Editorial:  
Self-Regulation of Learning / 5   
Teaching Political Science / 7    
    
Emergence of self-regulation among online learners  /  8
	Cindy Ann Dell, Montana State University-Billings
Thank You for Smoking: Learning about Politics  /  13
	Clyde Brown, Miami University, OH
	David M. Paul, The Ohio State University – Newark, OH
Parental Involvement, Homework, and Self-regulation  /  18
	Héfer Bembenutty, Queens College 
Case Difficulty of Simulation Software  /  24
	Marcie N. Desrochers, SUNY-Brockport
 	 Darlene E. Crone-Todd, Salem State College
	Tim J. Conheady, SUNY-Brockport
Self-Directed Learning versus Lecture in Medicine  /  29
	Richard Dusold, Texas A&M Health Science Center
	Mark Sadoski, Texas A&M University
Developing Self-Regulation: The Vygotskian View   /  33
	Deborah J. Leong,  Metropolitan State College of Denver
	Elena Bodrova, McREL
Simulating a Federal Legislature  /  38
	John Wilkerson, University of Washington, WA
	Ruth Fruland, University of Washington, WA
Teaching about HIV/AIDS through Online Education  /  45
	James M. Mitchell, California State University, East Bay
	Mose Yvonne Brooks Hooks, Langston University, OK
	Farah A. Ramirez-Marerro. University of Puerto Rico
On-Line Courses: Recommendations for Teachers  /  50
	Horng-Ji Lai, National Chi-Nan University, Puli, Taiwan
Self-regulation in improving university education  /  55 table 
	Hideko Itoh, National Institute of Multimedia Ed, Japan
Students’ Perceptions of Student-Led Conferences  /  60
	Renée R. Mudrey,  The University of Akron
	Kate Scholes, The University of Akron
	Christine Lewis, Cleveland State University
Retrieval from a Case-Based Reasoning Database  /  65
	Joi L. Moore, University of Missouri-Columbia
	Sanda Erdelez, Information University of Missouri-Columbia
	Wu He, Old Dominion University
The Voice as a Learning Technology: A Review  /  69
	Sara P. Pace, Lamar University, TX
Students’ Attitudes toward Online Interaction  /  74
	Yungwei Hao, Taiwan, National Taiwan Normal University 
	Min Liu, U.S. University of Texas at Austin
Lessons Learned:  Leading Collaborative Reform   /  79
	Nancy B. Mansberger, Western Michigan University
Student Use and Evaluation of an Edublog  /  84
	Jan Ray, West Texas A&M University, TX
	Harold Lenfestey, West Texas A&M University, TX
	Darold Smith, West Texas A&M University, TX
Developing Swiss Students' Learning Strategies  /  90
	Jasmina Hasanbegovic, University of St. Gallen
	Franziska Zellweger Moser, University of St. Gallen
	Christoph Metzger, University of St. Gallen
Assessing Effective Online Instruction Sites  /  95
	Brucetta McClue, Delgado Community College
	Ashraf Esmail, Delgado Community College
	Lisa Eargle, Francis Marion University
International Studies and Political Science  /  101
	Timothy J. White, Xavier University
	Anas Malik, Xavier University
	Rachel Chrastil, Xavier University
Virtual Design Based Research  /  106
	Chareen Snelson, Boise State University, Boise, Idaho
Competition in Political Science Pedagogy  /  111
	Elizabeth Ellen Gordon, Kennesaw State University, GA
	William Gillespie, Kennesaw State University, GA
Secondary Students’ Strategies and Achievement  /  116 
	Jeffrey S. Judd, University of Hawai’i at Manoa, HI
	Frederick T. Bail, University of Hawai’i at Manoa, HI
Epistemology, Self-regulation and Challenge  /  121
	Brian E. Harper, Cleveland State University
Comparing Problem-Based Learning and Lectures  /  126
	Brian E. Mavis, Ph.D., Michigan State University
	Dianne P. Wagner, M.D., Michigan State University
Exploring Political Science’s Signature Pedagogy  /  130
	Mary C. Murphy,  University College Cork, Ireland.
	Theresa Reidy, University College Cork, Ireland.
SRL and EFL homework: gender and grade effects  /  135
	Pedro Rosário, University of Minho, Portugal
	Rosa Mourão, University of Minho, Portugal
	José C. Núñez, University of Oviedo, Spain
	Julio González-Pienda, University of Oviedo, Spain
	Antonio Valle, University of A Coruña, Spain
Self-Regulation of Field-Based Writing   /  140
	Alpana Bhattacharya,  Queens College
CoRT Thinking Skills Guide PBL Science  /  145
	Audrey C. Rule, State University of New York - Oswego, NY
	Manuel T. Barrera, III, Walden University, MN
The Design Process of Problem Solving  /  150
	Robin Vande Zande,  Kent State University
Role Playing Games for Political Science  /  155
	Sarah M. Wheeler  Indiana University of Pennsylvania
School Psychology Consultation:  Another Approach  /  161
	Gerard T. Seifert, Sachem School District, NY 
Collaborating for Information Literacy  /  166
	Judy Xiao, College of Staten Island
	Doris Choy, National Institute of Education, Singapore
Promoting Scholarship through Writing Groups  /  171
	Gary S. O’Malley, Illinois State University, IL 
	Alan Bates, Illinois State University, IL
	Nancy Latham, Illinois State University, IL
	Tom Lucey, Illinois State University, IL
	Barbara Meyer, Illinois State University, IL
	Ellen Spycher, Illinois State University, IL  
	Linda Wedwick, Illinois State University, IL 
Learning Online: Motivated to Self-Regulate?  /  176
	Anthony R. Artino Jr., University of Connecticut
	Jason M. Stephens, University of Connecticut
Middle School Homework Management and Attitudes  /  183
	Jianzhong Xu, Mississippi State University, MS 
Gender Differences in Students’ Social Goals  /  188
	Daniel L. McCollum, University of Houston – Clear Lake
	Michele M. Kahn, University of Houston – Clear Lake
Teacher Collaboration for Science Activity Design  /  193
	Deniz Peker, Middle East Technical University, Turkey
	Carolyn S. Wallace, The University of Georgia
Intrinsic Self-Regulation in the Classroom  /  201
	Steven C. Fleisher, Ph.D., California State University
Tutorless PBL Groups in a Medical School  /  205
	Laurie C. Clark, Oklahoma State University 
	W. Stephen Eddy, Oklahoma State University 
	Sherril M. Stone, Oklahoma State University 
	Danny E. Thomason, Oklahoma State University 
	Christopher Thurman, Oklahoma State University 
Simulation and Learning Theories  /  210
	Jowati Juhary, the Military Academy of Malaysia, KL
Self-Regulation and Web-Based Pedagogical Tools   /  215
	Anastasia Kitsantas, George Mason University, VA
	Panagiota Kitsantas, George Mason University, VA
	Thomas Kitsantas, Technological Institute Epirou, Greece
	Nada Dabbagh, George Mason University, VA
Teaching U.S. Politics in Comparative Perspective  /  220
	Richard N. Engstrom, Georgia State University
Course Development Issues in Online Education  /  224
	Robert I. Aceves, St. Cloud State University, MN
Teaching and Learning Online in Political Science  /  229
	Kerstin Hamann, University of Central Florida
	Philip H. Pollock, University of Central Florida
	Bruce M. Wilson, University of Central Florida
Discussion in a Blended Course: Risks and Rewards  /  234
	David S. Stein, The Ohio State University
	Constance E. Wanstreet, The Ohio State University
Student Expectations for Distance Education  /  239
	Shanan Gibson, East Carolina University
	Michael Harris, East Carolina University
Using PBL to Teach the University Mission  /  244
	Janis Davis, Rockhurst University, Kansas City, Missouri
 Global Competency: An Interdisciplinary Approach  /  249
	Ashley Shams, University of St. Thomas, MN
	Camille George, University of St. Thomas, MN
Participation and interaction: F2F vs. Online  /  257
	Paula San Millan Maurino, Long Island University
Trust and Satisfaction in Peer Learning Groups   /  263
	Paul H. Jacques, Western Carolina University, NC
	John Garger, Binghamton University, NY
	Cynthia S. Deale, Western Carolina University, NC
Sequences of Discourse in e-Learning Environments  /  268
	Carlos Marcelo. University of Sevilla, Spain
	Victor H. Perera. University of Sevilla, Spain 
PBL improves retention of exercise physiology  /  274
	Joanne Y. Pelletier,  Acadia University, Wolfville, NS
	Gary W. Ness,  Acadia University, Wolfville, NS 
	René J.L. Murphy,  Acadia University, Wolfville, NS
Keyword Subject Index   /  280-281