Search results for: Peers
Page 1/1 10 items
This article proposes a learning development (LD) perspective to peer learning in higher education. This article focuses on the PAL scheme, which was introduced at Plymouth University in 2011 (PALS@Plymouth) with the specific intention to promote a LD perspective. The author conducted a small scale study based on informal, semi-structured interviews seeking the views of PALS leaders about how their involvement in the scheme might serve to focus attention not just on individual student needs but on to problems arising from academic practices more broadly. The interviews with the PALS leaders revealed the value of learning from peers. The author suggests that student-led sessions could offer opportunities to assimilate and gain confidence in academic discourse, as advocated by PALS leaders in this study.
Updated: Oct. 01, 2017
This article explores organizational and peer dynamics that impact the potential for productive, trusting peer relationships. Findings indicated that trust in a reciprocal peer coaching context is formed through the development of emotional attachment and mutual confidence enhanced by confidentiality. In addition, the openness that comes through trusting enough to make ourselves vulnerable leads to the confidence to share plans for the future and to reveal important values.
Updated: Nov. 30, 2016
The purpose of this study was to understand the ways in which undergraduates grew and developed through participation in a holistic peer-mentoring experience. Twenty-two patterns of protégé growth emerged from the analysis of the data, which were organized conceptually into six overarching, emergent themes of protégé development: academic skills and knowledge, career decision-making, connectedness to others, maturity, physical wellbeing, and aspiration. The authors argue that the very high rates of protégé growth within the themes of academics, social connectedness, and maturity raise the possibility that growth in these thematic dimensions may be synergistic and mutually reinforcing.
Updated: Nov. 07, 2016
This study investigated the influence of only two factors on students’ willingness to mentor: a personality-related factor (altruism) and a contextual factor (organizational culture). The quantitative analysis shows that organizational culture and altruism significantly impact students’ willingness to mentor their peers. Peer mentoring can help students prepare their transition from high school to university, guide them through university programs, and help them prepare their transition from university to workplace. The study suggests that universities do have a role to play in promoting students’ interest in peer mentoring programs through the development of a culture of support and mutual help.
Updated: Aug. 30, 2015
Primary Teacher Trainee Perspectives on a Male-Only Support Group: Moving Male Trainee Teachers beyond the ‘Freak Show’
This paper reports on male trainees’ reactions to a pilot year intervention in which a male-only support group was set up. The participants were 12 male trainees. Overall, male trainees’ responses indicated that the introduction of the male-only group was an effective strategy to address the issue of being vulnerable and feeling ‘isolated’ in a female-dominated environment.
Updated: Nov. 11, 2013
The author argues that the practice of speaking and listening to strangers is crucial to democratic citizen formation. The author outlines a discursive approach to the cultivation of enlightened political engagement in schools. The author argues that schools are the best available sites for this project because they have the key assets: diverse schoolmates, problems, strangers, and curriculum and instruction. The author concludes that schools in societies with democratic ideals are obligated to cultivate enlightened and engaged citizens. Helping young people form the habits of listening to strangers, at that very public place called school, should advance this work.
Updated: Nov. 23, 2010
In this study, the authors sought to understand (a) how their six preservice teachers, who paired together in a pre-student teaching placement, experience and perceive the value of collaboration with a peer and cooperating teacher and (b) what facilitates or inhibits collaboration. Results from two successful and one less than successful placement indicate that mutuality, scaffolding, and the appropriation of skills and resources facilitate productive collaboration and promote professional learning. Recommendations are provided to guide the implementation or refinement of partner placements.
Updated: Nov. 14, 2010
International Field Experiences: The Impact of Class, Gender and Race on the Perceptions and Experiences of Preservice Teachers
The authors explore ways class, gender and race complicate perceptions and experiences of preservice teachers during an international field experience in Honduras. Data were collected over 5 years through observations, group discussions, course assignments, and on-site focus group interviews and post-trip individual interviews. An inductive approach combined with cross-comparative analysis reveal diverse ways class, gender and race shaped and re-shaped preservice teachers' perceptions of self, peers, and host community members.
Updated: Jan. 05, 2009
The article explores elementary-school children in one teacher's multi-age primary classroom, provide assistance to one another during academic tasks and examined the status of the children, in terms of more or less capabilities, during the collaborative events. Students utilized questioning, providing feedback, and instructing as the primary methods of scaffolding during the learning experiences.
Updated: Nov. 19, 2008
The article describes a study into the social dynamics between peer tutors and students, as they interact in higher education classrooms. Finding s reveal that interaction is not always smooth and that tutors spend much time on impression management. In addition, tutor/student relationships can include misunderstandings and power struggles.
Updated: Mar. 20, 2008