Effective Teaching Practices Professors in Global

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Leanne Lutz
University of Wisconsin–Madison United States of America
instructional activities
teaching and learning
active learning
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Pernille Rattleff
Technical University of Denmark Denmark
teaching and learning
teacher training
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Maria Brink
University of Southern Denmark Denmark
teacher training
educational methodologies
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Britta Lothary
University of Wisconsin–Madison United States of America
teaching and learning
active learning
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Beth Warren
Boston University United States of America
teacher learning
cultural practices in education
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Frank Borum
Aarhus University Denmark
educational methodologies
management practices
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Maike Fischer
Albert Ludwig University of Freiburg Germany
teacher training
educational success
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Mary Murphy
University of Southern California United States of America
teacher training
technology in teaching
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Crista Reaves
Michigan State University United States of America
teaching and learning
nursing education practice
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Matthijs Van Leeuwen
Leiden University Netherlands
educational methodologies
pedagogical innovations
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Anna Uslenghi
Università della Svizzera italiana Switzerland
educational methodologies
pedagogical innovations
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Lucy Wood
King's College London United Kingdom
teacher pedagogy
teachers' self-efficacy
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Laura Ingram
University of Waterloo Canada
teaching approaches in higher education
active learning strategies
evidence-based teaching and learning strategies
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Tatiana Chemi
Aalborg University Denmark
creative teaching
teacher's learning
teaching and learning
optimal learning environments
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Sarah Ilori
University of Regina Canada
teaching and learning
inclusionary practices
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Kathleen Mawhinney
University of New Brunswick Canada
active learning
clinical teaching
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Josée-anne Gouin
Laval University Canada
teacher training
mentoring practices
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Sandra Zappa-hollman
University of British Columbia Canada
teacher training
language teaching methodology
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Courtney Bell
University of Wisconsin–Madison United States of America
teacher learning
measurement in teaching
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Trevor Mutton
University of Oxford United Kingdom
teachers’ professional learning
teacher education policy
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Zoè Robertson
University of Edinburgh United Kingdom
teacher professional learning
teacher leadership
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