementation of a virtual environment case study in information technology | Research |
| Lew Tek Yew | Adoption of deep learning approaches by final year marketing students: A case study from Curtin University Sarawak Campus | Professional
practice |
| Mike McAuley | Written text into visual text: An investigation into novice design students' approaches to text interpretation | Research |
| Natalie McGrath, Dora Marinova and Peter Newman | Crossing borders through reflective and participatory practice: Learning, researching, teaching and facilitating sustainability | Professional
practice |
| Angus Morrison-Saunders, Sue Moore, David Newsome and Jane Newsome | Reflecting on the role of emotions in the PhD process | Research |
| Tim Moss, Heather Smigiel, Sharon Thomas and Neil Trivett | Making the invisible visible | Research |
| Pam Nicol | Structured experiential learning: The Ages and Stages Questionnaire is effective as a teaching tool for medical students | Professional
practice |
| Cameron Richards | Activity-reflection e-portfolios: An approach to the problem of effectively integrating ICTs in teaching and learning | Research |
| Barbara Stäuble | Using concept maps to develop lifelong learning skills: A case study | Professional
practice |
| Katie Thomas | The reflective practice of Samurai educators | Research |
| Patricia A. H. Williams | Awareness invoking positive change: Reflections on lecturing practice in Computer and Information Science | Professional
practice |
| Venkata Yanamandram and Gary Noble | Team teaching: Student reflections on its strengths and weaknesses | Research |
| Venkata Yanamandram and Sarah Lambert | Reflecting on providing multiple assignment supports to first year marketing students in a large class | Research |
| Janette Young, Sheila Scutter and Lyn Barnes | "Including a voice": Trialling a tool to improve the educational experience of external nursing students | Professional
practice |
