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Issue 5(1), October 2010 -- Paper AbstractsGirard (p. 9-22)
Cooper (p. 23-32)Kunz-Osborne (p. 33-41)Coulmas-Law (p.42-46)Stasio (p. 47-56)Albert-Valette-Florence (p.57-63)Zhang-Rauch (p. 64-70)Alam-Yasin (p. 71-78)Mattare-Monahan-Shah (p. 79-94)Nonis-Hudson-Hunt (p. 95-106) 
JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Guiding Students Towards Disciplinary Knowledge With Structured
Peer Review Assignments
Author(s): Vanessa E. Woods, Margarita Safronova, Linda Adler-Kassner
Citation: Vanessa E. Woods, Margarita Safronova, Linda Adler-Kassner, (2021) "Guiding Students Towards Disciplinary Knowledge With Structured Peer Review Assignments," Journal of Higher Education Theory and Practice, Vol. 21, ss. 4, pp. 160-175
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Effective assignments facilitate the connections between course content and disciplinary conventions. We argue that implementation of structured writing and peer review activities can facilitate the connection making process for the students. This paper provides evidence of the positive impact structured writing and peer review activities have on student performance in an Advanced Research Methods Course in Psychology. Results suggest that student participation in structured writing and peer review activities result in higher final paper scores. Further work is needed to explore the mechanism by which structured peer review assignments foster student success in a course and disciplinary community.
