000			03578nam a22004815i 4500
001			978-1-4020-6186-8
003			DE-He213
005			20251006084530.0
007			cr nn 008mamaa
008			100301s2008 ne | s |||| 0|eng d
020			_a9781402061868
020			_a99781402061868
024	7		_a10.1007/978-1-4020-6186-8 _2doi
082	0	4	_a371.3 _223
100	1		_aGafney, Leo. _eauthor.
245	1	0	_aPeer-Led Team Learning: Evaluation, Dissemination, and Institutionalization of a College Level Initiative _h[electronic resource] / _cby Leo Gafney, Pratibha Varma-Nelson.
264		1	_aDordrecht : _bSpringer Netherlands, _c2008.
300			_aXII, 156p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aInnovations in Science Education and Technology ; _v16
520			_aThis book is a real-world study of Peer-Led Team Learning (PLTL), a method in which undergraduates work together, under the guidance of a peer leader, in course-connected workshops. PLTL is intended to complement lecture. The text explains how the method evolved into a teaching/learning model. The evaluation uncovered six critical components for successful implementation. Evaluation at each new site looked at implementation, comparing methods, materials, training, and organizational arrangements with what had been found to work effectively. Those disseminating the model used the critical components to frame their presentations. Dissemination of the method is carefully documented and analyzed. Evaluation of the program's effectiveness was shared. Instructors compared grades of classes or cohorts of students with and without PLTL, with different kinds of controls. The external evaluator measured the quality of implementation, student satisfaction, the impact on leaders, and other factors. Finally, this study looks closely at institutionalization: the essential factors necessary for a program's sustainability. The evaluation explained in this text is transportable to other programs and pedagogies. "Peer-Led Team Learning (PLTL) is one of the success stories resulting from the National Science Foundation's investment in educational innovation. Gafney and Varma-Nelson provide a coherent, tour-de-force look at the in-depth research that has been carried out, not only to understand the effect of PLTL on student learning, but also to understand the nature of the pedagogical method itself. This monograph is a jam-packed, one-stop destination for anyone who wants to learn what it means to understand a widespread pedagogical development in post-secondary science education." Brian Coppola, University of Michigan
650		0	_aEDUCATION.
650		0	_aSCIENCE _xSTUDY AND TEACHING.
650		0	_aEDUCATIONAL TESTS AND MEASUREMENTS.
650		0	_aEDUCATION, HIGHER.
650	1	4	_aEDUCATION.
650	2	4	_aLEARNING & INSTRUCTION.
650	2	4	_aHIGHER EDUCATION.
650	2	4	_aASSESSMENT, TESTING AND EVALUATION.
650	2	4	_aSCIENCE EDUCATION.
700	1		_aVarma-Nelson, Pratibha. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402061851
830		0	_aInnovations in Science Education and Technology ; _v16
856	4	0	_uhttp://dx.doi.org/10.1007/978-1-4020-6186-8 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c61605 _d61605