Relevant bibliographies by topics / Peer educator

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Peer educator'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Peer educator"

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Ford, K., D. N. Wirawan, W. Suastina, B. D. Reed, and P. Muliawan. "Evaluation of a peer education programme for female sex workers in Bali, Indonesia." International Journal of STD & AIDS 11, no. 11 (November 1, 2000): 731–33. http://dx.doi.org/10.1258/0956462001915156.

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The objective of this paper is to evaluate a peer education programme for female sex workers in Bali, Indonesia. Sex workers participated in face-to-face interviews and STD exams in August-September 1998. In October 1998 one woman from each of 30 clusters was selected to be a peer educator and received a 2-day training on AIDS, STDs, condom use, and condom negotiation. After training, the peer educators were visited twice a week by field workers to answer questions and offer support. All sex workers received group education every 2 months. In January-February 1999, the sex workers again participated in face-to-face interviews and examinations. One month after peer education training, only 50% of the peer educators were still working in the clusters where they were trained. To evaluate the impact of the peer educators, sex workers in clusters where a peer educator continued to work were compared with sex workers in clusters where women did not continue to work ( n = 189). In clusters where women continued to work, there were higher levels of AIDS knowledge ( P < 0.05), STD knowledge ( P < 0.05) and condom use (82 vs 73%, P = 0.15). The prevalence of Neisseria gonorrhoeae infection was also lower in clusters with a peer educator (39% vs 55%, P = 0.05) than in clusters without a peer educator.
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Qamar, Zubaida. "Assessment of the Peer Educators' Involvement in Learning Experiences for an Upper Division Nutrition Course." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 605. http://dx.doi.org/10.1093/cdn/nzaa048_011.

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Abstract Objectives To conduct summative assessment to determine the impact of peer educators in an upper division nutrition course for students’ learning and exam preparation Methods An online survey was administered to students (n = 43) in a 3 credit Advanced Nutrition course in Fall 2019 to evaluate the impact of peer educators on students’ learning of the course materials and exam preparation. Students (n = 20), response rate = 46.5%) completed the survey which included 6 quantitative and 1 qualitative question with responses on a Likert scale. Throughout the semester, 3 peer educator sessions, 30 minutes each, were implemented and students who performed exceptionally in the first exam, volunteered to lead as peer educators for the remainder of the semester. Results Students (70%) strongly agreed or agreed that the peer educator sessions helped them prepare for the exams. Furthermore, 75% of students strongly agreed or agreed that the peer sessions helped them understand the materials better. Majority of the participants found the sessions to be useful with varying levels of usefulness with the exception of only 5% who did not find the sessions to be at all useful. With regards to attending these sessions, 55% of participants were unlikely or extremely unlikely to attend the peer educator sessions if no extra credit was granted. Particularly for engagement with their peers, 95% students (mean ± SD = mean 1.45 ± 0.74, with 1 being extremely likely and 5 being extremely unlikely) indicated willingness to interact with their peers to succeed in a course. The students 'preference varied with 50% students preferring the instructor vs. 20% preferring peers to lead the sessions while 30% of participants indicated no preference. Via the open-ended question, students provided feedback on improving the sessions such as more time than 30 minutes, providing digital outlines for what was covered and instructor and student co-facilitating a session to maximize impact which warrants further exploration. Conclusions Peer educator sessions can be successful strategies to engage students with their peers in enhancing their learning and exam preparation. More pedagogical research is needed in understanding the role of peer educators in higher level nutrition courses. Funding Sources N/A
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Biggs, Elizabeth E., Erik W. Carter, and Jenny Gustafson. "Efficacy of Peer Support Arrangements to Increase Peer Interaction and AAC Use." American Journal on Intellectual and Developmental Disabilities 122, no. 1 (January 1, 2017): 25–48. http://dx.doi.org/10.1352/1944-7558-122.1.25.

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Abstract Supporting interaction in inclusive settings between students with complex communication needs (CCN) and their peers requires careful planning and support. We used a multiple-probe-across-participants design to investigate the efficacy of collaborative planning and peer support arrangements to increase peer interaction in inclusive classrooms. Participants were four middle school students with CCN who had an intellectual disability and used an iPad with Proloquo2Go as augmentative and alternative communication (AAC). Educational teams comprised of a special educator, general educator, paraprofessional, and speech-language pathologist participated in collaborative planning for the intervention. For all four students, the intervention substantially increased communication to and from their peers. AAC use increased for one student. We offer implications for research and practice on supporting social interaction in general education settings.
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Febrina, Lidya. "Strategi Peer Educator untuk Peningkatan Kesadaran Pekerja Seks Perempuan terhadap Kesehatan Reproduksi." Jurnal Sosiologi Andalas 6, no. 1 (April 1, 2020): 1–11. http://dx.doi.org/10.25077/jsa.6.1.1-11.2020.

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This article presents the results of research on peer educator strategies to raise female sex workers' awareness of reproductive health. The objectives of this study were 1) to describe the strategies used by peer educators to build sex worker awareness of workers' reproductive health; 2) Identifying barriers to peer educators in providing education on reproductive health to female sex workers. To achieve the research objectives, the theory used is the Social Exchange Theory of George C, Homans and the research approach used is qualitative with descriptive research type. To obtain data, researchers used in-depth interviews and observation techniques. The results showe that the strategies used by peer educators in providing education about reproductive health were: coercion, giving advice, and persuasion. Meanwhile, the obstacles found by peer educators in providing education on reproductive health were: the imbalance of exchanges between peer educators and female sex workers and the distrust of female sex workers in peer educators.
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Storey, Angela, Hannah Eckel-Sparrow, and Henrietta Ransdell. "Cultivating student agency and responsibility through peer-to-peer teaching." International Journal for Students as Partners 5, no. 1 (May 7, 2021): 97–106. http://dx.doi.org/10.15173/ijsap.v5i1.4478.

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This case study explores an eight-semester Peer Educator Program in the Department of Anthropology at the (school blinded) to train undergraduates in teaching practices, craft spaces of partnership, and expand learning within large General Education courses. Peer Educators self-select from any major and gain knowledge on lesson planning and facilitation, working in small groups to decide content, plan, and teach bonus sessions for introductory courses. We argue that peer-to-peer teaching reworks lines of responsibility within and around classrooms such that student agency is cultivated both for students engaged in partnership activities and those taught by student partners. Peer education thus becomes a hinge around which authority is shifted and educational agency enacted in Students as Partners programs might be extended to wider student populations. Authors include two undergraduate Peer Educators and the faculty coordinator.
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Mehta, Kaye, Carolyn Dent, Georgia Middleton, and Sue Booth. "Personal development, wellbeing and empowerment gains for nutrition peer educators: a South Australian perspective." Health Promotion International 35, no. 5 (November 7, 2019): 1159–67. http://dx.doi.org/10.1093/heapro/daz099.

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Abstract This study aimed to explore the experience of being a Community Foodies (CF) peer educator with respect to personal benefits, specifically, personal development, wellbeing and empowerment. Qualitative semi-structured telephone interviews conducted with metropolitan and country peer educators of the CF programme. The CF programme in South Australia (SA) delivers nutrition education to disadvantaged communities. Ten adult peer educators from the CF programme: seven from country SA and three from Adelaide. Phenomenon of interest is that peer educators’ perceptions of personal growth and development from involvement in the CF programme. The interviews were audiotaped and analysed thematically. The experience of being a nutrition peer educator improved personal skills and knowledge, dietary habits, self-esteem, confidence, sense of belonging and civic engagement. Peer educators felt that the CF programme was run in a straightforward, easy to understand way, with a welcoming environment and abundant support from the coordinators. Apart from benefits to themselves, peer educators appeared to be most proud of their capacity to contribute to the nutritional health of the broader community. Peer education programmes in disadvantaged communities provide policy makers with valuable and cost-effective approaches to improve health, build self-efficacy, strengthen community engagement, and, foster active participation and trust.
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Buller, David, Mary Klein Buller, Linda Larkey, Lee Sennott-Miller, Douglas Taren, Mikel Aickin, Thomas M. Wentzel, and Calvin Morrill. "Implementing a 5-a-Day Peer Health Educator Program for Public Sector Labor and Trades Employees." Health Education & Behavior 27, no. 2 (April 2000): 232–40. http://dx.doi.org/10.1177/109019810002700209.

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Peer education in the Arizona 5-a-Day project achieved lasting improvements in fruit and vegetable intake among multicultural employees. Measures monitored implementation of peer education from peer educators’ logs, the program’s reach from employee surveys, and employees’ use in terms of employees’ dietary change. Peer educators logged 9,182 coworker contacts. Contacts averaged 10.9 minutes, according to coworkers. Coworkers read an average of 4.7 booklets and 2.23 newsletters. Many employees talked with peer educators (59%) and read materials (54%) after the program finished. Employee reports of peer educator contact were positively associated with fruit and vegetable intake. Peer education was implemented as intended and reached many coworkers. It continued after program completion, reached into coworkers’ families, and was used by employees to improve intake. This method can be used with employees who rely on informal sources and whose work presents barriers to wellness activities.
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Sardjuningsih, Sardjuningsih. "The Socio-Religious Impact of Peer Educators of Women Sexual Workers in the Localization of Krian-Ngadiluwih, Kediri Regency." Didaktika Religia 8, no. 1 (June 3, 2020): 174–96. http://dx.doi.org/10.30762/didaktika.v8i1.2080.

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This article reveals the relationship between the role of peer educators in the socio-religious awareness of Women Sexual Workers (WPS) in Krian Village, Ngadiluwih, Kediri Regency. Peer educator is a solution from the Regional Government that is given to WPS who are considered to have strengths and abilities in peer communication. The main objective is to prevent HIV/AIDS in the area of localization. There is no denying that WPS always get negative stigma from the community. Moreover, localization has always been the most vulnerable point in the spread of sexually transmitted diseases (STDs) such as HIV/AIDS. Therefore, the Regional Government held a peer educator program so that the socialization of the dangers of the disease could be disseminated through fellow WPS. This article was prepared with a qualitative-descriptive methodology of the phenomenological study type. Data were collected through observation and interviews with a number of key respondents. This article concludes that peer educators work using a personal approach, promoting friendship, kinship, and empathy. The peer educator officers felt a personal, interpersonal, and impact on family relationships whereas the forms of diversity of the peer educator officers can be categorized into three, namely symbolic religion, identity religion, and camouflage religion.
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Kusumawati, Erna, Setyowati Rahardjo, and Widya Ayu Kurnia Putri. "PEER EDUCATOR NUTRITION EDUCATION IN PREVENTION OF ANEMIA INCIDENCE." Kesmas Indonesia 11, no. 1 (January 30, 2019): 36. http://dx.doi.org/10.20884/1.ki.2019.11.1.1325.

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Teenagers are a growth period that requires higher nutrients such as iron. Factors that can affect the incidence of anemia are the knowledge and attitudes of teenagers. The result of previous studies showed that the average level of knowledge, attitude, and prevention of nutritional anemia in teenager girls in the working area of the Kedungbanteng health center 1 was still low. Nutrition education that was started often used is peer education. This study purpose to analyze the influence of nutrition education on increasing knowledge and attitude of peer educator in the effort of peer education development about prevention of anemia incidence. The method research is quasi-experimental with pretest and posttest design. The sampling technique using a total sampling of 49 teenagers in the working area of Kedungbanteng health center. The result of the statistical test using a wilcoxon test. The result showed that there is a difference of knowledge and attitude of peer educator after given nutrition education ( p = 0,000 ; p = 0,000). There is a difference of knowledge and attitude of peer educator after given nutrition education.
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Riris, Anak Agung Istri Dalem Cinthya, and Ni Kadek Diah Purnamayanti. "EFFECTIVENESS OF PEER EDUCATION IN DECREASING ADOLESCENT PREGNANCY: A LITERATURE REVIEW." Jurnal Kesehatan Reproduksi 12, no. 1 (August 30, 2021): 27–37. http://dx.doi.org/10.22435/kespro.v12i1.3831.

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Background: Currently, the number of adolescents who have sexual intercourse is increasing and those make a higher risk of medical, psychological, and social implications. This behaviour is obviously leading to an increase the number of adolescence pregnancy. Sex education and counselling in many countries is delivered by health care professionals. In Indonesia, there are some sex education programs delivered by peer educators but their success in reducing adolescence pregnancy is unknown. Objective: The aim of this study was to analyze the effectiveness of a peer reproductive health education program in decreasing unplanned pregnancy in adolescents. Method: This integrative literature review was based on 3 databases which included Google Scholar, Pubmed and SAGE Journal. The inclusion criteria were articles published within the 2012–2018-year range, written in English, and the entire article was available and accessible. Only original articles with experimental design will be included. The quality of the selected articles was defined by using the Olsen-Baisch Scoring critical appraisal tool for integrative review. Result: Peer education builds social support and sense of belonging. The content is not only about unplanned pregnancy but also STI and HIV; responsible decision making; and body image identification. Peer educator can be the role model and have greater opportunities to counter the risk of adolescent pregnancy. Conclusion: Preventing adolescent pregnancy can save the next generation and improve adolescent health. Peer educator as part of health provider connect adolescents with their reproductive health needs. This approach would be beneficial strategy consider by health provider to protect adolescents. Keywords: adolescent, peer educator, pregnancy, sex education
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Dissertations / Theses on the topic "Peer educator"

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Keller, Sylvia D. "Validation of Peer-Teaching-Peer Paraprofessional Model in Teen Parenting Nutrition Education." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/390.

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Each year, teen pregnancy occurs in 750,000 15-to-19 year-old women in the United States (U.S.). Utah has the youngest population and the lowest teen abortion rates in the U.S. Approximately 73% of teen pregnancies in Utah result in live births. The prevalence of teen pregnancy and the nutritional risk to mother and child result in a much greater need for social support, such as nutrition education. Current literature shows that the paraprofessional model is effective in increasing positive behavior change through nutrition education. Presently, there is a lack of evidence that paraprofessional teens are capable of accurately and effectively teaching their peers nutrition information. This pilot study aims to measure the effectiveness of the peer-teaching-peer paraprofessional model in teen parenting nutrition education, and to demonstrate that peer educators ages 18-22 are capable of teaching their peers accurate nutrition information as effectively as adult paraprofessionals. In this pilot study, two females were trained to become paraprofessional peer educators. To supplement the training of peer educators, this pilot study developed and recorded a nutrition presentation for all six lessons of the paper version Missouri Extension Teen Parenting curriculum. Each trained peer educator taught 10 to 13 clients (ages 14 to 19) over three weeks. For evaluation, the study used pre/post comparisons. Assessment tools include teaching evaluations, pre-post test on nutrition knowledge, 24-hour dietary and physical activity recalls, and behavioral checklist. There was a significant difference in pre-post tests in knowledge, behavior, and exit survey among participants, indicating that peer educators are able to teach their peers effectively. Although not significant, peer educators' teaching accuracy score was high and improved consistently. Eighty-three of participants like or very much liked to be taught by their peers. Findings from this study showed great potential in having adolescents teach their peers as effectively as older educators.
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Shepard, Rachel Elizabeth. "The Body and Soul Program : evaluation of a peer educator-led eating disorders education and prevention program /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978600//.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 202-215). Also available for download via the World Wide Web; free to University of Oregon users.
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Wolf, Kimberly. "Sex educator or change agent? Experiences of a sex(uality) peer education programme in an era of HIV and AIDS." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12999.

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Includes bibliographical references.
Despite the popularity of sex(uality) peer education as an HIV prevention strategy within diverse contexts, an understanding of the experiences of those intimately placed within these programmes is limited. Instead, the majority of research in this field relies on hegemonic notions of rational human behaviour that operates under the assumption that knowledge leads to sexual behaviour change. This study explores peer facilitators, peer educators, and NGO staff experiences of a sex(uality) peer education programme in Cape Town, South Africa to understand meaning-making around sex(uality) peer education within the complex power dynamics of donor-NGO interactions. This study provides a critical case study of a schools-based sex(uality) peer education intervention, drawing on individual and focus group interviews. Using a feminist and gender lense, the study highlights a number of features of the programme and implementation, which reinforces gender inequalities and notions of a rational sexual being rather than creating channels for a new understanding of sex(uality) to emerge. These include peer facilitators’ and peer educators’ experience as change agents rather than sex educators, the preference for biomedical and socio-economic content over gender content, and the overall absence of a critical engagement with gender constructions and power dynamics in relationships. The study also points to the limits of donor-funded interventions, which tend to prescribe the content and scope of schools-based programmes, to the detriment of real engagement with issues that face and constrain the target group including the implications of what ‘sex(uality) education’ has come to mean for young men and women engaged in these interventions.
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Seibel, Megan M. "Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26478.

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In community-based peer education models, it is necessary to understand the relationship between learning, context and paraprofessional identity construction. Social relations are important in community education program implementation (Merriam, Caffarella, & Baumgartner, 2007); impacting power structure within communities and organizations (Cervero & Wilson, 1994, 2006; Forester, 1989). This study explored the conceptual and practical role of experience in a paraprofessional educator model and focused on the situated, contextual experiences of paraprofessionals in the communities they work and live as unique, challenging, and potentially positive for learning outcomes. Schön's narrative dialogue of reflection (1983) proved to be the essential missing piece in working with community educators toward successful development and autonomy. In-depth qualitative interviews with 19 paraprofessional community-based peer educators with a state level family nutrition program contributed to findings relevant to how social context, critical reflection, and identity development influence an understanding of experience and the ability to impact knowledge and behavior change in clients. Individual interviews and focus groups allowed narrative exploration of topics as they evolved throughout the study; giving voice to paraprofessional program assistants in a way not previously done. The findings of this study provide insight necessary for the assessment of new conceptualizations of practice for paraprofessional models in expanding community impact and highlight the need for assessment of contemporary program delivery in a way that fosters the continual development of lay educators through reflective practice. Recommendations are made for a reassessment of historically significant program models in order to embrace paraprofessionals as more broadly defined socially mediated and socially situated influential practitioners.
Ph. D.
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Bunting, Bryce D. "Being Transformed by Being a Peer Mentor: An Examination of High-Impact and Transformative Peer Mentor Experience." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5628.

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This multi-article dissertation explores the potential for the undergraduate peer mentoring experience to contribute to transformative learning for those who serve in peer mentoring or peer leadership roles. While past research has established that peer mentors experience a variety of positive outcomes associated with their leadership experience, there are gaps in the literature with regard to how the peer mentor experience can be intentionally designed as a high-impact practice for student leaders. Through three qualitative studies, as well as a comprehensive literature review, this dissertation addresses this gap by exploring what peer mentors report learning through their mentoring experiences (Article #1), the types of experiences that contribute to transformative learning (Articles #2 and #3), and how transformative learning can be facilitated through a particular designed training intervention (Article #4). Based on the findings of these four studies, an emerging framework is proposed to describe the characteristics of high-impact and transformative PM learning environments. This framework suggests that transformative PM learning is most likely when (a) the learning of PMs themselves is an explicit objective of the program or initiative, (b) PMs are engaged in purposeful routines and structured practices that facilitate learning, (c) PMs are exposed to unfamiliar and challenging situations in their mentoring practice, (d) theoretical and conceptual understandings (e.g., selected readings) are integrated into PM development; (e) PMs are provided with frequent and structured opportunities for reflection on their experiences, and (f) PMs are part of a supportive mentoring community. Recommendations for the design of high-quality PM learning environments are made based on the elements of this framework. Additionally, directions for future research on peer mentoring as a high-impact practice are made.
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Gulston, Karel. "The challenges experienced by educators in primary schools regarding continuous professional development." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/28302.

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The transition from apartheid to democracy in South Africa, which began in 1994 led to a change in a plethora of policies and/or legislation. In recent years there has been much debate on how the standard of education provisioning in schools could be raised in the light of the introduction of the much debated Revised National Curriculum Statement (RNCS) and thereafter the National Curriculum Statement (NCS). These reform initiatives have brought about confusion and a sense of unsettledness amongst educators, including principals as well as their School Management Teams. Furthermore, the abovementioned and other policies required educators to acquaint themselves with either the materials that are used or the content of the curriculum and the planning and presentation of lessons. This entails in some occasions that educators who are more experienced have to assist the less experienced ones since they understand the RNCS and more recently the NCS better than the others. According to me this emphasises the importance of educator development towards raising the standards in schools. Continuous Professional Development (CPD) is a process that fits the role of an educator as a lifelong learner. The aforementioned is captured in the Norms and Standards for Educators (2000). The need for more attention to be accorded to the professional development of practising educators is emphasised in the Report of the Ministerial Committee on Teacher Education (2005). This report led to the development of the National Policy Framework for Teacher Education and Development which has as its aim to attempt to address the need for suitably qualified educators in South Africa. The National Policy Framework for Teacher Education and Development will be used in this study along with the Integrated Quality Management Systems (IQMS) as tools to achieve the continuous development of educators in South African schools. The Personnel Administration Measures (PAM) of 1999 are also used since they stipulate the roles and responsibilities of the educator, including those of the principal, deputy principal(s) as well as the heads of department. In particular it stipulates that the principal (Department of Education, 1999:10) is responsible for the development of staff training programmes, school-based, school-focused and externally directed, and to assist educators, particularly new and inexperienced educators, in developing and achieving educational objectives in accordance with the needs of the school. This research project deals with the challenges experienced by educators regarding their own Continued Professional Development (CPD). It thus aims at coming up with an empirical account of the challenges experienced by the said educators. The study will focus on, among others, the educators’ experiences in the implementation of the IQMS as a developmental tool for educators in schools. It looks at the roles that different staff members in senior positions in terms of the CPD of the educators. These include the developmental opportunities available in the sampled schools. Carefully selected and drafted interview questions assisted me in soliciting answers from the sampled educators.
Dissertation (MEd)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted
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Festa, Meire. "A (des) construção de um espaço e (re) construção de uma prática educativa: a jornada de uma professora de educação infantil num espaço reorganizado." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-27082010-161948/.

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O objetivo deste trabalho foi acompanhar a ação de uma educadora de infância num espaço reorganizado, verificando as alterações que realizou nesse espaço e em sua prática educativa no decorrer do processo de pesquisaação, observando ainda os efeitos dessas alterações nas crianças através do envolvimento nas atividades que realizavam. A pesquisa desenvolveu-se numa Escola Municipal de Educação Infantil (EMEI) que desenvolvia a proposta pedagógica de Reorganização dos Espaços e das Atividades. A escolha justifica-se por três fatores interligados: necessidade de investigação sobre a formação profissional dos educadores de infância; importância de buscar possibilidades de apoio a práticas educativas que se desvinculem de propostas escolarizantes; fragilidade dos processos de formação em serviço desenvolvidos pelos sistemas educacionais na cidade de São Paulo. O trabalho caracteriza-se como um estudo de caso único, na perspectiva da pesquisa-ação e da tutoria entre pares. Foi realizado o acompanhamento da prática pedagógica através de dois eixos complementares: um voltado ao processo formativo da educadora e o segundo relacionado aos efeitos desse processo na prática pedagógica e no envolvimento das crianças na atividade, com base no instrumento criado por Ferre Laevers Escala de Envolvimento da Criança (The Leuven Involvement Scale for Young Children - LIS-YC). Os instrumentos utilizados foram a observação participante, entrevistas semi-estruturadas, gravação e transcrição de áudio, registro e análise de imagens, documentos escritos. A avaliação dos resultados apontou que o processo formativo gerou mudanças efetivas na prática desenvolvida pela educadora, que foi capaz de responsabilizar-se pelos efeitos de sua prática nas ações das crianças, criando uma postura diferenciada da inicial como investigadora de sua própria prática, identificando problemas na ação, criando hipóteses sobre possíveis causas e buscando maneiras de transformar o que observava. Concluiu-se, com o processo de pesquisa-ação / tutoria entre pares, que a educadora pôde distanciar-se de uma pedagogia transmissiva, aproximando-se de uma pedagogia da participação, que valoriza a ação e o protagonismo da criança, ao mesmo tempo em que deixa para a educadora o real papel de mediadora do processo de construção de conhecimento da criança pequena.
The purpose of this work was to follow the actions of a childrens educator in a reorganized space, and to determine the changes created by this educator in that space, as well as in her educational practice during this collaborative research-action process. The effects of such changes on the children through their involvement in the activities were also taken into consideration. The research was conducted in a childrens public school (EMEI) where the Reorganization of Spaces and Activities teaching proposal was developed. This choice was made based on three associated factors: the need to investigate the professional training of childrens educators; the importance of finding potential support for educational practices different from conventional ones; and the weakness of the educational processes currently developed by the educational system in the city of São Paulo. This work is a single case study from the perspective of a collaborative research-action and peer tutoring. The teaching practice was investigated based on two complementary axes: one was aimed at the training process of the educator and the other was related to the effects of such process on both the teaching practice and the childrens involvement in the activities, all according to the tools created by Ferre Laevers - The Leuven Involvement Scale for Young Children - LIS-YC. The tools in hand included participant observation, semi--structured interviews, audio recording and transcript, image recording and analysis, in addition to written documents. The assessment of results showed that the training process brought forth certain effective changes into the practice introduced by the educator, who was then able to hold herself responsible for the effects of her practices on the childrens actions. Through this process, the educator created a different stance as an investigator of her own practices, which enabled her to identify certain issues in the actions, develop hypotheses regarding potential causes, and seek ways to transform what was then observed. The conclusion is that the collaborative research-action and peer tutoring process enabled the educator to get rid of a transmissive teaching approach and become closer to a more participant teaching, thus promoting actions and childrens leadership while assigning the educator the true role of a mediator in the process of building up childrens early knowledge.
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Mphunga, Andile Elvis. "Peer educators' utilisation of information on recognition and referral to refer their peers appropriately /." Link to the online version, 2007. http://hdl.handle.net/10019/747.

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Victor, Marcy. "Peer health educators' motives." Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/95.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Psychology
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Kidger, Judi Lois. "Young mothers as peer educators in school sex education : a beneficial approach?" Thesis, University of Bristol, 2002. http://hdl.handle.net/1983/e2a5ba0d-7391-4fd5-b954-0937a72fc6ff.

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Books on the topic "Peer educator"

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Supriyadi. Pengembangan model pelatihan pencegahan narkoba melalui pendidikan sebaya (peer educator) siswa SMU dan SMK di Jawa Timur: Laporan penelitian hibah bersaing perguruan tinggi XII/1 tahun anggaran 2004. Malang]: Fakultas Ilmu Pendidikan, Universitas Negeri Malang, 2004.

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Peer coaching for educators. 2nd ed. Lanham, Md: Scarecrow Press, 2000.

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O, Jennings James, ed. Peer coaching for educators. Lancaster, Pa: Technomic Pub. Co., 1994.

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Strauß, Sarah. Peer Education & Gewaltprävention. Herbolzheim: Centaurus Verlag & Media, 2012. http://dx.doi.org/10.1007/978-3-86226-982-2.

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B, Newton Fred, ed. Students helping students: A guide for peer educators on college campuses. San Francisco: Jossey-Bass Publishers, 2000.

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Newton, Fred B. Students helping students: A guide for peer educators on college campuses. 2nd ed. San Francisco: Jossey-Bass, 2010.

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Gottesman, Barbara Little. Peer coaching in higher education. Lanham: Rowman & Littlefield Education, 2009.

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Gottesman, Barbara Little. Peer coaching in higher education. Lanham, Md: Rowman & Littlefield Education, 2009.

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Winston, Gordon C. Peer effects in higher education. Cambridge, Mass: National Bureau of Economic Research, 2003.

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Neubert, Gloria A. Peer coaching in teacher education. Bloomington, IN: Phi Delta Kappa Educational Foundation, 1994.

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Book chapters on the topic "Peer educator"

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Laverack, Glenn. "Peer Education." In A–Z of Health Promotion, 148–49. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-35049-7_56.

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Laverack, Glenn. "Peer Education." In A–Z of Public Health, 139–41. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-42617-8_53.

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Crow, Katherine. "Peer Education." In Encyclopedia of Immigrant Health, 1182–83. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_583.

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Baker, Dana Lee, and Brandon Leonard. "Peer Interactions." In Neuroethics in Higher Education Policy, 101–19. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-59020-6_6.

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Volz, Austin, Julia Higdon, and William Lidwell. "Peer Tutoring." In The Elements of Education for Teachers, 61–62. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-31.

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Karasik, David, and Nomy Dickman. "Students as Near-Peer and Peer-Teachers." In Active Education for Future Doctors, 123–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41780-2_10.

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Lui, Angela, and Heidi Andrade. "Student Peer Assessment." In Encyclopedia of Science Education, 1003–5. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_461.

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Lui, Angela, and Heidi Andrade. "Student Peer Assessment." In Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_461-3.

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de Souza Amorim, Katia. "Infant-Peer Interaction." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_73-1.

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Baumann, Janosch, and Christian Schneijderberg. "Peer Review, Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions, 2210–13. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_318.

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Conference papers on the topic "Peer educator"

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Ridha, Abduh, Abrori, Sawariansyah, and Diah Radiana. "Peer Educator as a Strategy to Prevent Youth Smoking in Pontianak." In 5th Universitas Ahmad Dahlan Public Health Conference (UPHEC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200311.055.

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Rahmiwati, Anita, Feranita Utama, and Indah Purnama Sari. "Strengthening Peer Educator on Mother’s Knowledge and Attitudes of Stunting in Ogan Komering Ilir Regency." In 2nd Sriwijaya International Conference of Public Health (SICPH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200612.045.

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Hamir, Rashida, Lindsay G. Simmonds, Brenda Yee, Monica Pratley, Ivan Todosijczuk, Wendy M. Rodgers, Marta Diduch, Michael K. Stickland, and Eric Y. L. Wong. "Patient Evaluation Of A Peer Educator Vs. Respiratory Therapist Support Program Aimed At Maintaining Physical Activity Following Pulmonary Rehabilitation." In American Thoracic Society 2012 International Conference, May 18-23, 2012 • San Francisco, California. American Thoracic Society, 2012. http://dx.doi.org/10.1164/ajrccm-conference.2012.185.1_meetingabstracts.a4883.

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Wong, Eric Y. L., Rashida Hamir, Lindsay Simmonds, Wendy M. Rodgers, Brenda Yee, Monica Pratley, and Michael K. Stickland. "Peer Educator Vs. Respiratory Therapist: Which Form Of Support Provides Better Health And Functional Outcomes 6 Months After Pulmonary Rehabilitation?" In American Thoracic Society 2012 International Conference, May 18-23, 2012 • San Francisco, California. American Thoracic Society, 2012. http://dx.doi.org/10.1164/ajrccm-conference.2012.185.1_meetingabstracts.a4878.

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Jain, Neerja, Jyoti Baharani, Annette Dodds, Maz Ali, and Peter Storey. "103 ACE – acceptance, choice and empowerment (ACE) for pre -dialysis patients: a peer educator based community: a project that aims to improve choice and quality of life for patients with kidney failure." In Leadership in Healthcare conference, 14th to 16th November 2018, Birmingham, UK. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/leader-2018-fmlm.101.

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Tyagi, Pawan. "Easily Adoptable Interactive Teaching Practices and Students Progress Monitoring Strategies." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39118.

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An active class room teaching practice can become highly rewarding for students. An instructor practicing active learning approaches may get significantly higher success in inculcating course materials deeply as compared to a lecture based teaching. However, transitioning from prevailing lecture based instruction to an active learning approach can be hampered by the reservations and prejudices of an engineering educator; a tenure track faculty may find it even more challenging to leave the traditional lecture based teaching approach and adopt an active teaching approach. This paper will describe the active teaching techniques that I, a tenure track faculty, has been practicing to teach mechanical engineering courses; the main discussion will focus on the Fuel Cell Science and Technology course. I have devised my current deep learning and teaching strategies through a yearlong Myrtilla Miner Faculty Fellowship cohort under Dr. Ken Bain and a number of workshops on the group based active teaching and peer interaction based teaching. This paper describes the strategies for developing a teaching and assessment plan for the courses I teach by emphasizing on (i) designing significant learning outcomes before starting a class, (ii) the long term retention of key concepts of a course by fostering student centered deep learning course activities, and (iii) far transfer of the skills students gain from a course. The first topic of this paper is about various strategies to understand students’ motivations and inhibitions that may govern their learning curve in a course. The second topic of this paper discusses the crucial aspect of designing a promising syllabus to give students a bigger purpose for learning the course material; a promising syllabus attempt to connect students’ long held curiosities and career ambitions with the course to be offered. The third topic delves into the strategies to engage students in self-preparation to assimilate the key concepts to be discussed in a class. This paper will also highlight the approach to design conceptual quizzes to guide student preparation before they come to the class and then use the same conceptual quizzes to conduct peer discussion and define the flow of a class; this strategy is derived from Dr. Eric Mazur’s work on peer interaction based teaching. The fourth topic is about the utility of one pager feedback form to be filled by the students after every class. This paper will discuss structure and effectiveness of the feedback form in improving student attention and participation in the class discussions. I have offered two workshops on effective teaching at the University of the District of Columbia to promote active student learning in a wide range of courses. I plan to conduct workshops for the middle and high school teachers to share the effective teaching skills.
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Parker, Pam, and Susannah Quinsee. "PEER SUPPORTED REVIEW OF EDUCATION." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0844.

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Chandran, Jaideep, Sivachandran Chandrasekaran, and Alex Stojcevski. "Blended approach for Peer-to-Peer learning in engineering education." In 2014 International Conference on Web & Open Access to Learning (ICWOAL). IEEE, 2014. http://dx.doi.org/10.1109/icwoal.2014.7009193.

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Liu, Ting, and Wei Ding. "Developing Peer-to-Peer Accommodation in Macao." In 2016 International Conference on Humanity, Education and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ichess-16.2016.114.

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Singh, Rajendra G., and Margaret A. Bernard. "Peer-Review of Reusable Learning Objects for eBooks in a Peer-To-Peer Network Architecture." In Computers and Advanced Technology in Education. Calgary,AB,Canada: ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.774-065.

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Reports on the topic "Peer educator"

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Winston, Gordon, and David Zimmerman. Peer Effects in Higher Education. Cambridge, MA: National Bureau of Economic Research, February 2003. http://dx.doi.org/10.3386/w9501.

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Neidell, Matthew, and Jane Waldfogel. Cognitive and Non-Cognitive Peer Effects in Early Education. Cambridge, MA: National Bureau of Economic Research, August 2008. http://dx.doi.org/10.3386/w14277.

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Bursztyn, Leonardo, Georgy Egorov, and Robert Jensen. Cool to be Smart or Smart to be Cool? Understanding Peer Pressure in Education. Cambridge, MA: National Bureau of Economic Research, January 2017. http://dx.doi.org/10.3386/w23020.

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Chanda, Michael M., Katrina F. Ortblad, Magdalene Mwale, Steven Chongo, Catherine Kanchele, Nyambe Kamungoma, Andrew Fullem, Till Bärnighausen, and Catherine E. Oldenburg. Increasing female sex worker HIV testing: effects of peer educators and HIV self-tests in Zambia. International Initiative for Impact Evaluation (3ie), November 2018. http://dx.doi.org/10.23846/tw2ie83.

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Banerjee, Abhijit, Esther Duflo, and Francisco Gallego. Removing barriers to higher education in Chile: evaluation of peer effects and scholarships for test preparation. International Initiative for Impact Evaluation, March 2016. http://dx.doi.org/10.23846/ow2167.

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Barrera-Osorio, Felipe, Marianne Bertrand, Leigh Linden, and Francisco Perez-Calle. Conditional Cash Transfers in Education Design Features, Peer and Sibling Effects Evidence from a Randomized Experiment in Colombia. Cambridge, MA: National Bureau of Economic Research, March 2008. http://dx.doi.org/10.3386/w13890.

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De Giorgi, Giacomo, Michele Pellizzari, and Silvia Redaelli. Be as Careful of the Company You Keep as of the Books You Read: Peer Effects in Education and on the Labor Market. Cambridge, MA: National Bureau of Economic Research, May 2009. http://dx.doi.org/10.3386/w14948.

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Chin, Aimee, N. Meltem Daysal, and Scott Imberman. Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas. Cambridge, MA: National Bureau of Economic Research, June 2012. http://dx.doi.org/10.3386/w18197.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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