Дисертації з теми "Classroom peer"
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Hwung, Alex. "Peer Misbehavior Effects in the Classroom." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1345.
Повний текст джерелаEdelman, Brent Michael. "Classroom Peer Effects, Effort, and Race." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/91049.
Повний текст джерелаPh.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.
Повний текст джерелаMcCauley, Amy R. "Peer response in the basic writing classroom." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1265087.
Повний текст джерелаDepartment 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.
Повний текст джерелаEd.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.
Повний текст джерелаFortner, 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.
Повний текст джерелаFedeli, 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.
Повний текст джерелаHansen, Sarah. "Pivotal Play: Peer Mediated Intervention in the Preschool Classroom." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20688.
Повний текст джерелаNordkvist, 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.
Повний текст джерелаKrueger, Karin Dorothy. "Peer Response Groups in the ESOL Classroom : A Study." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4492.
Повний текст джерелаMehtaji, Meera. "USING CLASSROOM SOCIAL DYNAMICS TO UNDERSTAND CLASSROOM ADJUSTMENT BY STUDENTS WITH DISABILITIES." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5157.
Повний текст джерелаBussone, Krista Ann D'Albenzio. "Making Friends: Teacher Influence on Students' Peer Relationships." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/122942.
Повний текст джерелаPh.D.
A total of 236 kindergarten to eighth grade students and 15 teachers from an elementary school in a northeastern U.S. city provided information about their perceptions of teacher involvement in students' peer relationships. Students provided additional information about classroom social networks. Both students and teachers indicated that they perceive teachers to be important in student peer relationships. None of the teacher characteristics (including teacher education, years of teaching, or ethnicity) were related to teacher perceptions of involvement in students' peer relationships. In lower grade groups (kindergarten to second grade), there were significant sex differences, with boys rating their teachers as more involved than girls; sex differences were not significant in either the middle (third to fifth grade) or upper (sixth to eighth grade) grade groups. As hypothesized, there were significant differences between grade groups, with students in the lower grades rating their teacher as more involved than students in either the middle or upper grade groups, and middle grade groups rating their teachers as more involved than the upper grade groups. Teacher and student perceptions of teacher involvement in students' peer relationships were then analyzed to determine whether these perceptions were related to classroom cohesiveness, as measured by social networks. The results were not significant, indicating that teacher and student perceptions of teacher involvement in students' peer relationships were not related to classroom social networks. This research provides a first look into both teacher and student perceptions into teacher involvement in classroom peer relationships, which school psychologists can use to help teachers construct supportive classroom environments. This research is a case study of one school, and therefore generalization from this sample is difficult. Future research should examine this element in schools of varying climate and region.
Temple University--Theses
Maurer, A. Caroline. "Peer dialogue at literacy centers in one first-grade classroom." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211984125.
Повний текст джерелаDavenport, David Chanson. "Examining Peer Perceptions of Humorous Communication in the College Classroom." UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/42.
Повний текст джерелаJamison, Rhonda Sue. "Classroom Model and Peer Influence: The Relationship Between Preschoolers' Behavior and Academic Achievement in the Classroom." UNF Digital Commons, 2007. http://digitalcommons.unf.edu/etd/213.
Повний текст джерелаIllana-Mahiques, Emilia. "Deconstructing peer review in the Spanish writing classroom: a mixed methods study." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6770.
Повний текст джерелаYuen, Hon-ming Jacky, and 袁漢明. "Implementing peer assessment and self-assessment in a Hong Kong classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944966.
Повний текст джерелаEverly, Elise L. "Child and Classroom Characteristics Associated with Stability of Peer Victimization Status." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou161917662279201.
Повний текст джерелаKildow, Natasha M. "Cyberbullying when peer bullying moves from the classroom to the home /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008kildown.pdf.
Повний текст джерелаLanier, Sonya T. "Multiple aspects of children's perceptions of classroom peer support and adjustment." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7671.
Повний текст джерелаThesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Yuen, Hon-ming Jacky. "Implementing peer assessment and self-assessment in a Hong Kong classroom." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883535.
Повний текст джерелаIreland, Dennis V. "The implementation of a collaborative peer interactive mathematics classroom learning environment." Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/1302.
Повний текст джерелаIreland, Dennis V. "The implementation of a collaborative peer interactive mathematics classroom learning environment." Curtin University of Technology, Science and Mathematics Education Centre, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9735.
Повний текст джерелаclassroom learning environment. We utilised the MCI and CLES learning environment measures to direct our endeavours to further improve our collaborative peer interactive classroom learning environment. The detailed analysis of the data from Months 1, 2 and 3 of this implementation, coupled with highlight analysis of the data from Months 4, 5 and 6, led me to conclude that teachers and their students can develop a functional and effective collaborative peer interactive classroom learning environment based on the multiple theoretical perspectives utilised in this study.This research improved my practice as a teacher and provided a functional and effective collaborative peer interactive classroom learning environment for the students to work in. It informed many of the calls for further research of this type and established that the theoretical concepts, upon which the implementation was founded, were valuable and useful in the practical setting of our collaborative peer interactive classroom. The findings are also valuable for the support which they offer to the latest movements in education, particularly the student-centred, outcomes-based approaches to learning and teaching. These approaches advocate the use of collaborative learning environments, and this study provides strong guidance as to how such environments can be successfully implemented.
Cote, Robert Arthur. "The Role of Student Attitude towards Peer Review in Anonymous Electronic Peer Review in an EFL Writing Classroom." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/307005.
Повний текст джерелаNasi, Nicola <1991>. "Performing inclusion and exclusion in the peer group. Children's social organization and peer socializing practices in the classroom." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2022. http://amsdottorato.unibo.it/10059/1/Nicola%20Nasi%2C%20PhD%20thesis.pdf.
Повний текст джерелаStone, Roy Charles. "Does the homogenous classroom setting perpetuate masculine conversational participation patterns : Aspects of gender identity examined in the homogenous classroom setting." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-176162.
Повний текст джерелаMcConnell, Melody Dawn. "Interaction and Innovation: The Impacts of Social Factors and Classroom Type on University Biology Instructor Classroom Assessment Decisions." Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/32061.
Повний текст джерелаMcCloud, Jonathan David. "More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/77875.
Повний текст джерелаPh. D.
Sato, Masatoshi. "Peer interaction and corrective feedback: proceduralization of grammatical knowledge in classroom settings." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104584.
Повний текст джерелаCette étude quasi-expérimentale a intégré un volet d'enseignement en classe d'une langue seconde (L2) dans lequel les apprenants ont appris (a) à interagir les uns avec les autres et (b) à fournir une rétroaction corrective (RC) les uns aux autres. Cette intervention a été examinée selon trois approches. Premièrement, dans une perspective psycholinguistique, l'effet de l'intervention sur les patrons interactionnels des apprenants et ses effets sur leur développement en L2 ont été étudiés. Deuxièmement, les perceptions des apprenants sur l'intervention relative aux dynamiques de salle de classe ont été examinées. Troisièmement, la construction de l'objet d'enseignement (c'est-à-dire, la fluidité dans les interactions à l'oral) a été étudiée afin d'assurer la validité du test utilisé pour mesurer le développement de la compétence en L2. Quatre classes japonaises de mise à niveau en anglais à l'université ont participé (N = 167). Chaque classe s'est vue attribuée une des quatre conditions de traitements. Des deux groupes de RC, l'un a appris à fournir des incitations et l'autre à fournir des reformulations. Le troisième groupe a seulement participé aux activités d'interaction entre pairs et le quatrième a servi de groupe témoin. Les trois classes expérimentales ont reçu (a) une activité de prise de conscience sur les interactions entre pairs et (b) des activités en groupe de deux basées sur la fluidité à l'oral tout au long d'un semestre universitaire. En plus des pré- et des post-tests qui ont examiné le développement en termes de précision et d'aisance à l'oral des participants, ces derniers ont rempli des questionnaires établissant leurs perceptions avant et après l'intervention. De plus, des apprenants ont été choisis pour être interviewés à la fin du semestre. Afin d'explorer la construction de l'aisance des interactions à l'oral et de valider les mesures utilisées, les enregistrements ont été évalués par des examinateurs humains. Les résultats ont révélé que, après un semestre, les participants ont utilisé un plus grand nombre d'interactions supposées contribuer au développement de l'acquisition de la L2. De plus, les deux groupes RC ont amélioré leur précision et leur aisance, évaluées par des mesures de taux de discours non élagués et élagués, tandis que le groupe d'interaction entre pairs a réalisé de meilleurs résultats que le groupe témoin uniquement sur les mesures d'aisance. Il a été supposé qu'alors que les interactions entre pairs offrent des occasions pour l'entrainement répété facilitant la mise en place des procédures requises, la rétroaction corrective a permis d'affiner la capacité des apprenants à contrôler leur propre production ainsi que celle de leurs interlocuteurs. Le questionnaire et les données enregistrées des interviews ont montré que les perceptions des participants ont évolué au fil du temps dans une certaine mesure. Plus particulièrement, les participants ont, dès le début, cru en l'efficacité des interactions et de la RC entre pairs. Cependant, leurs sentiments envers les interactions entre pairs ont évolué positivement à travers le temps. De même, ceux qui ont appris à fournir une RC à leurs camarades de classe sont devenus plus confiants dans cette tâche. Enfin, les analyses de corrélation et de régression des résultats des taux de discours, de l'exactitude grammaticale et des scores réalisés aussi bien en contexte individuel qu'interactionnel indiquent que (a) les échelles d'évaluation était fiables; (b) les scores individuels n'étaient pas significativement corrélés avec ceux des performances interactionnelles, mais fortement corrélés avec ceux des taux de discours non élagués; (c) parmi les quatre mesures d'aisance, seule la mesure taux de discours élagués s'est révélé être un facteur significativement prédictif des résultats d'exactitude grammaticale.
Fleeman, Karen B. "Classwide peer tutoring to increase spelling achievement in a third grade classroom." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1296502374.
Повний текст джерелаQUISTGAARD, PATRICIA WILLIAMS. "TEACHER PERCEPTION, PEER PERCEPTION, SELF-PERCEPTION, CLASSROOM VARIABLES, AND SOLITARY BEHAVIOR (MINNESOTA)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183967.
Повний текст джерелаSage, Nicole Ann. "Peer Network Emergence and Change in the Classroom: A Multiple Systems Perspective." PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/303.
Повний текст джерелаBoon, Stuart Ian. "How can peer assessment be used in ways which enhance the quality of younger children's learning in primary schools?" Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38029.
Повний текст джерелаSoriano, Maria Lynn. "Student-Consultant Continuum: Incorporating Writing Center Techniques of Peer Review Into the Composition Classroom." John Carroll University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=jcu1288706104.
Повний текст джерелаEirich, Julie M. "Classroom meeting: a window into children's cultures." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1158593536.
Повний текст джерелаHo, Man-wah Loretta. "Student interaction and writing competence within a paired writing classroom." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41758134.
Повний текст джерелаHo, Peggy W. "The effects of peer-evaluation on self-evaluation skills in the music classroom." Thesis, Teachers College, Columbia University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621775.
Повний текст джерелаSelf-evaluation accuracy is a necessary component of music learning. Without it, students rely on teacher feedback and do not develop skills necessary to become independent learners. While research has indicated that self-evaluation is unreliable and inaccurate, peer-evaluation has been shown to have the potential to be both reliable and accurate. Using social constructivist theory and transfer theory as conceptual frameworks, this study investigated the effects of peer-evaluation on self-evaluation skills in the music classroom.
Pretest and posttest self-evaluation scores of 42 ninth grade band students were compared with three teacher mean scores. Results found students made a slight improvement in self-evaluation accuracy after five peer-evaluations given over 10 weeks. Qualitative analysis of student feedback from peer-evaluations found students improved in both precision and use of musical language and vocabulary. To further investigate students' perception of peer-evaluation, two focus group interviews were administered.
Emerging themes suggested students have a positive impression of peer-evaluation. They found it to be a team building and motivating activity that made them want to be both honest and critical with their peer feedback. Peer-evaluation allowed students to be part of the learning process that helped them build confidence in their evaluation skills. Students found peer-evaluation to be an effective tool for developing critical thinking skills, specifically analytical listening, and were able to cite examples of how skills used and learned during peer-evaluation were transferred to their own self-evaluation skills.
As there is little research on peer-evaluation and music at the high school level, it is the hope that this research will provide a foundation for future research of peer-evaluation at all grade school levels and in all ensemble genres. In addition, this research will hopefully support the introduction of peer-evaluation as a methodology to be taught to pre-service teachers and to help dismiss previous negative notions about peer-evaluation to in-service music teachers, shedding light on the positive impacts of peer-evaluation and its possible uses with students in the music classroom.
Thompson, John Paul. "Heterogeneous voices : a study of internalization and peer interaction in the secondary classroom." Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338352.
Повний текст джерелаTatsumoto, Mika. "Perceived effects of peer cooperation on motivation in the Japanese university EFL classroom." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1758/.
Повний текст джерелаSikka, Denzil. "NORA : no one revises alone : classroom web application facilitating peer feedback & discussion." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/91869.
Повний текст джерелаCataloged from PDF version of thesis. "December 2013."
Includes bibliographical references (pages 47-49).
Peer-to-peer interactions, either through discussion forums or the peer review process, provide students with essential articulation skills as they reflect and respond to the ideas of others. Unfortunately, many students lack confidence in the value of their thoughts and feedback, or students experience difficulty maintaining interest in a peer's thoughts/ideas, which results in a lack of motivation to participate or in comments that are overly superficial, flattering, or brief. The interactive application NORA emphasizes that no one reviews alone by allowing the users to write comments and then combine, like, and rearrange them on a large canvas as they analyze a piece of work, examine a topic, or provide feedback. Thus, NORA facilitates the peer review and discussion process, addressing the challenges faced by students. NORA's visual-oriented interface novel in how it presents content to the students in smaller pieces, allows several threads of comments to be seen at the same time, and provides for easy interaction between users as they write or combine comments, guiding them through specific learning goals chosen by the instructor. Targeted at college students, the application was tested in two different classes, Rhetoric and Communication and Spanish /, with different classroom activities that are typically done orally with extensive class discussion. In both classes, students analyzed the subject matter and reviewed the medium as they responded to the comments of each other and the guidelines provided by the professor. The peer-to-peer interaction allowed users to build upon each other's comments, and promoted accurate, thorough, and relevant feedback in an engaging manner. NORA was seen to encourage more interaction, draw out quieter and shyer students, and boost the number of thoughtful, analytical responses.
by Denzil Sikka.
M. Eng.
Russ, Laura Beth. "The Effects of Peer Reporting as Positive and Negative Reinforcements of Classroom Behavior." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1235092236.
Повний текст джерелаKuo, Chia Lin. "A quasi-experimental study of formative peer assessment in an EFL writing classroom." Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/2863.
Повний текст джерелаWoulds, Stephen. "Language, literacy and technology : embodied peer-interaction and collaborative writing in an ESOL classroom." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/15311/.
Повний текст джерелаFordham, Sonja K. "Teacher and Peer Written Feedback in the ESL Composition Classroom: Appropriation, Stance, and Authorship." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/577518.
Повний текст джерелаPeters, Ida. "Det flippade klassrummet : ur ett elevperspektiv." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13239.
Повний текст джерелаRichart-Mayfield, Angela J. "Influence of Nontraditional Students on Traditionals in the Community College Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3065.
Повний текст джерелаJohnson, Camela Y. "Effects of a Positive Peer Reporting Intervention on Prosocial Interactions in a General Education Classroom." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/53.
Повний текст джерелаKrause, Kerri-Lee, and ケリー・リー クラウズ. "Beyond Classroom Walls : Students' Out-of-class Peer Experiences and Implications for Teaching and Learning." 名古屋大学高等教育研究センター, 2007. http://hdl.handle.net/2237/7732.
Повний текст джерелаCarling, Johanna. "Peer Feedback in the EFL Classroom : A Systematic Literature Review of Practices, Effects and Perceptions." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104869.
Повний текст джерела