You are not currently logged in.
Access your personal account or get JSTOR access through your library or other institution:
If you need an accessible version of this item please contact JSTOR User Support
Structuring Peer Interaction to Promote High-Level Cognitive Processing
Theory Into Practice
Vol. 41, No. 1, Promoting Thinking through Peer Learning (Winter, 2002), pp. 33-39
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/1477535
Page Count: 7