Search results for: Dawson Phillip
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On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature Between 2001 and 2010
This article presents a systematic review of the literature between 2001 and 2010 regarding the effectiveness of Supplemental instruction (SI). The findings of the review are consistent with claims validated by the U.S. Department of Education in the 1990s that participation in SI is correlated with higher mean grades, lower failure and withdrawal rates, and higher retention and graduation rates.
Updated: May. 18, 2015
This paper advances beyond a definition toward a common framework for specifying mentoring models. Sixteen design elements were identified from the literature. These design elements were tested through specification of two different mentoring models from higher education contexts.
Updated: Aug. 24, 2014