|
|
|
|
|
Annotated Bibliography Updated Here’s some news from David Arendale, who has long been a leader in the use of peer support programs at university. Dear Colleagues and Friends, I wanted to let you know that I have updated my annotated bibliography on peer cooperative learning programs. There are now more than 730 annotated citations for the six programs included in the bibliography, an increase of about 100 entries over last year. This database can be accessed either by printing an Acrobat PDF version of the document (238 pages, separated by each of the six programs, sorted alphabetically) or it can be searched on-line. That method would allow you to search for a particular learning model, in a particular academic content area, and even in a specific country. There are more than 80 search words employed in the database. The directions for using the search engine and the key terms used to code the entries are available online. I will have to admit that the search engine is a little clumsy, so patience is required. To access the bibliography (whether the print copy or the database), please follow the following web link http://www.tc.umn.edu/~arend011/bibdir.htm This bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that shares a common focus with increasing student persistence towards graduation. The six student peer cooperative learning programs included in this bibliography meet the following characteristics: (a) the program must have been implemented at the postsecondary or tertiary level, (b) the program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) the program intentionally embeds learning strategy practice along with review of the academic content material, (e) the program outcomes include both increased content knowledge with higher persistence rates, and (f) the program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature six programs emerged: Accelerated Learning Groups (ALGs), Emerging Scholars Program (ESP), Peer-Led Team Learning (PLTL), Structured Learning Assistance (SLA), Supplemental Instruction (SI), and Video-based Supplemental Instruction (VSI). Some of the programs share common history and seek to improve upon previous practices. Other programs were developed independently. When possible, original text from the author’s document overview or summary paragraphs were used in this annotated bibliography. Frequently when peer learning programs are adopted for use outside the institution or country of origin, it is often contextualized for the educational system and needs of each individual setting. Nearly one fourth of the entries in this database are from authors and researchers outside of the United States. Sometimes particular program are renamed. For example, while the Supplemental Instruction Program is the common term used in the United States, in other countries it is sometimes called PASS (Peer Assisted Study Sessions) or PALS (Peer Assisted Learning Sessions). The Emerging Scholars Program sometimes operates under different names as well including the name of its creator, Uri Treisman. If the reader of this document is aware of a publication related to one of the peer cooperative learning programs that has not been included or have corrections to the annotations, please contact the compiler/editor by telephone (612-625-2928) or send an e-mail to David@Arendale.org and I would be delighted to add it to the document. No doubt I have missed documents, especially of colleagues and researchers from outside the United States. I regret the omissions. Take care,
Univ. of
Minnesota-Twin Cities, General College, 128 Pleasant Street SE, |
