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Direct linkWills, Howard P.; Iwaszuk, Wendy M.; Kamps, Debra; Shumate, Emily – Education and Treatment of Children, 2014
This study explored the effects of a group-contingency intervention on student behavior across academic instructional periods. Research suggests group contingencies are evidence-based practices, yet calls for investigation to determine the best conditions and groups suited for this type of intervention. CW-FIT (Class-Wide Function-related…
Descriptors: Student Behavior, Intervention, Evidence, Best Practices
Peer reviewedLewis, Scott E.; Lewis, Jennifer E. – Journal of Chemical Education, 2005
An experiment is conducted comparing two sections of general chemistry to evaluate the effectiveness of peer-led guided inquiry (PLGI) methods in terms of assisting student understanding in college-level general chemistry course. The pedagogical focus of PLGI is on student-student interactions within small groups, with a peer leader acting as a…
Descriptors: Chemistry, Comparative Analysis, Science Instruction, Instructional Effectiveness
Peer reviewedTinto, Vincent; Russo, Pat – Community College Review, 1994
Describes a study that used quantitative and qualitative inquiry to determine how collaborative learning relates to the achievement and persistence of first-year community college students. Examines the experiences of students enrolled in Seattle Central Community College's Coordinated Studies Program, an interdisciplinary, team-taught set of…
Descriptors: Academic Persistence, Community Colleges, Cooperative Learning, Group Dynamics
