Entry Characteristics and Participation in a Peer Learning Program as Predictors of First-Year Students’ Achievement, Retention, and Degree Completion-Reference-Cited by-同舟云学术

Entry Characteristics and Participation in a Peer Learning Program as Predictors of First-Year Students’ Achievement, Retention, and Degree Completion

Published:2017-07 Issue:3 Volume:3 Page:233285841773157
ISSN:2332-8584
Container-title:AERA Open
language:en
Short-container-title:AERA Open

Author:

van der Meer Jacques¹,Wass Rob¹,Scott Stephen¹,Kokaua Jesse¹

Affiliation:

1. University of Otago

Publisher

SAGE Publications

Link

http://journals.sagepub.com/doi/pdf/10.1177/2332858417731572

Reference52 articles.

1. Understanding the supplemental instruction model

2. Breaking the Attrition Cycle: The Effects of Supplemental Instruction on Undergraduate Performance and Attrition

3. The Effect of Supplemental Instruction on Retention: A Bivariate Probit Model

Cited by 11 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. The Impact of In-Classroom Non-Digital Game-Based Learning Activities on Students Transitioning to Higher Education;Education Sciences;2023-03-23

2. The Effect of Supplemental Instruction on STEM Course Performance;American Journal of Distance Education;2023-01-19

3. Barriers and enablers in the implementation and sustainability of toothbrushing programs in early childhood settings and primary schools: a systematic review;BMC Oral Health;2022-06-18

4. The Importance of an Increased Focus on Developing the “Whole Student” during and beyond Their Time at Higher Education, with a Particular Focus on First-Year Student;Open Journal of Social Sciences;2022

5. Evaluating the effectiveness of supplemental instruction using a multivariable analytic approach;Learning and Instruction;2021-10