The effectiveness of currently enrolled student proctors in an undergraduate special education course

机译：当前注册的学生督导员在本科特殊教育课程中的有效性

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Potential users of Keller's personalized college classroom method might find it impractical to provide student proctors from the ranks of those who had previously mastered the course material. An alternative is to let currently enrolled students proctor and tutor each other. Such a method imposes the burden of showing that its effectiveness is not a function of (1) student collaboration or (2) the effects of “practice” received by students who listen to the performance of others before their own performance. The present study compared students proctored by previously trained students (Control) with students who received proctoring from classmates (Experimental). Experimental group performance was superior to Control group performance. The effects of “practice” and collaboration were ruled out as determinants of the difference between groups. It is hypothesized that the superior performance of the Experimental students was related to their activities as proctors.

机译：凯勒（Keller）的个性化大学课堂教学方法的潜在用户可能会发现，从以前已经掌握过该课程材料的人的水平上提供学生督导员是不切实际的。另一种选择是让当前注册的学生互相督导。这种方法增加了负担，表明其有效性不是（1）学生合作或（2）在他人表演之前先听别人表演的学生所接受的“练习”的作用。本研究比较了以前受过训练的学生督导的学生（对照）和接受同学指导的学生（实验）。实验组的表现优于对照组。排除了“实践”和协作的影响是决定群体之间差异的因素。假设实验学生的优异表现与其作为督导员的活动有关。

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期刊名称 Journal of Applied Behavior Analysis
作者
John F. Gaynor; William D. Wolking;
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作者单位

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年(卷),期 1974(7),2
年度 1974
页码 263–269
总页数 7
原文格式 PDF
正文语种
中图分类医学行为学;
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The effectiveness of currently enrolled student proctors in an undergraduate special education course

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