Triangulation in Classroom Research

A Study of Peer Revision

Bibliographic Data

ID4502595
AuthorsMary E Mcgroarty, Mary Mcgroarty (Northern Arizona University), Wei Zhu (0000-0002-8200-9230, North American University)
Year1997
Volume47
Issue1
Pages1-43
Publication date1997-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguage Learning (JOURNAL)
Journal identifiersISSN: 0023-8333 • E-ISSN: 1467-9922
PublisherWiley (PUBLISHER • GB)
DOI10.1111/0023-8333.11997001
OpenAlexW2046753230
LanguageEN
Citations received15

This study investigated the effects of training for peer revision in college freshman English composition classes. Four instructors and 169 students participated. Each instructor taught one class in the experimental condition, which included training for peer revision via instructor conferences, and one class in the control condition, which employed peer revision without such training. We assessed the effects of training in terms of (a) students' ability to critique peer writing; (b) quality of student writing; and (c) students' attitudes toward peer revision and writing in general. We used different measures, data sources, and methods. The combination of measures, data sources, and methods not only allowed triangulation of the finding that training for peer revision improved students' ability to critique peer writing and their attitudes toward peer revision but also illuminated other aspects of peer revision processes

Class (philosophy) · Higher education · Mathematics education · Pedagogy · Peer Assessment · Peer evaluation · Peer feedback · Quality (philosophy) · Triangulation · Computer Science · Psychology · Reflective Practices in Education · Student Assessment and Feedback · Writing and Handwriting Education

Tools

Open DOISci-Hub