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dc.contributor.authorShaw, Donita J.
dc.date.accessioned2013-08-12T21:31:59Z
dc.date.available2013-08-12T21:31:59Z
dc.date.issued2011
dc.identifier.citationMassengill Shaw, D. (2011). Promoting professional student learning through study groups: A case study. College Teaching, 59(2), 85-92.
dc.identifier.urihttp://hdl.handle.net/1808/11656
dc.descriptionThis is the author's accepted manuscript, post peer-review. The publisher's official version can be accessed from: http://dx.doi.org/10.1080/87567555.2010.550956.
dc.description.abstractThe purpose of this research was to analyze how 24 students perceived the study group experience and how study groups fostered a change in their knowledge and teaching of comprehension. Data sources included pre-post questionnaires, text concepts, International Reading Association process form, facilitator logs, and post-survey. Data were analyzed through traditional case study techniques. Results indicated the students’ favored study groups as an avenue to learning. They also reported changes in their knowledge and teaching of comprehension. Implications for college professors are included.
dc.language.isoen
dc.publisherTaylor and Francis
dc.titlePromoting Professional Student Learning Through Study Groups: A Case Study
dc.typeArticle
kusw.kuauthorShaw, Donita J.
kusw.kudepartmentCurriculum and Teaching
kusw.oastatusfullparticipation
dc.identifier.doi10.1080/87567555.2010.550956
kusw.oaversionScholarly/refereed, author accepted manuscript
kusw.oapolicyThis item meets KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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