Supplemental instruction: Students helping students’ learning at university college london (ucl) and university of central lancashire (uclan)

Law Teacher

Volumn 32, Issue 3, 1998, Pages 287-299

  Donelan, Maureen ^a   Kay, Peter ^b  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

^b UNIVERSITY OF CENTRAL LANCASHIRE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0942285509     PISSN: 03069400     EISSN: 19430353     Source Type: Journal    
DOI: 10.1080/03069400.1998.9993011     Document Type: Article

References (7)

1. Martin, D. C, and Arendale, D. R., 1992. “ Associates ”. In Supplemental Instruction: Improving First Year Student Success in High Risk Courses, The Freshman Year Experience Monograph No. 7 Columbia, SC: University of South Carolina.
2. Congos, D. H., and Schoeps, N., 1993. Does SI really work and what is it anyway?. Studies in Higher Education,: 18165–176.
3. Macfarlane, J., 1998. Assessing the Reflective Practitioner: Pedagogic Principles and Certification Needs. International Journal of the Legal Profession, 5 (1)
4. Moody, S., and McCrae, J., 1994. Cross Year Peer Tutoring with Law Undergraduates. Group and Interactive Learning,: 201–209.
5. Gibbs, G., 1992. Improving the Quality of Student Learning, Oxford Centre for Staff Development.
6. Entwistle, N., and Ramsden, P., 1983. Understanding Student Learning, London: Croom Helm.
7. Boud, D., and Walker, D., 1998. Promoting Reflection in Professional Courses: the challenge of context. Society for Research into Higher Education, 23 (2) 1998