Littérature scientifique sur le sujet « Classroom peer »
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Articles de revues sur le sujet "Classroom peer"
Lee, Minyoung, Mi Kyoung Lee, Huk Yaung, Taerim Lee et Sang Min Lee. « Academic Hatred : Focusing on the Influence of a Supportive Classroom Climate ». SAGE Open 12, no 2 (avril 2022) : 215824402210948. http://dx.doi.org/10.1177/21582440221094820.
Texte intégralLaninga-Wijnen, Lydia, Yvonne H. M. van den Berg, Tim Mainhard et 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 (17 avril 2021) : 1582–600. http://dx.doi.org/10.1007/s10964-021-01432-0.
Texte intégralQuinn, Jamie, Jessica Folsom et Yaacov Petscher. « Peer Effects on Vocabulary Knowledge : A Linear Quantile Mixed-Modeling Approach ». Education Sciences 8, no 4 (23 octobre 2018) : 181. http://dx.doi.org/10.3390/educsci8040181.
Texte intégralJohnson, Haley E., Lauren Molloy Elreda, Amanda K. Kibler et 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 (23 décembre 2019) : 1087–120. http://dx.doi.org/10.1177/0272431619891238.
Texte intégralKibler, Amanda K., Lauren Molloy Elreda, Vonna L. Hemmler, Miriam R. Arbeit, Rebecca Beeson et Haley E. Johnson. « Building Linguistically Integrated Classroom Communities : The Role of Teacher Practices ». American Educational Research Journal 56, no 3 (13 octobre 2018) : 676–715. http://dx.doi.org/10.3102/0002831218803872.
Texte intégralZabel, Jeffrey E. « The Impact of Peer Effects on Student Outcomes in New York City Public Schools ». Education Finance and Policy 3, no 2 (avril 2008) : 197–249. http://dx.doi.org/10.1162/edfp.2008.3.2.197.
Texte intégralHusband, Marc, et Parinaz Nikfarjam. « Peer Feedback in the Mathematics Classroom ». Journal of Mathematics Education at Teachers College 13, no 1 (25 mai 2022) : 1–6. http://dx.doi.org/10.52214/jmetc.v13i1.8984.
Texte intégralPurtell, Kelly M., Arya Ansari, Qingqing Yang et Caroline P. Bartholomew. « The Role of Preschool Peers in Children's Language Development ». Seminars in Speech and Language 42, no 02 (mars 2021) : 088–100. http://dx.doi.org/10.1055/s-0041-1723838.
Texte intégralYun, Hye-Young, et 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 (9 août 2020) : 2203–13. http://dx.doi.org/10.1007/s10964-020-01300-3.
Texte intégralKorsager, Majken, James D. Slotta et Doris Jorde. « Global Climate Exchange : Peer collaboration in a “Global classroom” ». Nordic Studies in Science Education 10, no 1 (2 avril 2014) : 105–20. http://dx.doi.org/10.5617/nordina.538.
Texte intégralThèses sur le sujet "Classroom peer"
Hwung, Alex. « Peer Misbehavior Effects in the Classroom ». Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1345.
Texte intégralEdelman, Brent Michael. « Classroom Peer Effects, Effort, and Race ». Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/91049.
Texte intégralPh.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.
Texte intégralMcCauley, Amy R. « Peer response in the basic writing classroom ». Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1265087.
Texte intégralDepartment 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.
Texte intégralEd.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.
Texte intégralFortner, 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.
Texte intégralFedeli, 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.
Texte intégralHansen, Sarah. « Pivotal Play : Peer Mediated Intervention in the Preschool Classroom ». Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20688.
Texte intégralNordkvist, 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.
Texte intégralLivres sur le sujet "Classroom peer"
Jones, Martin H. Peer Relationships in Classroom Management. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003148647.
Texte intégralR, Paratore Jeanne, et McCormack Rachel L, dir. Peer talk in the classroom : Learning from research. Newark, Del : International Reading Association, 1997.
Trouver le texte intégral1947-, Spigelman Candace, et Grobman Laurie 1962-, dir. On location : Theory and practice in classroom-based writing tutoring. Logan, Utah : Utah State University Press, 2005.
Trouver le texte intégralMiller, Erica Michelle. Peer Sexual Harassment in Middle School : Classroom and Individual Factors. [New York, N.Y.?] : [publisher not identified], 2013.
Trouver le texte intégralHoxby, Caroline Minter. Peer effects in the classroom : Learning from gender and race variation. Cambridge, Mass : National Bureau of Economic Research, 2000.
Trouver le texte intégralAngrist, Joshua David. How important are classroom peer effects ? : Evidence from Boston's Metco program. Cambridge, MA : National Bureau of Economic Research, 2002.
Trouver le texte intégralDolci, Grimm Emily, dir. The transparent teacher : Taking charge of your instruction with peer-collected classroom data. San Francisco : Jossey-Bass, 2013.
Trouver le texte intégralRoessing, Lesley. No more "us" and "them" : Classroom lessons and activities to promote peer respect. Lanham, Maryland : Rowman & Littlefield Education, 2012.
Trouver le texte intégralG, Spencer Vicky, et Simpson Cynthia G, dir. Teaching children with autism in the general classroom : Strategies for effective inclusion and instruction in the general education classroom. Waco, Tex : Prufrock Press, 2009.
Trouver le texte intégralEducating toddlers to teachers : Learning to see and influence the school and peer cultures of classrooms. New York : Hampton Press, 2011.
Trouver le texte intégralChapitres de livres sur le sujet "Classroom peer"
Cooley, Jane. « Classroom Peer Effects ». Dans 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.
Texte intégralCooley, Jane. « Classroom Peer Effects ». Dans 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.
Texte intégralSbrizzi, Sue. « Peer Pairing ». Dans Voices from the Classroom, sous la direction de Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi et John Spencer, 338–39. Toronto : University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-082.
Texte intégralO’Leary, Matt. « Peer-based models of observation ». Dans Classroom Observation, 157–76. Second edition. | New York : Routledge, 2020. : Routledge, 2020. http://dx.doi.org/10.4324/9781315630243-8.
Texte intégralWhalen, Karen, Louise Morrison et Myriam deBie Waller. « Peer Pairing in French Studies ». Dans Voices from the Classroom, sous la direction de Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi et John Spencer, 340–43. Toronto : University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-083.
Texte intégralSato, Masatoshi. « Peer Interaction in the Classroom ». Dans 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.
Texte intégralKindermann, Thomas A., Brandy A. Brennan, James L. DeLaney et Daniel L. Grimes. « How Do Students Make Friends ? » Dans Peer Relationships in Classroom Management, 128–55. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-11.
Texte intégralJones, Martin H. « Concluding Comments ». Dans Peer Relationships in Classroom Management, 243–47. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-19.
Texte intégralDawes, Molly, et Kate Norwalk. « Why Do Students Become Popular ? » Dans Peer Relationships in Classroom Management, 206–25. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-16.
Texte intégralWargo Aikins, Julie. « Do Friendships Change as Students Get Older ? » Dans Peer Relationships in Classroom Management, 44–60. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-6.
Texte intégralActes de conférences sur le sujet "Classroom peer"
Zingaro, Daniel, Cynthia Bailey-Lee, John Glick, Leo Porter et Beth Simon. « Peer instruction in the CS classroom ». Dans the 43rd ACM technical symposium. New York, New York, USA : ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157344.
Texte intégralDai, Yun, et Ang Liu. « Personalizing Peer Instruction in a Flipped Classroom ». Dans 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368320.
Texte intégralHushman, Carolyn. « Using Peer Learning Facilitators for Near-Peer Support in Classroom Assessment Courses ». Dans 2022 AERA Annual Meeting. Washington DC : AERA, 2022. http://dx.doi.org/10.3102/1892538.
Texte intégralPfennig, Anja. « Successfully planning and implementing peer-to-peer lecture films – “Making it work” ». Dans Fourth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7503.
Texte intégralPellowe, William, Trevor Holster et J. Lake. « Peer assessment in the classroom using mobile devices ». Dans EUROCALL 2014. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000236.
Texte intégralAhmadova, Gulnara. « THE IMPACT OF CLASSROOM RESPONSE SYSTEM ON PEER EVALUATION ». Dans 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.
Texte intégralSimon, Beth, Sarah Esper, Leo Porter et Quintin Cutts. « Student experience in a student-centered peer instruction classroom ». Dans the ninth annual international ACM conference. New York, New York, USA : ACM Press, 2013. http://dx.doi.org/10.1145/2493394.2493407.
Texte intégralCaprile, Aldo, et Antonio Farías. « EFFECTS OF PEER-TO-PEER LEARNING ON INDIVIDUAL CLASSROOM PERFORMANCE AND EVALUATION UNDER TEAM SETTINGS ». Dans 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1409.
Texte intégralCao, Yan. « Peer Learning as a Supplement to the Classroom Teaching-Using Peer Learning to Teach Interpreting ». Dans 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.
Texte intégralDuran, Greg. « PEER REVIEW IN THE EFL WRITING CLASSROOM - PERSPECTIVES AND CHALLENGES ». Dans 29th International Academic Conference, Rome. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.029.010.
Texte intégralRapports d'organisations sur le sujet "Classroom peer"
Krueger, Karin. Peer response groups in the ESOL classroom : a study. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.6376.
Texte intégralAngrist, Joshua David, et Kevin Lang. How Important are Classroom Peer Effects ? Evidence from Boston's Metco Program. W.E. Upjohn Institute, octobre 2002. http://dx.doi.org/10.17848/wp02-85.
Texte intégralHoxby, Caroline. Peer Effects in the Classroom : Learning from Gender and Race Variation. Cambridge, MA : National Bureau of Economic Research, août 2000. http://dx.doi.org/10.3386/w7867.
Texte intégralAngrist, Joshua, et Kevin Lang. How Important are Classroom Peer Effects ? Evidence from Boston's Metco Program. Cambridge, MA : National Bureau of Economic Research, octobre 2002. http://dx.doi.org/10.3386/w9263.
Texte intégralSage, Nicole. Peer Network Emergence and Change in the Classroom : A Multiple Systems Perspective. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.303.
Texte intégralLavy, Victor, M. Daniele Paserman et 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, octobre 2008. http://dx.doi.org/10.3386/w14415.
Texte intégralTucker-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, juillet 2020. http://dx.doi.org/10.52012/tyob9090.
Texte intégralLim, Jaegeum, et Jonathan Meer. How Do Peers Influence BMI ? Evidence from Randomly Assigned Classrooms in South Korea. Cambridge, MA : National Bureau of Economic Research, octobre 2017. http://dx.doi.org/10.3386/w23901.
Texte intégralBusso, Matías, et Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes : Experimental Evidence from Mexico. Inter-American Development Bank, mai 2021. http://dx.doi.org/10.18235/0003247.
Texte intégralBusso, Matías, et Verónica Frisancho. Ability Grouping and Student Performance : Experimental Evidence from Middle Schools in Mexico. Inter-American Development Bank, février 2023. http://dx.doi.org/10.18235/0004716.
Texte intégral