LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	76504
Collocazione	UPS BIBL CENTR SL-II-713
Autore	PYLE, N.
Titolo	Academic effects of peer-mediated interventions with english language learners : a research synthesis. Parte componente di periodico
Descrizione fisica	pp. 103-133
Nota generale	Estratto da: “Review of Educational Research”, 2017, 87, 1
Riassunto	The purpose of this article is to synthesize the extant research on peer-mediated interventions (PMIs) with English language learners (ELLs) in kindergarten through Grade 12. Fourteen studies that were published in peer-reviewed journals from 1983 to 2013 were examined in terms of study characteristics, the effects on academic outcomes, study quality, and overall effectiveness. Structured, heterogeneous grouping was used in the 10 peer pairing and 4 collaborative/cooperative grouping PMIs with ELLs. Eight of the 14 studies included high methodological quality. Overall, PMIs with ELLs are associated with medium to large effects on measures of phonemic awareness, vocabulary, and comprehension when compared to teacher-mediated comparison conditions. More research on PMIs with ELLs in high school and across core content areas, particularly mathematics, is warranted. Implications and future research for PMIs with ELLs are discussed.
Tipo di documento	RICERCA.
Soggetto	SCUOLA.
	LINGUE.
	PEER-GROUP.
	INSEGNAMENTO.
	USA.
Ambito	Sociologico
Autore Secondario	PYLE, N.
	LIGNUGARIS-KRAFT, B.
	DURAN, L.
	AKERS, J.
Titolo correlato	Review of Educational Research 2017, 87, 1.
Accesso online	Accesso diretto all'articolo

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Academic effects of peer-mediated interventions with english language learners : a research synthesis.