Готові списки джерел за темами / Classroom peer

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Добірка наукової літератури з теми "Classroom peer"

Автор: Grafiati

Опубліковано: 11 березня 2023

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Статті в журналах з теми "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.

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This study aimed to examine the effects of interpersonal factors (i.e., teacher and peers) on academic hatred using the hierarchical linear model analysis. The data were collected from 1,015 senior high school students from 43 classrooms (57.3% female) in South Korea. The results showed significant effects of teachers’ academic pressure, autonomy support, and peer support on academic hatred at both the individual and classroom levels. Interestingly, teachers’ academic pressure showed different effects on academic hatred at the individual and classroom levels: a negative effect at the individual level and a positive one at the classroom level. At the classroom level, peer support did not significantly influence academic hatred, while at the individual level, peer support negatively affected academic hatred by interacting with teachers’ autonomy support. This paper discusses the practical implications for preventing academic hatred in the classroom.

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Laninga-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.

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AbstractAlthough prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students’ classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (Mage = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms—rather than popularity norms—contributed to negative classroom climate perceptions irrespective of students’ social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s classroom climate perceptions and adjustment in elementary education.

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Quinn, 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.

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Do your peers in the classroom have an effect on your vocabulary learning? The purpose of this study was to determine if group-level peer characteristics and group-level peer achievement account for individual-level differences in vocabulary achievement using a large sample of students in kindergarten through second grade (n = 389,917). We applied a mixed-modeling approach to control for students nested among peers, and used quantile regression to test if group-level peer effects functioned similarly across the range of conditional student ability in vocabulary knowledge. Group-level peer effects were more strongly related to vocabulary achievement for students at the low end of the conditional distribution of vocabulary. The difference in vocabulary achievement between children with and without an individualized education program increased as quantiles of the conditional vocabulary distribution increased. Children with lower relative fall scores had better spring scores when they were in homogenous classrooms (i.e., their peers had similar levels of achievement). The importance of classroom composition and implications for accounting for peer effects are discussed.

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Johnson, 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.

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Employing a social capital framework, this study investigates teachers’ role in influencing the peer dynamics between English learners (ELs) and their non-EL peers. Participants include 713 students (211 EL students). Observed teacher-student interaction quality and teacher self-reports of their peer network management were used to operationalize the teacher-directed, classroom-level factors. Peer nominations of friendships within the classroom were used to operationalize students’ same-language-status (bonding capital) and cross-language-status (bridging capital) friendships. Multilevel models reveal teachers’ reported practices and observed interaction quality account for a small proportion of the variance in students’ bridging and bonding relationships at the classroom level overall, but with differential effects for EL and non-EL students. For example, in classrooms with greater reported use of bonding practices, EL students reported more bonding and fewer bridging friendships in the fall, and showed relatively less fall-to-spring growth in bridging friendships. Implications for future research and teacher training are discussed.

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Kibler, 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.

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Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the following: (a) How do demographics differ in classrooms with more or less academic peer network linguistic integration? and (b) How do teachers’ classroom practices relate to differences in the linguistic integration of students’ academic peer networks? Findings from this analysis add to the literature on the complex relationships between classroom characteristics, linguistic integration, and teacher practices.

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Zabel, 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.

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The impact of peers on student outcomes has important policy implications for how students are organized into classes and the overall impact of education interventions. But it is difficult to accurately measure peer effects because of the nonrandom sorting of students and teachers into classrooms and the endogeneity of peers' achievement. In this study, an education production function (EPF) is specified that includes student and peer characteristics as regressors. This model is estimated using student-level data from New York City public schools for 1995–2000. The richness of these data allows six sources of bias that arise in the EPF model to be addressed, including the above-mentioned nonrandom classroom assignment and the endogeneity of peers' achievement. This results in credible evidence of (small) peer group effects. Instrumenting for the mean of peers' achievement significantly reduces the associated peer effect. Nonlinear peer group effects are evident in the form of a small positive impact associated with the homogeneity of peers' achievement. Generally, peer characteristics do not appear to affect individual performance. Also included in this analysis is an application of a new methodology developed by Graham (2007) that identifies peer group effects through their impact on the variance in classroom mean test scores. The approach is less susceptible to the six biases that plague the EPF approach. The evidence from this exercise indicates that peer group effects are present and corroborates the results from the EPF approach.

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Husband, 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.

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This study explores peer feedback in a combined fifth and sixth-grade classroom.Drawing on Hattie and Timperley’s (2007) model for feedback, we analyzed 334 peer feedback comments gathered during six mathematics lessons. Our analysis revealed evidence of peer feedback being beneficial to the students who provide it as well as those who receive it. Specifically, we share examples of how peer feedback can support opportunities for providers of feedback to 1) self-regulate by choosing mathematics strategies, 2) make connections between their own mathematical ideas and those of their peers, and 3) engage in ongoing back-and-forth conversations. Findings from our study point to recommendations for teachers to be more purposeful in their prompts to students about the types of feedback they might provide one another.

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Purtell, 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.

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AbstractAlmost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.

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Yun, 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.

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Abstract The healthy context paradox—an unexpected pattern in which victims’ psychological adjustment worsens as the overall level of victimization in a classroom or school declines—implies that reducing the frequency of bullying or victimization incidents does not do enough to help victims of bullying. In light of this finding, it is imperative to identify protective factors that alleviate victimization-related distress in the peer ecology. The current study examines classroom-level peer victimization and peer-defending behaviors as moderators of the association between individual-level victimization and psychological adjustment. These classroom-level moderators were tested with a sample of 1373 adolescents (40% girls, Mage: 14 years) from 54 classrooms in South Korean middle schools. Consistent with past findings documenting the healthy context paradox, the results of multilevel modeling indicated that victimized youth experienced a lower level of depressive symptoms in classrooms where victimization was more common. Most importantly, bullied students reported fewer depressive symptoms, on average, in classrooms with relatively high levels of bully-oriented (i.e., confronting the bully), rather than victim-oriented (i.e., comforting the victim), defending behavior. These findings provide a more nuanced understanding of the role of peers’ defending behaviors toward bullied adolescents and have significant implications for anti-bullying interventions.

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Korsager, 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.

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This paper reports on student peer collaboration in an online environment in an international shared curriculum, the Global Climate Exchange. Four cohorts of students (age 16 -19) from Canada, China, Norway and Sweden (n=157) were engaged in four wiki-based activities where they collaborated with peers locally and internationally. Previously, impact from Global Climate Exchange on students’ conceptual understanding was analysed, indicating a positive impact which might be explained by the amount of interactions with peers and international peer collaboration. This paper looks further into the details of the students’ peer interactions in terms of how they communicate in the online Global Climate Exchange learning environment. The study revealed that communication between international peers might be more constructive than when communication is limited to national peers. This might be a possible explanation for our previously findings indicating that international peer collaboration may well be an approach to enhance students’ conceptual understanding of climate change.

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Дисертації з теми "Classroom peer"

Hwung, Alex. "Peer Misbehavior Effects in the Classroom." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1345.

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This paper seeks to evaluate the effects of peer misbehavior in the classroom on student learning outcomes--namely, if there is any truth behind the old saying that “one bad apple ruins the bunch”. Using experimental data, I show that there is a strong initial relationship between the level of misbehavior in a given classroom and performance on a mathematics evaluation; however, the inclusion of lagged peer achievement in the model causes most of that relationship to be absorbed away, suggesting that the bulk of peer effects stem more from the academic performance of other students than from their behavior.

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Edelman, Brent Michael. "Classroom Peer Effects, Effort, and Race." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/91049.

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Анотація:

Economics
Ph.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

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Branham, Cassandra A. "Electronic Peer Feedback in a Collaborative Classroom." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3987.

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This study examines the ways in which frequency and reflexivity affect student engagement with the peer feedback process. I study the peer e-feedback sessions conducted via My Reviewers in a pilot model of Composition 2 at a large research university in the southeast in order to determine if an increased focus on the peer feedback activity might enhance the effectiveness of the process. Through textual analysis and survey results, I determine that an increased focus on electronic peer feedback along with an increase in frequency and reflexivity helps to minimize some common criticisms of the peer feedback process. In this pilot model, the instructor plays an increased role in the peer feedback process and students are also asked to create a detailed revision plan. These elements of the process help to address the criticism that students have difficulty addressing the validity of peer feedback and minimizes the likelihood that students will incorporate incorrect feedback into their revision plans (Ferris; Stanley). Additionally, students in this study demonstrate an increased understanding of the purpose of the feedback process through an increase in revision-oriented comments as they gain more experience with the activity.

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McCauley, Amy R. "Peer response in the basic writing classroom." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1265087.

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This study describes the conversations that emerged during structured and unstructured peer response sessions in a basic writing classroom. The evidence suggests that the students were more likely to discuss both global and local issues in their writing when their teacher provided them with a structured set of questions to answer during response sessions. Additionally, the degree to which the students internalized these structured patterns of response and transferred them to the unstructured writing workshop sessions varied significantly among groups of students. While some students used the guided response questions to build beneficial writing-reading relationships with their peers and learn new methods for responding to writing, others kept the structured and unstructured response sessions almost entirely separate. These results raise questions regarding how students' sense of ownership over their own writing and motivation to participate in a community of writers affect the degree to which they internalize the patterns of response that are encouraged by their teacher during structured peer response sessions.
Department of English

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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.

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CITE/Language Arts
Ed.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

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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.

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Fortner, 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.

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This dissertation focuses on two distinct relationships: 1) classroom peer ability and student end-of-course test outcomes and 2) school tracking policy and student end-of-course test outcomes. Utilizing the education production function and hierarchical linear models, this dissertation contributes to the literature in the field of public policy by extending the work of previous scholars and focusing attention on these relationships in three high school subjects (English I, Algebra I, and Biology). In addition, I present a novel method for identifying tracking intensity within schools. The primary research questions addressed in the dissertation include: 1) To what extent does the ability level of classroom peers contribute to student test score performance?; 2) Does the variability of prior achievement within classrooms correlate with student test score outcomes?; and 3) Is there a relationship between school tracking policy and student test scores? Collectively these questions directly relate to policy options at the school, district, and state levels.

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Fedeli, 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.

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The work emphasizes that the roots of inequality find fertile breeding grounds on the educational systems and focuses on classroom aiming to understand possible sources of inequality among mates because it is an environment where students interact, sharing much time together. In detail, I investigate how hierarchies, networks of friends, and classroom peers influence students’ motivations, aspirations, academic competences, behaviors, and educational choices. In chapter I of this work, I outline a theoretical framework arguing that classroom inequality is a result of varying characteristics of the interacting actors such as their gender, age, ethnic origin, socioeconomic background as well as academic competencies. The classroom sorting of students with specific characteristics broadly depends on formal and informal institutional rules. To shed light on these patterns of educational systems, I rely on three distinct concepts, such as inequality, diversity, and sorting. In chapter II of this work, I test whether teachers’ grading is an inequality-enhancing factor in Italy. Previous contributions suggest that teacher’s grading is biased by preferences and stereotypes. My idea is that teachers’ grading standards might produce a hierarchy among students, even among equally able students. This hierarchy, in turn, could have a pervasive influence on students’ perception of their own competencies, thereby influencing their academic achievement, motivation, and self-stigma. In chapter III, I investigate the extent to which extent smoking and drinking friends lead to emulate the same behavior in a critical age like the adolescence. Unhealthy habits dramatically affect life expectancy, above all, when rooted in the early stage of individual development. In addition, I analyze if non-reciprocal friendship matters more or not as a driver of the behavior emulation because adolescents desire to be accepted. In final chapter IV, I test to what extent the presence of students with a migration background affects several outcomes in classrooms, including students’ attitudes and anti-social behavior. Italy is dealing with a dramatic increase of immigrant students since the late ‘80s, but a series of data suggest that the school is not well equipped for this challenge. Overall, the thesis aims to contribute to important theoretical debates in the sociology and economics of education, such as the role of relative positions in the social environment (chapter II), peer effects in critical developmental stages (chapter III), and the social integration in heterogeneous contexts (chapter IV). However, it aims also to inform policymakers on possible side effects of current widespread educational practices such as grading on a curve (chapter II), the actual role of peers in the spreading of unhealthy behaviors among adolescents (chapter III), and the need of imposing interventions devoted to optimizing classrooms compositions (chapter IV).

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Hansen, Sarah. "Pivotal Play: Peer Mediated Intervention in the Preschool Classroom." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20688.

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Inclusive preschool settings often provide benefits for children with special needs. Children with autism spectrum disorders (ASD) are at risk for isolation from peers and have benefited from a range of social communication interventions. Joint attention is a pivotal skill under researched in natural settings. Research is needed on joint attention within natural settings and with naturally occurring partners such as parents or peers. The proposed study uses an interventionist and peer delivered joint attention intervention in a multiple baseline design across child-peer dyads in inclusive preschool classrooms. Data are collected on increase in response to joint attention skills as well as peer bids to the target child.

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Nordkvist, 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.

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This degree project essay presents a lesson study where a group of learners of English 6 in upper secondary school try peer review as a part of their writing process during two lessons and share their experience. The aims of this degree project essay are to find out how learners of English in upper secondary school feel about peer review as a strategy to develop their writing skills, and how it can be taught in a successful way. The lesson study includes peer review sessions where the students are provided with instructions on what peer review is, how to conduct a peer review, and material to support them through the peer review process. The lessons and materials are designed to meet the issues brought up in previous research on the use of peer review in the L2 classroom and students’ attitudes regarding it. A focus group share their thoughts in semi-structured interviews and their answers are discussed in relation to previous research. Data collected after the first lesson is used to design the second lesson to better meet the students perceived needs. The second lesson is then evaluated by the same focus group. The main issues brought up in the source material as well as in the focus group interviews are as follows: how peer review can succeed, why it is useful, anxiety in giving and receiving feedback and how to ease the anxiety among the students. The data collected shows that the learners are overall positive and see several benefits of using the method of peer review in the English class. One prominent issue brought up in the focus group interviews is anxiety and several suggestions on how to avoid and overcome that issue are discussed.

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Книги з теми "Classroom peer"

Jones, Martin H. Peer Relationships in Classroom Management. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647.

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R, Paratore Jeanne, and McCormack Rachel L, eds. Peer talk in the classroom: Learning from research. Newark, Del: International Reading Association, 1997.

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1947-, Spigelman Candace, and Grobman Laurie 1962-, eds. On location: Theory and practice in classroom-based writing tutoring. Logan, Utah: Utah State University Press, 2005.

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Miller, Erica Michelle. Peer Sexual Harassment in Middle School: Classroom and Individual Factors. [New York, N.Y.?]: [publisher not identified], 2013.

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Hoxby, Caroline Minter. Peer effects in the classroom: Learning from gender and race variation. Cambridge, Mass: National Bureau of Economic Research, 2000.

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Angrist, Joshua David. How important are classroom peer effects?: Evidence from Boston's Metco program. Cambridge, MA: National Bureau of Economic Research, 2002.

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Dolci, Grimm Emily, ed. The transparent teacher: Taking charge of your instruction with peer-collected classroom data. San Francisco: Jossey-Bass, 2013.

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Roessing, Lesley. No more "us" and "them": Classroom lessons and activities to promote peer respect. Lanham, Maryland: Rowman & Littlefield Education, 2012.

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G, 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.

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Educating toddlers to teachers: Learning to see and influence the school and peer cultures of classrooms. New York: Hampton Press, 2011.

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Частини книг з теми "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.

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Cooley, 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.

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Sbrizzi, 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.

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O’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.

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Whalen, 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.

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Sato, 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.

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Kindermann, 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.

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Jones, Martin H. "Concluding Comments." In Peer Relationships in Classroom Management, 243–47. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-19.

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Dawes, 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.

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Wargo 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.

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Тези доповідей конференцій з теми "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.

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Dai, 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.

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Hushman, 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.

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Pfennig, 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.

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Since summer 2015 lecture videos are implemented in “inverted classroom” teaching scenarios to teach material science to first year students studying mechanical and automotive engineering at HTW Berlin. Lecture videos so far cover subjects such as material testing, corrosion, composites, defects in crystals, hardening mechanisms and materials families. These videos were initially inspired by students. Each semester a set of lecture videos is conducted during a one term semester project supervised by lecturers and film experts (peer-to-peer approach). The peer-to-peer approach is an important aspect because students` needs and their perspective on teaching material is directly included in the videos. Recordings of lectures were also successfully implemented teaching general phase diagrams and the iron-carbon-phase diagram. Both, lecture films and recordings of lectures were used to study themes after class, prepare for classes (inverted classroom scenarios) and the final exam. Students are familiar with videos as learning source, enjoyed to work independently and not only according to contact hours and were generally more active and better prepared during class resulting in better grades. The teaching method “inverted classroom” and class results directly relate to the quality of the video material. Practice examples introduce the teaching method and evaluation of both, videos and teaching method.

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Pellowe, 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.

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Ahmadova, 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.

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Peer evaluation being an active type of learning develops learners’ interactivity, speaking, listening, critical thinking abilities. Unlike the passive learning, in active learning students are more engaged in the evaluation process of presentation made by their peers, which significantly encourages student participation. Applying Classroom Response System students gain the ability to instantly respond and react, since this activity requires continuous attention. Promoting student-instructor interaction this technique leads to the involvement of students to class discussion simultaneously providing information about efficacy of the comprehension of the new topic. A significant point to be taken into consideration is the individual approach to every student.

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Simon, 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.

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Caprile, 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.

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Cao, 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.

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Duran, 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.

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Звіти організацій з теми "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.

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Angrist, 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.

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Hoxby, 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.

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Angrist, 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.

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Sage, 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.

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Lavy, 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.

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Tucker-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.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.

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Lim, 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.

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Busso, 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.

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This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.

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Busso, 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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This article relies on a large-scale field experiment in Mexico to measure the effects of two ability-grouping models (tracking and heterogeneous/bimodal groups) on student learning outcomes during middle school. Both strategies yielded an average learning gain of 0.08 of a standard deviation. We find larger and more persistent effects among initially high-achieving students and no significant effects among low achievers. Students in top tracking enjoyed multiple advantages, particularly a concentration of high-performing peers and a very homogeneous classroom, that facilitated the teacher's work and increased students' effort levels. Bimodal classes fostered greater effort levels among top students, while teachers induced less competition and allocated more time to practice and feedback activities, to the detriment of lecture time. Our results support the allocation of students to homogeneous classes to maximize performance gains among top students without hurting low achievers. Fostering inclusive learning among weaker students would require complementary investments under both models.

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