The Case for Intentionally Interwoven Peer Learning Supports in Gateway‐Course Improvement Efforts

Dvorak, Johanna; Tucker, Kathryn

doi:10.1002/he.20260

Cited by 2 publications

(1 citation statement)

References 8 publications

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“…Academic departments can work as a team to foster curricular re-design and completion in gateway courses (McGowan et al, 2017). Supplemental instruction is another major approach for improving student success in these courses, and there is consistent evidence that it is effective (Dvorak & Tucker, 2017). Mayhew et al (2016) also reviewed studies on programmatic interventions.…”

Section: Literature Reviewmentioning

confidence: 99%

Student Connections: The Critical Role of Student Affairs and Academic Support Services in Retention Efforts

Hoyt

2021

Journal of College Student Retention: Research, Theory & Pr

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The connections we establish in college are transformative and redirect our lives to make lasting impacts on others around us and in the world. Student affairs and academic support services can make the difference in whether students drop out, fail academically or succeed in their college and career aspirations and realize a personal vision for their future. This research examines the impact of these connections on student retention in college when controlling for common predictors, and reminds us that retention is a campus-wide effort, with student affairs and academic support services serving critical roles. The article also discusses how a large open-admissions university utilized these services to promote student success.

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Section: Literature Reviewmentioning

confidence: 99%

Student Connections: The Critical Role of Student Affairs and Academic Support Services in Retention Efforts

Hoyt

2021

Journal of College Student Retention: Research, Theory & Pr

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Improving Acquisition of Learning Through Peer-Mediated Support Strategies in Teaching Research

Santos¹

2020

EPRA

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The conduct of an action research enabled teachers to assess the research capabilities of the students specifically in writing the different parts of the paper. The aim of the study is to improve the learning acquisition of students through peer-mediated support strategies in teaching research. The participants of this study were the Senior High School students taking Research Project as a subject. A pre-writing activity was administered to identify the needs of the students in writing the different parts of the research. A learning plan integrating the use of the Peer-mediated Support Strategies (PMSS) such as classroom-wide peer tutoring, peer support arrangement and lunch bunches as interventions, was developed to improve the performance of the students-participants in writing research. A post-writing activity was given as well to the participants to find out if there were significant improvements in their writing capability. The study used methodological triangulation. Descriptive and inferential statistics were used to analyse and compare the results of the pre-writing and post-writing scores. A focus group discussion and teachers’ observation were conducted to support the result of the analysis made. The result was found to be significant proving PMSS to be an effective strategy in improving acquisition of learning. KEYWORDS: Research writing, acquisition of learning, peer-mediated support strategies, peer assisted learning, classroom-wide tutoring, peer-support arrangement, lunch bunches

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The Case for Intentionally Interwoven Peer Learning Supports in Gateway‐Course Improvement Efforts

Abstract: This chapter describes how peer learning support programs can be used to improve learning and success in gateway courses. It provides examples from two institutions to further illustrate how this promising approach can improve student outcomes.

Cited by 2 publications

References 8 publications

Student Connections: The Critical Role of Student Affairs and Academic Support Services in Retention Efforts

Student Connections: The Critical Role of Student Affairs and Academic Support Services in Retention Efforts

Improving Acquisition of Learning Through Peer-Mediated Support Strategies in Teaching Research

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