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Examining the role of peer interacti...

Bunch, Gwendolyne Eileen.

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Examining the role of peer interaction in the developmental college classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining the role of peer interaction in the developmental college classroom./
作者:	Bunch, Gwendolyne Eileen.
面頁冊數:	140 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4333.
Contained By:	Dissertation Abstracts International64-12A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3115098
ISBN:	049662587X

Examining the role of peer interaction in the developmental college classroom.
Bunch, Gwendolyne Eileen.

Examining the role of peer interaction in the developmental college classroom. - 140 p.

Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4333.

Thesis (Ed.D.)--University of South Carolina, 2003.

This qualitative case study seeks to understand how developmental college students perceive the dynamics of interaction within a Developmental Studies classroom in South Carolina. Preliminary research questions guiding this study include: (1) What is the most frequent type of peer interaction in Developmental Studies classrooms? (2) What do students perceive to be the nature of peer interaction in Developmental Studies classrooms? (3) What connections do Developmental Studies students perceive between peer interaction and student success? and (4) What connections do Developmental Studies students perceive between peer interaction and teacher methodology?

ISBN: 049662587XSubjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Examining the role of peer interaction in the developmental college classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4333.
500 $a Major Professor: Susan Schramm-Pate.
502 $a Thesis (Ed.D.)--University of South Carolina, 2003.
520 $a This qualitative case study seeks to understand how developmental college students perceive the dynamics of interaction within a Developmental Studies classroom in South Carolina. Preliminary research questions guiding this study include: (1) What is the most frequent type of peer interaction in Developmental Studies classrooms? (2) What do students perceive to be the nature of peer interaction in Developmental Studies classrooms? (3) What connections do Developmental Studies students perceive between peer interaction and student success? and (4) What connections do Developmental Studies students perceive between peer interaction and teacher methodology?
520 $a Classrooms in the Developmental Studies areas of English, math and reading were observed. Six students in three developmental classrooms were observed and interviewed in order to generate six case studies which examine six students' perceptions of their interaction within these three classes. Interviews were conducted during the spring of 2003 semester; classroom observation also continued the entire Spring 2003 semester.
520 $a In this study patterns of interaction were examined to determine if a connection exists between peer interaction and students' perceptions of opportunities for peer interactions, discussions and overall achievement. As shown in four of six case studies, the participants in this study made no distinction between discussion or participation, much less peer interaction. Therefore, the study finds that teacher methodology and pedagogy cannot be completely ignored.
520 $a Skill-oriented Developmental Studies curricula in South Carolina provides little opportunity for peer interaction. Significantly, this study examines the students' perceptions of the importance of peer interaction.
590 $a School code: 0202.
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