Literatura académica sobre el tema "Classroom peer"
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Artículos de revistas sobre el tema "Classroom peer"
Lee, Minyoung, Mi Kyoung Lee, Huk Yaung, Taerim Lee y Sang Min Lee. "Academic Hatred: Focusing on the Influence of a Supportive Classroom Climate". SAGE Open 12, n.º 2 (abril de 2022): 215824402210948. http://dx.doi.org/10.1177/21582440221094820.
Texto completoLaninga-Wijnen, Lydia, Yvonne H. M. van den Berg, Tim Mainhard y 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, n.º 8 (17 de abril de 2021): 1582–600. http://dx.doi.org/10.1007/s10964-021-01432-0.
Texto completoQuinn, Jamie, Jessica Folsom y Yaacov Petscher. "Peer Effects on Vocabulary Knowledge: A Linear Quantile Mixed-Modeling Approach". Education Sciences 8, n.º 4 (23 de octubre de 2018): 181. http://dx.doi.org/10.3390/educsci8040181.
Texto completoJohnson, Haley E., Lauren Molloy Elreda, Amanda K. Kibler y 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, n.º 8 (23 de diciembre de 2019): 1087–120. http://dx.doi.org/10.1177/0272431619891238.
Texto completoKibler, Amanda K., Lauren Molloy Elreda, Vonna L. Hemmler, Miriam R. Arbeit, Rebecca Beeson y Haley E. Johnson. "Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices". American Educational Research Journal 56, n.º 3 (13 de octubre de 2018): 676–715. http://dx.doi.org/10.3102/0002831218803872.
Texto completoZabel, Jeffrey E. "The Impact of Peer Effects on Student Outcomes in New York City Public Schools". Education Finance and Policy 3, n.º 2 (abril de 2008): 197–249. http://dx.doi.org/10.1162/edfp.2008.3.2.197.
Texto completoHusband, Marc y Parinaz Nikfarjam. "Peer Feedback in the Mathematics Classroom". Journal of Mathematics Education at Teachers College 13, n.º 1 (25 de mayo de 2022): 1–6. http://dx.doi.org/10.52214/jmetc.v13i1.8984.
Texto completoPurtell, Kelly M., Arya Ansari, Qingqing Yang y Caroline P. Bartholomew. "The Role of Preschool Peers in Children's Language Development". Seminars in Speech and Language 42, n.º 02 (marzo de 2021): 088–100. http://dx.doi.org/10.1055/s-0041-1723838.
Texto completoYun, Hye-Young y Jaana Juvonen. "Navigating the Healthy Context Paradox: Identifying Classroom Characteristics that Improve the Psychological Adjustment of Bullying Victims". Journal of Youth and Adolescence 49, n.º 11 (9 de agosto de 2020): 2203–13. http://dx.doi.org/10.1007/s10964-020-01300-3.
Texto completoKorsager, Majken, James D. Slotta y Doris Jorde. "Global Climate Exchange: Peer collaboration in a “Global classroom”". Nordic Studies in Science Education 10, n.º 1 (2 de abril de 2014): 105–20. http://dx.doi.org/10.5617/nordina.538.
Texto completoTesis sobre el tema "Classroom peer"
Hwung, Alex. "Peer Misbehavior Effects in the Classroom". Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1345.
Texto completoEdelman, Brent Michael. "Classroom Peer Effects, Effort, and Race". Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/91049.
Texto completoPh.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.
Texto completoMcCauley, Amy R. "Peer response in the basic writing classroom". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1265087.
Texto completoDepartment 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.
Texto completoEd.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.
Texto completoFortner, 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.
Texto completoFedeli, 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.
Texto completoHansen, Sarah. "Pivotal Play: Peer Mediated Intervention in the Preschool Classroom". Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20688.
Texto completoNordkvist, 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.
Texto completoLibros sobre el tema "Classroom peer"
Jones, Martin H. Peer Relationships in Classroom Management. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647.
Texto completoR, Paratore Jeanne y McCormack Rachel L, eds. Peer talk in the classroom: Learning from research. Newark, Del: International Reading Association, 1997.
Buscar texto completo1947-, Spigelman Candace y Grobman Laurie 1962-, eds. On location: Theory and practice in classroom-based writing tutoring. Logan, Utah: Utah State University Press, 2005.
Buscar texto completoMiller, Erica Michelle. Peer Sexual Harassment in Middle School: Classroom and Individual Factors. [New York, N.Y.?]: [publisher not identified], 2013.
Buscar texto completoHoxby, Caroline Minter. Peer effects in the classroom: Learning from gender and race variation. Cambridge, Mass: National Bureau of Economic Research, 2000.
Buscar texto completoAngrist, Joshua David. How important are classroom peer effects?: Evidence from Boston's Metco program. Cambridge, MA: National Bureau of Economic Research, 2002.
Buscar texto completoDolci, Grimm Emily, ed. The transparent teacher: Taking charge of your instruction with peer-collected classroom data. San Francisco: Jossey-Bass, 2013.
Buscar texto completoRoessing, Lesley. No more "us" and "them": Classroom lessons and activities to promote peer respect. Lanham, Maryland: Rowman & Littlefield Education, 2012.
Buscar texto completoG, Spencer Vicky y 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.
Buscar texto completoEducating toddlers to teachers: Learning to see and influence the school and peer cultures of classrooms. New York: Hampton Press, 2011.
Buscar texto completoCapítulos de libros sobre el tema "Classroom peer"
Cooley, Jane. "Classroom Peer Effects". En 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.
Texto completoCooley, Jane. "Classroom Peer Effects". En 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.
Texto completoSbrizzi, Sue. "Peer Pairing". En Voices from the Classroom, editado por Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi y John Spencer, 338–39. Toronto: University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-082.
Texto completoO’Leary, Matt. "Peer-based models of observation". En Classroom Observation, 157–76. Second edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-8.
Texto completoWhalen, Karen, Louise Morrison y Myriam deBie Waller. "Peer Pairing in French Studies". En Voices from the Classroom, editado por Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi y John Spencer, 340–43. Toronto: University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-083.
Texto completoSato, Masatoshi. "Peer Interaction in the Classroom". En 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.
Texto completoKindermann, Thomas A., Brandy A. Brennan, James L. DeLaney y Daniel L. Grimes. "How Do Students Make Friends?" En Peer Relationships in Classroom Management, 128–55. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-11.
Texto completoJones, Martin H. "Concluding Comments". En Peer Relationships in Classroom Management, 243–47. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-19.
Texto completoDawes, Molly y Kate Norwalk. "Why Do Students Become Popular?" En Peer Relationships in Classroom Management, 206–25. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-16.
Texto completoWargo Aikins, Julie. "Do Friendships Change as Students Get Older?" En Peer Relationships in Classroom Management, 44–60. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-6.
Texto completoActas de conferencias sobre el tema "Classroom peer"
Zingaro, Daniel, Cynthia Bailey-Lee, John Glick, Leo Porter y Beth Simon. "Peer instruction in the CS classroom". En the 43rd ACM technical symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157344.
Texto completoDai, Yun y Ang Liu. "Personalizing Peer Instruction in a Flipped Classroom". En 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368320.
Texto completoHushman, Carolyn. "Using Peer Learning Facilitators for Near-Peer Support in Classroom Assessment Courses". En 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892538.
Texto completoPfennig, Anja. "Successfully planning and implementing peer-to-peer lecture films – “Making it work”". En Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7503.
Texto completoPellowe, William, Trevor Holster y J. Lake. "Peer assessment in the classroom using mobile devices". En EUROCALL 2014. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000236.
Texto completoAhmadova, Gulnara. "THE IMPACT OF CLASSROOM RESPONSE SYSTEM ON PEER EVALUATION". En 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.
Texto completoSimon, Beth, Sarah Esper, Leo Porter y Quintin Cutts. "Student experience in a student-centered peer instruction classroom". En the ninth annual international ACM conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2493394.2493407.
Texto completoCaprile, Aldo y Antonio Farías. "EFFECTS OF PEER-TO-PEER LEARNING ON INDIVIDUAL CLASSROOM PERFORMANCE AND EVALUATION UNDER TEAM SETTINGS". En 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1409.
Texto completoCao, Yan. "Peer Learning as a Supplement to the Classroom Teaching-Using Peer Learning to Teach Interpreting". En 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.
Texto completoDuran, Greg. "PEER REVIEW IN THE EFL WRITING CLASSROOM - PERSPECTIVES AND CHALLENGES". En 29th International Academic Conference, Rome. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.029.010.
Texto completoInformes sobre el tema "Classroom peer"
Krueger, Karin. Peer response groups in the ESOL classroom : a study. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6376.
Texto completoAngrist, Joshua David y Kevin Lang. How Important are Classroom Peer Effects? Evidence from Boston's Metco Program. W.E. Upjohn Institute, octubre de 2002. http://dx.doi.org/10.17848/wp02-85.
Texto completoHoxby, Caroline. Peer Effects in the Classroom: Learning from Gender and Race Variation. Cambridge, MA: National Bureau of Economic Research, agosto de 2000. http://dx.doi.org/10.3386/w7867.
Texto completoAngrist, Joshua y Kevin Lang. How Important are Classroom Peer Effects? Evidence from Boston's Metco Program. Cambridge, MA: National Bureau of Economic Research, octubre de 2002. http://dx.doi.org/10.3386/w9263.
Texto completoSage, Nicole. Peer Network Emergence and Change in the Classroom: A Multiple Systems Perspective. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.303.
Texto completoLavy, Victor, M. Daniele Paserman y 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, octubre de 2008. http://dx.doi.org/10.3386/w14415.
Texto completoTucker-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, julio de 2020. http://dx.doi.org/10.52012/tyob9090.
Texto completoLim, Jaegeum y Jonathan Meer. How Do Peers Influence BMI? Evidence from Randomly Assigned Classrooms in South Korea. Cambridge, MA: National Bureau of Economic Research, octubre de 2017. http://dx.doi.org/10.3386/w23901.
Texto completoBusso, Matías y Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, mayo de 2021. http://dx.doi.org/10.18235/0003247.
Texto completoBusso, Matías y Verónica Frisancho. Ability Grouping and Student Performance: Experimental Evidence from Middle Schools in Mexico. Inter-American Development Bank, febrero de 2023. http://dx.doi.org/10.18235/0004716.
Texto completo