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The mediating role of parents and school in peer aggression problems ; Posredniška vloga staršev in šole pri vrstniškem nasilju
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In: CEPS Journal 12 (2022) 1, S. 169-188 (2022)
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The perceived effectiveness of written peer feedback comments within L2 English academic writing courses
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 14, Pp 247-271 (2018) (2018)
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Group cohesion and learning opportunities in peer interaction
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 2, 2017 (Ejemplar dedicado a: Nuevas tendencias en didáctica de la lengua y la literatura: desafíos y perspectivas), pags. 245-265 (2017)
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Peer Tutoring and Cooperative Groups in the Dual Language Classroom
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In: Masters of Arts in Education Action Research Papers (2016)
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Measuring affective language in known peer feedback on L2 Academic writing courses: A novel approach
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 12, Pp 287-308 (2016) (2016)
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Online doctoral writing groups : do facilitators or communication modes make a difference?
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Abstract:
Pursuing doctoral study away from one’s institution may have logistical advantages but many off-campus doctoral students face challenges in accessing the sorts of training and collegial support offered to their on-campus counterparts. To enhance and maintain the quality of education offered to off-campus and distance PhD candidates, higher education institutions need ways to provide them with access to training and communities of practice that are pedagogically effective, practical to implement and sustainable. This paper reports on an empirical study that investigates the perceived effectiveness of three online doctoral writing groups, involving ten off-campus PhD students in total, that varied in degree of facilitation and mode of communication. The findings suggest that online doctoral writing groups can be perceived as effective regardless of the presence of an expert facilitator and that groups that include synchronous communication seem to lead to higher levels of satisfaction than groups run only asynchronously. ; 14 page(s)
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Keyword:
communication mode; doctoral education; facilitation; online learning; peer-learning; quality; research writing groups
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URL: http://hdl.handle.net/1959.14/360286
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Peer Review in a Graduate Writing Class: Case Studies of First-and Second- Language Students
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In: Open Access Theses & Dissertations (2015)
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Peerbeziehungen im Vorschulalter - Chancen für Sprachförderung und Sprachtherapie ...
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From speed dating to intimacy : methodological change in the evaluation of a writing group
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Peerbeziehungen im Vorschulalter - Chancen für Sprachförderung und Sprachtherapie
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 335-340 (2014)
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Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health
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Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry
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In: Graduate Theses and Dissertations (2013)
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Exploring Dynamic Processes: a Qualitative Study of Problem-Based Learning Experiences within Clinical Psychology Training
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"I‘ll get by with a little help from my friends": peer response groups in the composition classroom.
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Zum Zusammenhang zwischen kollektivem Selbstwert und der Motivation, Deutsch zu lernen. Eine Untersuchung von Schülerinnen und Schülern mit Migrationshintergrund in Deutschland und der Schweiz ...
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Zum Zusammenhang zwischen kollektivem Selbstwert und der Motivation, Deutsch zu lernen. Eine Untersuchung von Schülerinnen und Schülern mit Migrationshintergrund in Deutschland und der Schweiz
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In: Allemann-Ghionda, Cristina [Hrsg.]; Stanat, Petra [Hrsg.]; Göbel, Kerstin [Hrsg.]; Röhner, Charlotte [Hrsg.]: Migration, Identität, Sprache und Bildungserfolg. Weinheim u.a. : Beltz 2010, S. 59-77. - (Zeitschrift für Pädagogik, Beiheft; 55) (2010)
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Sprache und Interaktion im Kindergarten. Eine quantitativ-qualitative Analyse der sprachlichen und kommunikativen Kompetenzen von drei- bis sechsjährigen Kindern ...
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Sprache und Interaktion im Kindergarten. Eine quantitativ-qualitative Analyse der sprachlichen und kommunikativen Kompetenzen von drei- bis sechsjährigen Kindern
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Albers, Timm. - : Verlag Julius Klinkhardt, 2009. : Bad Heilbrunn, 2009. : pedocs-Dokumentenserver/DIPF, 2009
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2009, 282 S. - (Klinkhardt forschung) (2009)
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Checkpoint Literacy. Tagungsband 2 zum 15. Europäischen Lesekongress 2007 in Berlin
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Europäischer Lesekongress (15 : 2007 : Berlin). - : Deutsche Gesellschaft für Lesen und Schreiben, 2008. : Berlin, 2008. : pedocs-Dokumentenserver/DIPF, 2008
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In: Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2008, 328 S. - (DGLS-Beiträge; 8) (2008)
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