Peer-Led team learning: Evaluation, dissemination, and institutionalization of a college level initiative
"This 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/lea...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Berlin
Springer
2008
|
| Ausgabe: | 1. ed. |
| Schriftenreihe: | Innovations in science education and technology
16 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This 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."--BOOK JACKET. |
| Beschreibung: | XII, 155 S. |
| ISBN: | 9781402061851 1402061854 |
Internformat
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| 100 | 1 | |a Gafney, Leo |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Peer-Led team learning |b Evaluation, dissemination, and institutionalization of a college level initiative |c Leo Gafney ; Pratibha Varma-Nelson |
| 250 | |a 1. ed. | ||
| 264 | 1 | |a Berlin |b Springer |c 2008 | |
| 300 | |a XII, 155 S. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 1 | |a Innovations in science education and technology |v 16 | |
| 520 | 1 | |a "This 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."--BOOK JACKET. | |
| 650 | 4 | |a Apprentissage - Travail en équipe | |
| 650 | 4 | |a Enseignement universitaire - Évaluation | |
| 650 | 4 | |a Tutorat par un groupe de pairs (Étudiants) | |
| 650 | 4 | |a College teaching |x Evaluation | |
| 650 | 4 | |a Peer-group tutoring of students | |
| 650 | 4 | |a Team learning approach in education | |
| 650 | 0 | 7 | |a Hochschuldidaktik |0 (DE-588)4025226-7 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Gruppenarbeit |0 (DE-588)4022389-9 |2 gnd |9 rswk-swf |
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| 689 | 0 | |C b |5 DE-604 | |
| 700 | 1 | |a Varma-Nelson, Pradivah |e Verfasser |4 aut | |
| 830 | 0 | |a Innovations in science education and technology |v 16 |w (DE-604)BV035063079 |9 16 | |
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Datensatz im Suchindex
| _version_ | 1810980844177719296 |
|---|---|
| adam_text |
Contents
Acknowledgements
.
v
Introduction
.
vii
1
Plan and Context of the Study
. 1
1.1
Background
. 1
1.2
Plan of the Study and Methodology
. 2
1.3
Origins and Rationale for Peer-Led Team Learning
. 4
1.3.1
PLTL Within the Institution
. 6
1.4
PLTL in the Context of Reform Initiatives
. 6
2
Development and Implementation of Peer-Led Team Learning
. 9
2.1
Peer-Led Team Learning as a Program
. 9
2.1.1
Initial Implementation of Peer-Led Team Learning
. 10
2.1.2
Development of a Model
. 10
2.2
Evaluation Priorities
. 12
2.3
Students and Student Leader Experiences: Qualitative Data
. 13
2.3.1
Student Responses
. 13
2.3.2
Leader Responses
. 15
2.4
Academic Performance: Quantitative Data
. 16
2.4.1
Grade and Retention Data
. 19
2.4.2
Standardized Test Results
. 20
2.4.3
Comparisons with Other Interventions
. 21
2.5
Evaluation Data: Fidelity to the Model
. 22
2.6
Workshops from the Leaders' Perspective
. 25
2.7
Summary
. 27
3
Dissemination Strategies
. 29
3.1
Dissemination Model
. 30
3.1.1
Stimulating Interest
. 30
3.1.2
Creating a Deeper Understanding
. 31
x
Contents
3.1.3
Successful Implementation
. 33
3.1.4
Developing Scholarship and Leadership
. 34
3.2
Using Diffusion Practices to Improve Education
. 34
3.2.1
Knowledge
. 35
3.2.2
Persuasion
. 36
3.2.3
Diffusion Decisions
. 37
3.3
Attributes of Innovations
. 38
3.3.1
Relative Advantage
. 38
3.3.2
Compatibility
. 38
3.3.3
Complexity
. 38
3.3.4
Trialability
. 39
3.4
Additional Issues in Dissemination
. 39
3.4.1
The Role of Peer Leaders and of Faculty
. 39
3.4.2
Diffusion by Grant and Cluster
. 41
3.4.3
Opinion Leaders
. 42
3.5
PLTL Leadership and Coordination
. 43
4
Adopting and Adapting: Successes and Limits
. 45
4.1
Workshop Project Associate (WPA) Mini-Grants:
Scope of the Program
. 45
4.1.1
Participation Data
. 47
4.1.2
Selecting and Developing Workshop Materials
. 47
4.1.3
Leader Training
. 49
4.1.4
Collégial
Interest and Dissemination Activities
. 50
4.2
Experiences of WPA Grant Recipients and Other Early Adopters
. 51
4.2.1
Strengths of Peer-Led Team Learning
. 51
4.2.2
Implementation Issues
. 53
4.2.3
Impact of the WPA Program
. 57
4.3
Summary
. 58
5
Indicators of Institutionalization
. 59
5.1
Experiences of Other Initiatives
. 59
5.1.1
The Keller Plan
. 59
5.1.2
Calculus Reform
. 60
5.1.3
PLTL Issues
. 61
5.1.4
The Professor's Role
. 61
5.2
Administrators' Views About Institutionalization
. 62
5.3
Indicators of Institutionalization
. 65
5.4
Case Studies: Sustainability Issues
. 66
5.4.1
Implemented by a Team
. 67
5.4.2
Implementation by a Single Individual
. 68
5.4.3
Support and Direction of Workshop Leaders
. 69
5.4.4
Issues in the Direction of Leaders
. 69
5.4.5
Mandatory Versus Voluntary Workshops
. 70
Contents xi
5.5 Online
Survey on
Implementation,
Dissemination,
and Institutionalization
. 71
5.5.1
Comparisons Between Lower and Higher Ratings
on Institutionalization
. 71
5.5.2
Fidelity to the Model and Sustainability
. 73
5.5.3
Institutional Priorities and Support as Indicators
. 73
5.5.4
Perceived Success and Institutionalization
. 74
5.5.5
Correlations
. 75
5.6
Summary
. 75
6
Study of Former Workshop Leaders
. 77
6.1
Pilot Study of Former Leaders
. 77
6.2
National Survey of Former Workshop Leaders
. 78
6.2.1
Design of the Study
. 78
6.2.2
Survey Outcomes: Learning Gains
. 79
6.2.3
Survey Outcomes: Personal Benefits
. 81
6.2.4
Open-Ended Items
. 82
6.3
Connections with Previous Studies
. 86
7
Impact on Minority Students and Women
. 87
7.1
Academic Needs of Under-Represented Minority
Students and PLTL
. 87
7.1.1
Historically Black Colleges and Universities
. 90
7.1.2
Northwestern University
. 91
7.1.3
Commuter and Community College Students
. 92
7.2
Women and PLTL
. 93
7.3
Summary
. 95
8
PLTL and the Goals of Higher Education
. 97
8.1
College as Preparation forCareers
. 97
8.2
Changes in Teaching and Learning
. 99
8.3
Faculty-Student Partnerships in Teaching and Learning
. 100
8.4
Conclusions
. 102
9
Issues in Implementation, Dissemination
and Institutionalization
. 103
9.1
Issues in Implementation
. 103
9.1.1
Critical Components
. 103
9.1.2
Changing Faculty and Student Expectations
. 104
9.1.3
Faculty Involvement in Teaching/Learning Initiatives
. 106
9.2
Findings About Dissemination
. 108
9.2.1
Disciplines
. 110
9.3
Issues Regarding Institutionalization
.
Ill
9.4
Summary
. 112
xii Contents
10 Evaluation
Strategies.
115
10.1 Program Implementation. 115
10.2 Student
Experiences with PLTL
. 119
10.3
Focus Groups Findings
. 120
10.3.1
Overview: Lecture and Workshop
. 120
10.3.2
Workshop Methods and Dynamics
. 120
10.4
Student Academic Performance
. 125
10.5
Program Monitoring and Small Grants
. 126
10.5.1
WPA Request for Proposals
. 126
10.5.2
Proposal Preparation
. 126
10.5.3
Proposal Review Criteria
. 128
10.6
Faculty Response to the Program
. 131
10.7
Administrative Response
. 133
10.8
Former Leaders Response
. 133
10.9
Dissemination
. 134
10.10
Institutionalization
. 135
Appendix A National Science Foundation Support
. 137
Appendix
В
List of PLTL Mini-Grant Recipients:
Workshop Project Associates
. 139
Bibliography
. 141
Index
. 149 |
| adam_txt |
Contents
Acknowledgements
.
v
Introduction
.
vii
1
Plan and Context of the Study
. 1
1.1
Background
. 1
1.2
Plan of the Study and Methodology
. 2
1.3
Origins and Rationale for Peer-Led Team Learning
. 4
1.3.1
PLTL Within the Institution
. 6
1.4
PLTL in the Context of Reform Initiatives
. 6
2
Development and Implementation of Peer-Led Team Learning
. 9
2.1
Peer-Led Team Learning as a Program
. 9
2.1.1
Initial Implementation of Peer-Led Team Learning
. 10
2.1.2
Development of a Model
. 10
2.2
Evaluation Priorities
. 12
2.3
Students and Student Leader Experiences: Qualitative Data
. 13
2.3.1
Student Responses
. 13
2.3.2
Leader Responses
. 15
2.4
Academic Performance: Quantitative Data
. 16
2.4.1
Grade and Retention Data
. 19
2.4.2
Standardized Test Results
. 20
2.4.3
Comparisons with Other Interventions
. 21
2.5
Evaluation Data: Fidelity to the Model
. 22
2.6
Workshops from the Leaders' Perspective
. 25
2.7
Summary
. 27
3
Dissemination Strategies
. 29
3.1
Dissemination Model
. 30
3.1.1
Stimulating Interest
. 30
3.1.2
Creating a Deeper Understanding
. 31
x
Contents
3.1.3
Successful Implementation
. 33
3.1.4
Developing Scholarship and Leadership
. 34
3.2
Using Diffusion Practices to Improve Education
. 34
3.2.1
Knowledge
. 35
3.2.2
Persuasion
. 36
3.2.3
Diffusion Decisions
. 37
3.3
Attributes of Innovations
. 38
3.3.1
Relative Advantage
. 38
3.3.2
Compatibility
. 38
3.3.3
Complexity
. 38
3.3.4
Trialability
. 39
3.4
Additional Issues in Dissemination
. 39
3.4.1
The Role of Peer Leaders and of Faculty
. 39
3.4.2
Diffusion by Grant and Cluster
. 41
3.4.3
Opinion Leaders
. 42
3.5
PLTL Leadership and Coordination
. 43
4
Adopting and Adapting: Successes and Limits
. 45
4.1
Workshop Project Associate (WPA) Mini-Grants:
Scope of the Program
. 45
4.1.1
Participation Data
. 47
4.1.2
Selecting and Developing Workshop Materials
. 47
4.1.3
Leader Training
. 49
4.1.4
Collégial
Interest and Dissemination Activities
. 50
4.2
Experiences of WPA Grant Recipients and Other Early Adopters
. 51
4.2.1
Strengths of Peer-Led Team Learning
. 51
4.2.2
Implementation Issues
. 53
4.2.3
Impact of the WPA Program
. 57
4.3
Summary
. 58
5
Indicators of Institutionalization
. 59
5.1
Experiences of Other Initiatives
. 59
5.1.1
The Keller Plan
. 59
5.1.2
Calculus Reform
. 60
5.1.3
PLTL Issues
. 61
5.1.4
The Professor's Role
. 61
5.2
Administrators' Views About Institutionalization
. 62
5.3
Indicators of Institutionalization
. 65
5.4
Case Studies: Sustainability Issues
. 66
5.4.1
Implemented by a Team
. 67
5.4.2
Implementation by a Single Individual
. 68
5.4.3
Support and Direction of Workshop Leaders
. 69
5.4.4
Issues in the Direction of Leaders
. 69
5.4.5
Mandatory Versus Voluntary Workshops
. 70
Contents xi
5.5 Online
Survey on
Implementation,
Dissemination,
and Institutionalization
. 71
5.5.1
Comparisons Between Lower and Higher Ratings
on Institutionalization
. 71
5.5.2
Fidelity to the Model and Sustainability
. 73
5.5.3
Institutional Priorities and Support as Indicators
. 73
5.5.4
Perceived Success and Institutionalization
. 74
5.5.5
Correlations
. 75
5.6
Summary
. 75
6
Study of Former Workshop Leaders
. 77
6.1
Pilot Study of Former Leaders
. 77
6.2
National Survey of Former Workshop Leaders
. 78
6.2.1
Design of the Study
. 78
6.2.2
Survey Outcomes: Learning Gains
. 79
6.2.3
Survey Outcomes: Personal Benefits
. 81
6.2.4
Open-Ended Items
. 82
6.3
Connections with Previous Studies
. 86
7
Impact on Minority Students and Women
. 87
7.1
Academic Needs of Under-Represented Minority
Students and PLTL
. 87
7.1.1
Historically Black Colleges and Universities
. 90
7.1.2
Northwestern University
. 91
7.1.3
Commuter and Community College Students
. 92
7.2
Women and PLTL
. 93
7.3
Summary
. 95
8
PLTL and the Goals of Higher Education
. 97
8.1
College as Preparation forCareers
. 97
8.2
Changes in Teaching and Learning
. 99
8.3
Faculty-Student Partnerships in Teaching and Learning
. 100
8.4
Conclusions
. 102
9
Issues in Implementation, Dissemination
and Institutionalization
. 103
9.1
Issues in Implementation
. 103
9.1.1
Critical Components
. 103
9.1.2
Changing Faculty and Student Expectations
. 104
9.1.3
Faculty Involvement in Teaching/Learning Initiatives
. 106
9.2
Findings About Dissemination
. 108
9.2.1
Disciplines
. 110
9.3
Issues Regarding Institutionalization
.
Ill
9.4
Summary
. 112
xii Contents
10 Evaluation
Strategies.
115
10.1 Program Implementation. 115
10.2 Student
Experiences with PLTL
. 119
10.3
Focus Groups Findings
. 120
10.3.1
Overview: Lecture and Workshop
. 120
10.3.2
Workshop Methods and Dynamics
. 120
10.4
Student Academic Performance
. 125
10.5
Program Monitoring and Small Grants
. 126
10.5.1
WPA Request for Proposals
. 126
10.5.2
Proposal Preparation
. 126
10.5.3
Proposal Review Criteria
. 128
10.6
Faculty Response to the Program
. 131
10.7
Administrative Response
. 133
10.8
Former Leaders Response
. 133
10.9
Dissemination
. 134
10.10
Institutionalization
. 135
Appendix A National Science Foundation Support
. 137
Appendix
В
List of PLTL Mini-Grant Recipients:
Workshop Project Associates
. 139
Bibliography
. 141
Index
. 149 |
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| dewey-sort | 3371.394 |
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| discipline | Allgemeines Pädagogik |
| discipline_str_mv | Allgemeines Pädagogik |
| edition | 1. ed. |
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| id | DE-604.BV023385814 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T21:18:08Z |
| indexdate | 2024-09-23T10:05:17Z |
| institution | BVB |
| isbn | 9781402061851 1402061854 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016568837 |
| oclc_num | 271865923 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR DE-29 DE-11 |
| owner_facet | DE-355 DE-BY-UBR DE-29 DE-11 |
| physical | XII, 155 S. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Springer |
| record_format | marc |
| series | Innovations in science education and technology |
| series2 | Innovations in science education and technology |
| spelling | Gafney, Leo Verfasser aut Peer-Led team learning Evaluation, dissemination, and institutionalization of a college level initiative Leo Gafney ; Pratibha Varma-Nelson 1. ed. Berlin Springer 2008 XII, 155 S. txt rdacontent n rdamedia nc rdacarrier Innovations in science education and technology 16 "This 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."--BOOK JACKET. Apprentissage - Travail en équipe Enseignement universitaire - Évaluation Tutorat par un groupe de pairs (Étudiants) College teaching Evaluation Peer-group tutoring of students Team learning approach in education Hochschuldidaktik (DE-588)4025226-7 gnd rswk-swf Gruppenarbeit (DE-588)4022389-9 gnd rswk-swf Hochschuldidaktik (DE-588)4025226-7 s Gruppenarbeit (DE-588)4022389-9 s b DE-604 Varma-Nelson, Pradivah Verfasser aut Innovations in science education and technology 16 (DE-604)BV035063079 16 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016568837&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Gafney, Leo Varma-Nelson, Pradivah Peer-Led team learning Evaluation, dissemination, and institutionalization of a college level initiative Innovations in science education and technology Apprentissage - Travail en équipe Enseignement universitaire - Évaluation Tutorat par un groupe de pairs (Étudiants) College teaching Evaluation Peer-group tutoring of students Team learning approach in education Hochschuldidaktik (DE-588)4025226-7 gnd Gruppenarbeit (DE-588)4022389-9 gnd |
| subject_GND | (DE-588)4025226-7 (DE-588)4022389-9 |
| title | Peer-Led team learning Evaluation, dissemination, and institutionalization of a college level initiative |
| title_auth | Peer-Led team learning Evaluation, dissemination, and institutionalization of a college level initiative |
| title_exact_search | Peer-Led team learning Evaluation, dissemination, and institutionalization of a college level initiative |
| title_exact_search_txtP | Peer-Led team learning Evaluation, dissemination, and institutionalization of a college level initiative |
| title_full | Peer-Led team learning Evaluation, dissemination, and institutionalization of a college level initiative Leo Gafney ; Pratibha Varma-Nelson |
| title_fullStr | Peer-Led team learning Evaluation, dissemination, and institutionalization of a college level initiative Leo Gafney ; Pratibha Varma-Nelson |
| title_full_unstemmed | Peer-Led team learning Evaluation, dissemination, and institutionalization of a college level initiative Leo Gafney ; Pratibha Varma-Nelson |
| title_short | Peer-Led team learning |
| title_sort | peer led team learning evaluation dissemination and institutionalization of a college level initiative |
| title_sub | Evaluation, dissemination, and institutionalization of a college level initiative |
| topic | Apprentissage - Travail en équipe Enseignement universitaire - Évaluation Tutorat par un groupe de pairs (Étudiants) College teaching Evaluation Peer-group tutoring of students Team learning approach in education Hochschuldidaktik (DE-588)4025226-7 gnd Gruppenarbeit (DE-588)4022389-9 gnd |
| topic_facet | Apprentissage - Travail en équipe Enseignement universitaire - Évaluation Tutorat par un groupe de pairs (Étudiants) College teaching Evaluation Peer-group tutoring of students Team learning approach in education Hochschuldidaktik Gruppenarbeit |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016568837&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV035063079 |
| work_keys_str_mv | AT gafneyleo peerledteamlearningevaluationdisseminationandinstitutionalizationofacollegelevelinitiative AT varmanelsonpradivah peerledteamlearningevaluationdisseminationandinstitutionalizationofacollegelevelinitiative |