Current Volume

Volume 18, Summer 2025

Courtney Anderson, Empowering voices: Giving students access to advocacy despite their disenfranchisement

Gabrielle Castle-Smith, Beyond “cookbook” labs: Investigating how guided inquiry-based labs influence physics understanding and student self-efficacy

Kathryn Dennis, Process versus product: Fostering creativity through processed-based instruction

Anna Eaton, From frustration to fun: The impact of writing interventions for students with disabilities

Courtney Jenkins, Feedback for creativity: Conducting group art critiques to build student self-efficacy

Sabrina Kuhn, Real world problem solving: Using open-ended mathematics tasks to improve learning

Rachel O'Neill, Equity in inquiry: Science interventions for students with disabilities

Austin Olewnik, Advancing students' ability to sight-read: The impact of rhythmic sight-reading on melodic sight-reading

Jadon Osterhouse, To game or not to game: Blooket versus practice quizzes

Joseph Resta, Does teaching in students’ preferred methods influence their intrinsic motivation and achievement?

Cadence Ryce, From textbooks to test tubes: Enhancing intrinsic motivation and performance through inquiry-based labs

Phoebe Tate, From red ink to penning excellence: The role of feedback in improving writing achievement and writing self-efficacy

Catherine Triebwasser, Collaborate, connect, grow: The impact of social-emotional learning in cooperative learning activities

Ben Wheeley, Playing games and learning names: The impact of a board games club on students' social skills