Browsing by Subject "literature review"
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Item 2021 Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography(2021-01-31) Arendale, David RThis annotated 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. At the end of this overview, several suggestions are made for differentiating the models from each other and the level of institutional resources and resolve with implementing them. The seven student peer learning programs included in this bibliography meet the following characteristics: (a) implemented at the postsecondary or tertiary level; (b) clear set of systematic procedures for its implementation that could be replicated by another institution; (c) program evaluation studies have been conducted and are available for review; (d) intentionally embeds learning strategy practice along with review of the academic content material; (e) outcomes include increased content knowledge, higher final course grades, higher pass rates, and higher college 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: (a) Accelerated Learning Groups (ALGs), (b) Emerging Scholars Program (ESP), (c) Peer Assisted Learning (PAL), (d) Peer-Led Team Learning (PLTL), (e) Structured Learning Assistance (SLA), (f) Supplemental Instruction-PASS (SI-PASS), and (g) Video-based Supplemental Instruction (VSI). As will be described in the following narrative, some of the programs share common history and seek to improve upon previous practices. Other programs were developed independently.Item A Comparison of Mental Health in the United States and Morocco: A Literature Review and Summary of Responses by Students(2021-05) Adamek, Andrew JThis review article is based on a partnership between the University of Minnesota and the Hassan II University Hospital Center in a virtual internship. I have compiled my experiences, the experiences of a surgeon in Morocco, studies on mental health in both countries, and two questionnaires that were completed by students in both countries into a report of the differences and similarities in mental health in the two countries and recommendations for improvement for each. We have found that, there is a similar rate of burnout of physicians in the two countries, around 40%, the rate of mental health conditions is higher in Morocco, at 48.9%, than the United States, at 20.6%, and that there are more barriers to accessing mental health care in Morocco for many complex reasons, for example less funding for psychological units and a culture of mental health stigmatization. Based on these results, we recommend that for Morocco, it is essential to create a strong and national system to combat the stigma of mental health conditions and increase access to mental health resources, which may lead to more psychological units for students in schools and more psychologists in hospitals on-site for psychological assessments on demand that will be needed when the stigma around mental health is reduced. For the United States, we recommend that even more resources are necessary for mental health, considering the impact of the COVID-19 pandemic, and, when safe, for students to return to in-person classes, as students indicate many difficulties with online learning during COVID-19.Item Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography 2017 Revised(Department of Curriculum and Instruction, University of Minnesota, 2017-09-15) Arendale, David RThis 2017 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) 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) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,300 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds.Item Postsecondary peer cooperative learning programs: Annotated bibliography 2019(2019-12-31) Arendale, DavidThis 2019 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) 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) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,568 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. [This annotated bibliography is a revised and expanded version of ED565496, ED545639, ED489957, ED574832, and ED586988]