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Canadian Journal of Higher Education, v32 n2 p27-46 2002

Examined the effect of cohort grouping as a form of delivering teacher education on student social adjustment and academic performance. Found that while there were no group differences on measures of social support, self-efficacy, and university adjustment, the non-cohort group made greater gains than the cohort group in academic performance over the academic year. (EV)

Descriptors: Academic Achievement, College Students, Comparative Analysis, Higher Education, Social Support Groups, Student Adjustment, Teacher Education





Autor: Dyson, Lily; Hanley, Betty

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5893&id=EJ661237



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