Engagement and attribution of increased engagement to learning assistants in learning assistant-supported classes-Reference-Cited by-同舟云学术

Engagement and attribution of increased engagement to learning assistants in learning assistant-supported classes

Published:2024-01-08 Issue:2 Volume:48 Page:242-254
ISSN:0309-877X
Container-title:Journal of Further and Higher Education
language:en
Short-container-title:Journal of Further and Higher Education

Author:

Westine Carl D.¹^ORCID,Wu Tong¹^ORCID,Kim Stella Y.¹^ORCID,Maher Derek F.²

Affiliation:

1. Department of Educational Leadership, Cato College of Education, University of North Carolina Charlotte, Charlotte, NC, USA

2. Philosophy and Religious Studies, East Carolina University, Greenville, NC, USA

Funder

University of North Carolina System Office’s Student Success Innovation Lab

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/0309877X.2024.2302029

Reference44 articles.

1. The Learning Assistant model and DFW rates in introductory physics courses

2. A logistic regression investigation of the relationship between the Learning Assistant model and failure rates in introductory STEM courses

3. Alzen, J. L., L. Langdon, V. K. Otero, and D. C. Briggs. 2018. The Relationship Between the Learning Assistant Model and Persistence to Graduation. Boulder, CO: The Center for Assessment, Design, Research and Evaluation (CADRE).

4. A scoping review of literature assessing the impact of the learning assistant model

5. Permutation Tests

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