Editor’s Commentary | |
Steven M. Toepfer, Editor, Kent State University Salem
In Memory of Dr. Gordon J. Aubrecht, II | i-ii |
Refereed Papers | |
Reuben Asempapa, Penn State Harrisburg
How Did We Get Here? The Path to Our Current K 12 Mathematics Education Curriculum in the United States | 1-10 |
Gordon J. Aubrecht, II, The Ohio State University Marion
How Well Do Middle School Teachers Understand Newton’s Third Law? | 11-20 |
Adam Chekour, University of Cincinnati Blue Ash
The Effectiveness of Computer-Assisted Math Instruction in Developmental Classes | 21-30 |
Robin Dever, Kent State University Geauga
Academic Partnerships to Strengthen College Credit Plus | 31-41 |
Beth Dietz, Miami University Middletown
Translating Immediacy Behavior in the Online Classroom | 42-48 |
Debra L. Frame, University of Cincinnati Blue Ash Sarah Cummins-Sebree, University of Cincinnati Raymond Walters
A Case Study on Proactive (Intrusive) Faculty Contracts’ Influence on DFW Rates in Introductory Psychology Courses | 49-72 |
Barbara Mahaffey, Ohio University Chillicothe
Teaching Diversity to Regional Campus Students: Using a Miscommunication Model Technique as an Enrichment Tool | 73-80 |
Darcy McBride, Akron University Wayne
Autism Spectrum Disorder and Higher Education | 81-93 |
Dywayne Nicely, Ohio University Chillicothe
Implementing a Supplemental Instruction Program for Introductory Statistics at a Regional Campus | 94-102 |
Karen Smith, University of Cincinnati Blue Ash Dennis Clason, University of Cincinnati Blue Ash
Using Blanks in Guided Lecture Notes | 103-115 |
Jack Vazzana, Kent State University East Liverpool
A Visual Model of Deviance: Social Triggers and Unacceptable Behavior | 116-125 |
