| LDR | | 01884nmm uu200409 4500 |
| 001 | | 000000333290 |
| 005 | | 20240805172743 |
| 008 | | 181129s2018 |||||||||||||||||c||eng d |
| 020 | |
▼a 9780438324589 |
| 035 | |
▼a (MiAaPQ)AAI10815778 |
| 035 | |
▼a (MiAaPQ)berkeley:17820 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 248032 |
| 082 | 0 |
▼a 507 |
| 100 | 1 |
▼a Tischhauser, Sara Marie. |
| 245 | 10 |
▼a Identifying Differences in Student Interactions with Near-Peer and Non Near-Peer Instructors in the General Chemistry Laboratory. |
| 260 | |
▼a [S.l.] :
▼b University of California, Berkeley.,
▼c 2018 |
| 260 | 1 |
▼a Ann Arbor :
▼b ProQuest Dissertations & Theses,
▼c 2018 |
| 300 | |
▼a 138 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A. |
| 500 | |
▼a Adviser: Anne M. Baranger. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of California, Berkeley, 2018. |
| 520 | |
▼a There is consensus in the literature that peer learning is beneficial for student content learning as well as affective response to courses. Peer learning methods are used frequently in large science and math courses and often show positive outc |
| 520 | |
▼a Audio data suggests that the presence of a near-peer instructor in the laboratory section results in increased student-instructor interaction times with both types of instructors. When there is no near-peer instructor present in the laboratory s |
| 590 | |
▼a School code: 0028. |
| 650 | 4 |
▼a Science education. |
| 650 | 4 |
▼a Higher education. |
| 690 | |
▼a 0714 |
| 690 | |
▼a 0745 |
| 710 | 20 |
▼a University of California, Berkeley.
▼b Education. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 80-01A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0028 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14998201
▼n KERIS |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a 관리자 |