A Systematic Review and Quantitative Analysis of Interteaching

Autor/inn/en	Hurtado-Parrado, Camilo; Pfaller-Sadovsky, Nicole; Medina, Lucia; Gayman, Catherine M.; Rost, Kristen A.; Schofill, Derek
Titel	A Systematic Review and Quantitative Analysis of Interteaching
Quelle	In: Journal of Behavioral Education, 31 (2022) 1, S.157-185 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hurtado-Parrado, Camilo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-021-09452-3
Schlagwörter	Teaching Methods; Instructional Effectiveness; Meta Analysis; Undergraduate Study; Behavior Modification; Scores; Program Implementation; Teaching Guides; Discussion; Records (Forms); Educational Assessment; Effect Size + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Meta-analysis; Metaanalyse; Grundstudium; Behaviour modification; Verhaltensänderung; Lehrerhandbuch; Diskussion; Formularsammlung; Education; assessment; Bewertungssystem
Abstract	"Interteaching" is a behavioral teaching method that departs from the traditional lecture format (Boyce & Hineline in BA 25:215-226, 2002). We updated and expanded previous interteaching reviews and conducted a meta-analysis on its effectiveness. Systematic searches identified 38 relevant studies spanning the years 2005-2018. The majority of these studies were conducted in undergraduate face-to-face courses. The most common independent variables were manipulations of the configuration of interteaching or comparisons to traditional-lecture format. The most common dependent variables were quiz or examination scores. Only 24% of all studies implemented at least five of the seven components of interteaching. Prep guides, discussions, record sheets, and frequent assessments were the most commonly implemented. Meta-analyses indicated that interteaching is more effective than traditional lecture or other control conditions, with an overall large effect size. Furthermore, variations in the configuration of the interteaching components do not seem to substantially limit its effectiveness, as long as the discussion component is included. Future research informed by the present review includes: (a) investigating the efficacy of interteaching in additional academic areas, online environments, workplace training, and continuing education, (b) testing alternative outcome measures, generalization, and procedural integrity, (c) conducting systematic component analyses, and (d) measuring social validity from the instructor's perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01