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ERIC Number: EJ838348
Record Type: Journal
Publication Date: 2009-Mar
Pages: 6
Abstractor: As Provided
Reference Count: 3
ISBN: N/A
ISSN: ISSN-0047-231X
Are In-Class Peer Leaders Effective in the Peer-Led Team-Learning Approach?
Schray, Keith; Russo, M. Jean; Egolf, Roger; Lademan, William; Gelormo, David
Journal of College Science Teaching, v38 n4 p62-67 Mar 2009
Peer-led team learning (PLTL) has been widely adopted for enhanced learning in a variety of disciplines, mostly in introductory chemistry, but also in organic chemistry, as in this study (Tien, Roth, and Kampmeier 2002). This pedagogical approach forms student groups led by students who have previously done well in the course (standard peer leaders). This study shows that in-class peer leaders (students currently taking the class) can perform group leadership as effectively as standard peer leaders, enabling easier implementation of this pedagogy. (Contains 4 tables and 1 figure.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania