The present study compared the impact of teacher-provided and peer-provided oral assistance in the acquisition of English wh-question forms. Participants were 90 female Iranian EFL learners who constituted the 3 groups of the study: teacherassisted, peer-assisted, and a control group. Participants in the experimental groups received assistance either from the teacher or a peer during task-based...

INTRODUCTION This study assessed the value of technical assistance provided by state health department expert advisors and by the staff of the National Association of Chronic Disease Directors (NACDD) to community groups that participated in the Action Communities for Health, Innovation, and Environmental Change (ACHIEVE) Program, a CDC-funded health promotion program. METHODS We analyzed qua...

this research study aimed at investigating whether using peer-provided feedbacks rather than teacher-provided comments would result in any significance difference in iranian english undergraduate students’ ability in writing. in so doing, based on a pretest (an opt & a writing exam), 40 subjects were assigned to two homogeneous groups of equal number the subjects in the control group received m...

This review examines the current empirical research and literature on peer assistance programs, peer support, and peer-facilitated interventions for police officers. A literature search was conducted to identify studies on police, peer support, and peer assistance programs. Studies were examined in terms of the following criteria: description of data collection methods, findings, study limitati...

Adaptive collaborative learning support (ACLS) may be better than fixed forms of support at increasing learning from collaboration. While much existing adaptive assistance has focused on providing explicit feedback directly to the relevant student, we propose a twodimensional design space which explores alternative methods of adaptive assistance that are implicit, indirect, or both. We investig...

The purpose of this study was to explore the role of two multi-step oral-revision processes as feedback providing tools on Iranian EFL learners’ argumentative writing achievement. The participants taking part in this study were 45 Iranian EFL students who were randomly assigned into three groups. The participants of the groups were given three argumentative writing assignments, each assignment ...

We report on the nature and timing of services provided to children with an intellectual disability (ID) identified by a new comprehensive assessment and care planning tool used to evaluate children's needs for Medicaid Personal Care Services (PCS) in Texas. The new assessment procedure resulted from a legal settlement with the advocacy community. Participants in the study were 1,109 children a...