120 Pedagogies
Cortez, S. R. (2019). The impact of veteran peer-tutoring on mathematics course performance [Doctoral dissertation, Texas State University]. https://digital.library.txstate.edu/handle/10877/8378
Eakman, A. M., Kinney, A. R., Schierl, M. L., & Henry, K. L. (2019). Academic performance in student service members/veterans: Effects of instructor autonomy support, academic self-efficacy and academic problems. Educational Psychology, 39(8), 1005–1026. https://doi.org/10.1080/01443410.2019.1605048
Hembrough, T., & Dunn, K. (2019). A study of rural and Native-American students’ military identities, military family history, and reading and writing interests in a military-friendly, military-themed composition course. Journal of Veterans Studies, 4(2), 203–228. https://doi.org/10.21061/jvs.v4i2.112
Hunter‐Johnson, Y. (2020). Promoting a veteran-friendly learning environment. New Directions for Adult and Continuing Education, 2020(166), 111–123. https://doi.org/10.1002/ace.20387
LeMire, S., Graves, S. J., Buckner, S., Freeman, D. D., & Smith, G. L. (2020). Basic training: A library orientation designed for student veterans. The Journal of Academic Librarianship, 46(4), 102137. https://doi.org/10.1016/j.acalib.2020.102137
Sullivan, K., & Yoon, K. (2020). Student veterans’ strengths: Exploring student veterans’ perceptions of their strengths and how to harness them in higher education. The Journal of Continuing Higher Education, 68(3), 164–180. https://doi.org/10.1080/07377363.2020.1806013
Watkins-Dickerson, D. N. (2020). Managing the classroom as a military veteran and graduate instructor: “Please don’t call me by my first name.” In H. Oliha-Donaldson (Ed.), Confronting equity and inclusion incidents on campus: Lessons learned and emerging practices. Routledge.