Outcomes for Black Students in Team-Based Learning Courses
Outcomes for Black Students in Team-Based Learning Courses
复制标题
黑人学生在团队学习课程中的成果
DOI：
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发表时间：
2018
影响因子：
1.1
通讯作者：
Vanessa Hunn
中科院分区：
文献类型：
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作者：
Caroline Macke;J. Canfield;Karen Tapp;Vanessa Hunn
高等教育中的种族不平等是一个重大的社会问题。黑人学生的学业成功往往受到孤立感的阻碍，特别是在以白色为主的机构。教育工作者应确保他们的教学策略促进归属感。基于团队的学习（TBL）是一种小组教学法，正在以越来越快的速度使用。现存的文献还没有研究TBL对黑人学生的影响。目前的研究比较了参加TBL课程的白色和黑人学生的学术成果。在这项研究中的148名社会工作的学生，学术成果可操作的平均成绩（GPA），课程成绩和同行评价分数。研究结果表明，虽然黑人学生有可比的GPA和课程成绩，他们得分显着较低的同行评价。的影响进行了讨论。
Racial inequity in postsecondary education is a significant social problem. Black students’ academic success is often hindered by feelings of isolation, particularly at predominantly White institutions (PWIs). Educators should ensure that their teaching strategies promote a sense of belonging. Team-based learning (TBL) is a small-group pedagogy that is being used at an increasing rate. The extant literature has not yet examined the impact of TBL on Black students. The current study compared the academic outcomes of White and Black students enrolled in TBL courses. In this study of 148 social work students, academic outcomes were operationalized as grade point average (GPA), course grade, and peer evaluation score. Findings indicate that although Black students had comparable GPAs and course grades, they scored significantly lower on peer evaluations. Implications are discussed.
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM