Descriptor
| Academic Achievement | 1 |
| High Risk Students | 1 |
| Higher Education | 1 |
| History Instruction | 1 |
| Instructional Effectiveness | 1 |
| Student Motivation | 1 |
| Student Participation | 1 |
| Study Skills | 1 |
| United States History | 1 |
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| Journal of College Reading… | 1 |
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| Dochen, Carol W. | 1 |
| Hodges, Russ | 1 |
| Joy, Donna | 1 |
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Peer reviewedHodges, Russ; Dochen, Carol W.; Joy, Donna – Journal of College Reading and Learning, 2001
Finds that students in both mandated and voluntary Supplemental Instruction groups (academic support led by peer facilitators) in a high-risk, required, freshman-level, writing-intensive United States History course earned significantly higher course grades and semester grade point averages than students in the non-SI group. Finds no significant…
Descriptors: Academic Achievement, High Risk Students, Higher Education, History Instruction
