Spelling suggestions: "subject:"team 1earning"" "subject:"team _learning""
1 |
Individual and peer calibration in team-based testingSweet, Michael, 1970- 02 October 2012 (has links)
The purpose of this study was to investigate whether students on permanent teams taking repeated Team-Based Tests (TBTs) can develop over time more accurate performance reputations in the eyes of their team-mates. The ability to estimate the expertise of one's self and one's team mates is important in team-based testing because it informs which position one may try to assume in team discussions as teams pursue consensus on test questions. Simply put, if I can increase my ability to assess my team-mates' general mastery of the content, then over time I will be able to make more effective decisions about whom I should try to learn from and whom I should try to teach. To make this judgment about relative levels of mastery, students must appraise both their own levels of mastery as well as those of their team mates. Team-Based Tests are part of an instructional strategy called Team-Based Learning (TBL) and this developmental effect is a pillar upon which TBL practitioners build their argument about the instructional value of the method. However, only indirect evidence has previously existed to support this claim: this study attempted to more directly document the reputation formation effect by comparing individual and team mate performance estimates to actual levels of performance over time. Participants in this study included 49 students in an undergraduate educational psychology class. Students in permanent teams taking repeated team-based tests developed increasingly accurate reputations within their teams, achieving statistical significance on the fourth team-based test. However, test difficulty played an important and potentially confounding role: the fifth and final team-based test was the most difficult of the semester, and on it reputation accuracy fell back to original levels. Individual metacognitive monitoring accuracy across tests did not improve over time and introverts' reputations were more accurate than extraverts' reputation on every test. Implications of these findings and directions for future research are discussed. / text
|
2 |
STAD in form 1 mathematics : effects on achievement, on-task behaviour and intrinsic interest in the subject /Lau, Yin-fong, Betty. January 2000 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 88-93).
|
3 |
STAD in form 1 mathematics effects on achievement, on-task behaviour and intrinsic interest in the subject /Lau, Yin-fong, Betty. January 2000 (has links)
Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 88-93). Also available in print.
|
4 |
Predictors of successful team-based testingThomas, Gregory Dean, January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.
|
5 |
Individual and peer calibration in team-based testingSweet, Michael, January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.
|
6 |
Collaborative learning in Knowledge Forum: a study of the process of knowledge buildingNg, Siu-kai., 吳少階. January 2002 (has links)
published_or_final_version / Education / Master / Master of Science in Information Technology in Education
|
7 |
The effect on learning of paired traditional students in a lab settingYlinen, Jeffrey M. January 2009 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
|
8 |
Cooperative learning in computer supported classes /Thompson, Jean C. January 2005 (has links)
Thesis (Ph.D.)--University of Melbourne, Dept. of Education Policy and Management, 2005. / Typescript. Includes bibliographical references (leaves 257-288).
|
9 |
'n Didaktiese evaluering van die groepklasstelsel aan die Randse Afrikaanse UniversiteitSmith, David Petrus Jacobus 05 August 2014 (has links)
M.Ed. / Please refer to full text to view abstract
|
10 |
Improving the total school program by employing cooperative education practicesUnknown Date (has links)
"The approach of the paper is: to explore and identify several problems common to secondary school programs throughout our country, with particular attention to Florida; to present several practices that are common to the Cooperative Education Clubs of Florida; and to suggest their application in other areas of the total school program to meet needs of students enrolled in any curriculum in a better manner"--Introduction. / "August, 1962." / Typescript. / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Marian W. Black, Professor Directing Paper. / Includes bibliographical references (leaves 49-51).
|
Page generated in 0.0511 seconds