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ERIC Number: EJ426427
Record Type: CIJE
Publication Date: 1991
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0737-5328
A Strategy for Enhancing Peer Interaction and Learning during Teacher Training Sessions.
King, Alison
Teacher Education Quarterly, v18 n1 p15-28 Win 1991
Reports a study that developed a strategy to help students comprehend and remember the content of training presentations. The study examined the effects of self-questioning and reciprocal peer-questioning strategies on preservice teachers' learning of orally-presented material and on their verbal interaction. Results suggest that this strategy improves comprehension and retention. (SM)
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A