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In-Class Prep Guide Completion in a Classroom Study of Interteaching.

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Title: In-Class Prep Guide Completion in a Classroom Study of Interteaching.
Authors: Jimenez, Stephanie T. (AUTHOR), Gayman, Catherine M. (AUTHOR), Butz, Juliana (AUTHOR)
Source: Journal of Behavioral Education. Mar2026, Vol. 35 Issue 1, p578-595. 18p.
Subjects: Teaching methods, Active learning, Psychology of students, Classrooms, Teaching aids, Test scoring, Social interaction
Abstract: Interteaching is a robust, active pedagogy that results in increased student learning outcomes in comparison with passive, lecture-based methods. Interteaching involves students completing a preparation guide, a set of questions that guide them through a reading, prior to class and discussing those questions in small groups in class. The current study examined whether modifications to the preparation guide and group discussion influenced student exam scores in a face-to-face classroom setting. Specifically, it compared traditional interteaching with a version where students completed a portion of the preparation guide questions as part of the in-class group discussion. No differences in exam scores were found; however, students reported a stronger preference for the modified version of interteaching. Previous research has found that differences in the implementation of the components in the interteaching package tend to not influence the overall efficacy of this teaching methodology (Hurtado-Parrado et al., in J Behav Educ 31: 157–185, 2022. https://doi.org/10.1007/s10864-021-09452-3). These results provide further evidence of the flexibility in the application of the various components of interteaching. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: In-Class Prep Guide Completion in a Classroom Study of Interteaching.
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  Data: <searchLink fieldCode="AR" term="%22Jimenez%2C+Stephanie+T%2E%22">Jimenez, Stephanie T.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gayman%2C+Catherine+M%2E%22">Gayman, Catherine M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Butz%2C+Juliana%22">Butz, Juliana</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Mar2026, Vol. 35 Issue 1, p578-595. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br /><searchLink fieldCode="DE" term="%22Test+scoring%22">Test scoring</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink>
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  Data: Interteaching is a robust, active pedagogy that results in increased student learning outcomes in comparison with passive, lecture-based methods. Interteaching involves students completing a preparation guide, a set of questions that guide them through a reading, prior to class and discussing those questions in small groups in class. The current study examined whether modifications to the preparation guide and group discussion influenced student exam scores in a face-to-face classroom setting. Specifically, it compared traditional interteaching with a version where students completed a portion of the preparation guide questions as part of the in-class group discussion. No differences in exam scores were found; however, students reported a stronger preference for the modified version of interteaching. Previous research has found that differences in the implementation of the components in the interteaching package tend to not influence the overall efficacy of this teaching methodology (Hurtado-Parrado et al., in J Behav Educ 31: 157–185, 2022. https://doi.org/10.1007/s10864-021-09452-3). These results provide further evidence of the flexibility in the application of the various components of interteaching. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-024-09570-8
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      – SubjectFull: Psychology of students
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      – SubjectFull: Classrooms
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      – SubjectFull: Test scoring
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              Text: Mar2026
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