Academic literature on the topic 'Classroom peer'
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Journal articles on the topic "Classroom peer"
Lee, Minyoung, Mi Kyoung Lee, Huk Yaung, Taerim Lee, and Sang Min Lee. "Academic Hatred: Focusing on the Influence of a Supportive Classroom Climate." SAGE Open 12, no. 2 (April 2022): 215824402210948. http://dx.doi.org/10.1177/21582440221094820.
Full textLaninga-Wijnen, Lydia, Yvonne H. M. van den Berg, Tim Mainhard, and Antonius H. N. Cillessen. "The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment." Journal of Youth and Adolescence 50, no. 8 (April 17, 2021): 1582–600. http://dx.doi.org/10.1007/s10964-021-01432-0.
Full textQuinn, Jamie, Jessica Folsom, and Yaacov Petscher. "Peer Effects on Vocabulary Knowledge: A Linear Quantile Mixed-Modeling Approach." Education Sciences 8, no. 4 (October 23, 2018): 181. http://dx.doi.org/10.3390/educsci8040181.
Full textJohnson, Haley E., Lauren Molloy Elreda, Amanda K. Kibler, and Valerie A. Futch Ehrlich. "Creating Classroom Communities in Linguistically Diverse Settings: Teacher-Directed, Classroom-Level Factor Effects on Peer Dynamics." Journal of Early Adolescence 40, no. 8 (December 23, 2019): 1087–120. http://dx.doi.org/10.1177/0272431619891238.
Full textKibler, Amanda K., Lauren Molloy Elreda, Vonna L. Hemmler, Miriam R. Arbeit, Rebecca Beeson, and Haley E. Johnson. "Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices." American Educational Research Journal 56, no. 3 (October 13, 2018): 676–715. http://dx.doi.org/10.3102/0002831218803872.
Full textZabel, Jeffrey E. "The Impact of Peer Effects on Student Outcomes in New York City Public Schools." Education Finance and Policy 3, no. 2 (April 2008): 197–249. http://dx.doi.org/10.1162/edfp.2008.3.2.197.
Full textHusband, Marc, and Parinaz Nikfarjam. "Peer Feedback in the Mathematics Classroom." Journal of Mathematics Education at Teachers College 13, no. 1 (May 25, 2022): 1–6. http://dx.doi.org/10.52214/jmetc.v13i1.8984.
Full textPurtell, Kelly M., Arya Ansari, Qingqing Yang, and Caroline P. Bartholomew. "The Role of Preschool Peers in Children's Language Development." Seminars in Speech and Language 42, no. 02 (March 2021): 088–100. http://dx.doi.org/10.1055/s-0041-1723838.
Full textYun, Hye-Young, and Jaana Juvonen. "Navigating the Healthy Context Paradox: Identifying Classroom Characteristics that Improve the Psychological Adjustment of Bullying Victims." Journal of Youth and Adolescence 49, no. 11 (August 9, 2020): 2203–13. http://dx.doi.org/10.1007/s10964-020-01300-3.
Full textKorsager, Majken, James D. Slotta, and Doris Jorde. "Global Climate Exchange: Peer collaboration in a “Global classroom”." Nordic Studies in Science Education 10, no. 1 (April 2, 2014): 105–20. http://dx.doi.org/10.5617/nordina.538.
Full textDissertations / Theses on the topic "Classroom peer"
Hwung, Alex. "Peer Misbehavior Effects in the Classroom." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1345.
Full textEdelman, Brent Michael. "Classroom Peer Effects, Effort, and Race." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/91049.
Full textPh.D.
This dissertation develops a theoretical model of educational peer effects and then empirically tests whether or not they exist. In the theoretical model, each student selects an effort level to maximize utility; this effort choice depends on his peer group's effort and race. The students' equilibrium effort expression results in hypotheses that can be directly investigated empirically, a definition of the social multiplier, and conditions under which a social multiplier exists. The empirical model uses student-level data with observations on complete classrooms and two measures of effort, self-assessed effort and time spent studying, to investigate whether or not peer effects exist. The estimation results of the empirical model, interpreted using a simulation-based technique, find a positive relationship between the amount of time a student spends studying and time spent studying by peers who share his race; for self-assessed effort, the results are ambiguous. Simulations of policy experiments show that effort is higher in more racially homogeneous classrooms and that a social multiplier exists for both a reduction in the time a student spends working at a part time job and an increase in the student's socioeconomic status.
Temple University--Theses
Branham, Cassandra A. "Electronic Peer Feedback in a Collaborative Classroom." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3987.
Full textMcCauley, Amy R. "Peer response in the basic writing classroom." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1265087.
Full textDepartment of English
Neff, Peter Edward. "Peer Review Use in the EFL Writing Classroom." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/329896.
Full textEd.D.
This study was an examination of peer review use in English composition courses at a Japanese university. Approximately 100 students in four writing classes engaged in four modes of peer review modes: face-to-face, handwritten (both on-draft and using an evaluation sheet), and computer-assisted. The learners in the study represented a range of proficiencies, from lower-intermediate to advanced, so the assigned writing passages were limited to single paragraphs rather than full-length essays, which has typically been the case in prior research in this area. Each peer review session was preceded by training in peer review, including modeling and whole-class editing, as well as suggestions for each particular mode the learners participated in. After each session, students completed questionnaires in order to assess their evaluations of the activities, both as reviewers and comment receivers. The questionnaire data were then analyzed using a variety of statistical methods--including Rasch analysis descriptive statistics, and parametric and non-parametric measures--first to validate the questionnaire instrument, and second to ascertain the degree to which each peer review modes was viewed favorably or unfavorably received by the participants. Additionally, the participants' written drafts and peer comments were quantitatively and qualitatively analyzed in order to answer several research questions that focused on: the number and type of peer suggestions the learners made in each mode, the number and type of suggestions that were incorporated into later drafts by the authors, the degree to which suggestions and revisions were affected by learner proficiency, and the accuracy of the peer suggestions. For the research questions concerned with learner evaluations of the peer review modes, findings were mixed. The participants responded favorably to reading others' drafts and receiving comments, but they were less comfortable reviewing and making suggestions for their peers. Computer-assisted peer review was the most positively received overall, particularly from those in the High Proficiency Group. Person measures for Low Proficiency learners, on the other hand, were generally higher for on-draft peer review, while those for Intermediate Proficiency participants tended not to indicate strong endorsement for any particular mode. In order to answer the next set of research questions, the participants' drafts and peer suggestions were analyzed. Most of the learners' suggestions, particularly for those in the Low Proficiency Group, tended to be local in nature, concerning such areas as word choice, grammar, and mechanics; fewer suggestions were made at the sentence- or whole-text-level. In terms of incorporation of suggestion by authors into later drafts, oral peer review led to the highest rate of suggested revisions while review using an evaluation sheet of guided questions resulted in the lowest rate. Learner proficiency did not have a significant bearing on suggestions or revisions, except in the case of the High Proficiency Group, whose members made significantly more suggestions during computer-assisted peer review than during the other modes. Finally, over 73% of peer suggestions were determined to be accurate across all four modes. These findings indicate that peer review can work on even the most limited of scales with learners of even modest language proficiency. No single mode of peer review succeeded in all areas, and instructors are encouraged to blend different modes if possible. However, if a single mode is preferred or required, computer-assisted review is strong choice.
Temple University--Theses
Wells, Stephanie A. "Peer critiques in the classroom : are they accurate? /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3099644.
Full textFortner, C. Kevin. "Within classroom peer effects and tracking: assessing the impact of classroom peer variation and ability tracking with disaggregated high school data." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37092.
Full textFedeli, Emanuele. "The classroom as a sorting machine: The influence of teachers, friends, and peers on students’ outcomes." Doctoral thesis, Università degli studi di Trento, 2020. http://hdl.handle.net/11572/273813.
Full textHansen, Sarah. "Pivotal Play: Peer Mediated Intervention in the Preschool Classroom." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20688.
Full textNordkvist, Sara. "Peer Review in the English Classroom -A Learner Perspective." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75537.
Full textBooks on the topic "Classroom peer"
Jones, Martin H. Peer Relationships in Classroom Management. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647.
Full textR, Paratore Jeanne, and McCormack Rachel L, eds. Peer talk in the classroom: Learning from research. Newark, Del: International Reading Association, 1997.
Find full text1947-, Spigelman Candace, and Grobman Laurie 1962-, eds. On location: Theory and practice in classroom-based writing tutoring. Logan, Utah: Utah State University Press, 2005.
Find full textMiller, Erica Michelle. Peer Sexual Harassment in Middle School: Classroom and Individual Factors. [New York, N.Y.?]: [publisher not identified], 2013.
Find full textHoxby, Caroline Minter. Peer effects in the classroom: Learning from gender and race variation. Cambridge, Mass: National Bureau of Economic Research, 2000.
Find full textAngrist, Joshua David. How important are classroom peer effects?: Evidence from Boston's Metco program. Cambridge, MA: National Bureau of Economic Research, 2002.
Find full textDolci, Grimm Emily, ed. The transparent teacher: Taking charge of your instruction with peer-collected classroom data. San Francisco: Jossey-Bass, 2013.
Find full textRoessing, Lesley. No more "us" and "them": Classroom lessons and activities to promote peer respect. Lanham, Maryland: Rowman & Littlefield Education, 2012.
Find full textG, Spencer Vicky, and Simpson Cynthia G, eds. Teaching children with autism in the general classroom: Strategies for effective inclusion and instruction in the general education classroom. Waco, Tex: Prufrock Press, 2009.
Find full textEducating toddlers to teachers: Learning to see and influence the school and peer cultures of classrooms. New York: Hampton Press, 2011.
Find full textBook chapters on the topic "Classroom peer"
Cooley, Jane. "Classroom Peer Effects." In The New Palgrave Dictionary of Economics, 1664–70. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-95189-5_2907.
Full textCooley, Jane. "Classroom Peer Effects." In The New Palgrave Dictionary of Economics, 1–7. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/978-1-349-95121-5_2907-1.
Full textSbrizzi, Sue. "Peer Pairing." In Voices from the Classroom, edited by Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi, and John Spencer, 338–39. Toronto: University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-082.
Full textO’Leary, Matt. "Peer-based models of observation." In Classroom Observation, 157–76. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-8.
Full textWhalen, Karen, Louise Morrison, and Myriam deBie Waller. "Peer Pairing in French Studies." In Voices from the Classroom, edited by Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi, and John Spencer, 340–43. Toronto: University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-083.
Full textSato, Masatoshi. "Peer Interaction in the Classroom." In Research Questions in Language Education and Applied Linguistics, 847–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_146.
Full textKindermann, Thomas A., Brandy A. Brennan, James L. DeLaney, and Daniel L. Grimes. "How Do Students Make Friends?" In Peer Relationships in Classroom Management, 128–55. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-11.
Full textJones, Martin H. "Concluding Comments." In Peer Relationships in Classroom Management, 243–47. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-19.
Full textDawes, Molly, and Kate Norwalk. "Why Do Students Become Popular?" In Peer Relationships in Classroom Management, 206–25. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-16.
Full textWargo Aikins, Julie. "Do Friendships Change as Students Get Older?" In Peer Relationships in Classroom Management, 44–60. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-6.
Full textConference papers on the topic "Classroom peer"
Zingaro, Daniel, Cynthia Bailey-Lee, John Glick, Leo Porter, and Beth Simon. "Peer instruction in the CS classroom." In the 43rd ACM technical symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157344.
Full textDai, Yun, and Ang Liu. "Personalizing Peer Instruction in a Flipped Classroom." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368320.
Full textHushman, Carolyn. "Using Peer Learning Facilitators for Near-Peer Support in Classroom Assessment Courses." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892538.
Full textPfennig, Anja. "Successfully planning and implementing peer-to-peer lecture films – “Making it work”." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7503.
Full textPellowe, William, Trevor Holster, and J. Lake. "Peer assessment in the classroom using mobile devices." In EUROCALL 2014. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000236.
Full textAhmadova, Gulnara. "THE IMPACT OF CLASSROOM RESPONSE SYSTEM ON PEER EVALUATION." In Proceedings of the XXIX International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25052021/7565.
Full textSimon, Beth, Sarah Esper, Leo Porter, and Quintin Cutts. "Student experience in a student-centered peer instruction classroom." In the ninth annual international ACM conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2493394.2493407.
Full textCaprile, Aldo, and Antonio Farías. "EFFECTS OF PEER-TO-PEER LEARNING ON INDIVIDUAL CLASSROOM PERFORMANCE AND EVALUATION UNDER TEAM SETTINGS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1409.
Full textCao, Yan. "Peer Learning as a Supplement to the Classroom Teaching-Using Peer Learning to Teach Interpreting." In 2017 International Conference on Education Science and Economic Management (ICESEM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesem-17.2017.119.
Full textDuran, Greg. "PEER REVIEW IN THE EFL WRITING CLASSROOM - PERSPECTIVES AND CHALLENGES." In 29th International Academic Conference, Rome. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.029.010.
Full textReports on the topic "Classroom peer"
Krueger, Karin. Peer response groups in the ESOL classroom : a study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6376.
Full textAngrist, Joshua David, and Kevin Lang. How Important are Classroom Peer Effects? Evidence from Boston's Metco Program. W.E. Upjohn Institute, October 2002. http://dx.doi.org/10.17848/wp02-85.
Full textHoxby, Caroline. Peer Effects in the Classroom: Learning from Gender and Race Variation. Cambridge, MA: National Bureau of Economic Research, August 2000. http://dx.doi.org/10.3386/w7867.
Full textAngrist, Joshua, and Kevin Lang. How Important are Classroom Peer Effects? Evidence from Boston's Metco Program. Cambridge, MA: National Bureau of Economic Research, October 2002. http://dx.doi.org/10.3386/w9263.
Full textSage, Nicole. Peer Network Emergence and Change in the Classroom: A Multiple Systems Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.303.
Full textLavy, Victor, M. Daniele Paserman, and Analia Schlosser. Inside the Black of Box of Ability Peer Effects: Evidence from Variation in the Proportion of Low Achievers in the Classroom. Cambridge, MA: National Bureau of Economic Research, October 2008. http://dx.doi.org/10.3386/w14415.
Full textTucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.
Full textLim, Jaegeum, and Jonathan Meer. How Do Peers Influence BMI? Evidence from Randomly Assigned Classrooms in South Korea. Cambridge, MA: National Bureau of Economic Research, October 2017. http://dx.doi.org/10.3386/w23901.
Full textBusso, Matías, and Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003247.
Full textBusso, Matías, and Verónica Frisancho. Ability Grouping and Student Performance: Experimental Evidence from Middle Schools in Mexico. Inter-American Development Bank, February 2023. http://dx.doi.org/10.18235/0004716.
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