How Do Peers Impact Learning? An Experimental Investigation of Peer-to-Peer Teaching and Ability Tracking
How Do Peers Impact Learning? An Experimental Investigation of Peer-to-Peer Teaching and Ability Tracking
复制标题
同伴如何影响学习？
DOI：
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
H. Shigeoka
中科院分区：
文献类型：
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作者：
Erik O. Kimbrough;A. McGee;H. Shigeoka
课堂上的同学大概通过互相教学来影响学习。不幸的是，人们对同伴教学知之甚少，因为在实地研究中很少观察到这种现象。这种教学的有效性可能取决于同龄人的能力。我们通过实验研究同伴效应的机制，以确定同伴教学的重要性以及能力跟踪（将具有相似能力的学生分组）如何影响它。虽然同伴教学改善了低能力科目的学习，但其积极效果却被追踪所抵消。跟踪减少了同侪教学，这表明能力低下的受试者因缺乏高能力同伴的教学而受到影响。
Classroom peers presumably influence learning by teaching each other. Unfortunately, little is known about peer-to-peer teaching because it is rarely observed in field studies. The efficacy of this teaching likely depends on the ability of one’s peers. We investigate the mechanisms of peer effects experimentally to establish the importance of peer-to-peer teaching and how it is affected by ability tracking–grouping students of similar ability. While peer-to-peer teaching improves learning among low-ability subjects, the positive effects are offset by tracking. Tracking reduces peer-to-peer teaching, suggesting that low-ability subjects suffer from the absence of high-ability peers to teach them.
所有付费拍卖和团体规模：曲线分级和其他应用
影响因子：
2.2
作者：
Andreoni, James;Brownback, Andy
通讯作者：
Brownback, Andy
DOI：
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发表时间：
1991-02
期刊：
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影响因子：
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作者：
D. Schunk
通讯作者：
D. Schunk