Academic literature on the topic 'Peer taught'
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Journal articles on the topic "Peer taught"
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Zinger, Lana, and Alicia Sinclair. "Using Service Learning As A Method Of Transferring Health Knowledge." Contemporary Issues in Education Research (CIER) 3, no. 5 (2013): 21. http://dx.doi.org/10.19030/cier.v3i5.7709.
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High school students enrolled in a College Now health education class were taught the importance of regular calcium consumption and then were trained on how to act as peer educators to disseminate the calcium information to their peers. This program empowered students through service learning to choose more dairy in their daily diet. Service learning is defined as education in action where students serve their communities by offering their knowledge, skills and time. As a result of this project, students reported success in applying the knowledge and skills taught by peer educators which helped students translate nutrition education into peer education.
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Simpson, Lisa A., and Yvonne Bui. "Reading Buddies: A Strategy to Increase Peer Interaction in Students With Autism." Intervention in School and Clinic 53, no. 1 (2017): 44–49. http://dx.doi.org/10.1177/1053451217692570.
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Students with autism spectrum disorder (ASD) are often challenged by social interaction and may require substantial support to interact with peers even in inclusive settings. Having adults support students with ASD during peer interactions, however, may ostracize the student from peers without disabilities. Peer-mediated strategies are needed so that students with ASD and students without disabilities can interact in a variety of activities without undue reliance on adults. A peer-mediated approach to a shared reading activity is presented in which students without disabilities and students with ASD are taught a three-step strategy to increase social interactions around a story.
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Goodwin, Kerri A. "Peer-Taught Drug Awareness in the Introductory Psychology Course." Teaching of Psychology 34, no. 1 (2007): 34–37. http://dx.doi.org/10.1177/009862830703400107.
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Goodwin, Kerri A. "Peer-Taught Drug Awareness in the Introductory Psychology Course." Teaching of Psychology 34, no. 1 (2007): 34–37. http://dx.doi.org/10.1080/00986280709336647.
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Goodwin, Kerri A. "Peer-Taught Drug Awareness in the Introductory Psychology Course." Teaching of Psychology 34, no. 1 (2007): 34–37. http://dx.doi.org/10.1207/s15328023top3401_8.
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Francis, Rachel, Claire Winchester, Erin E. Barton, Jennifer R. Ledford, and Marina Velez. "Using Progressive Time Delay to Increase Levels of Peer Imitation During Play With Preschoolers With Disabilities." American Journal on Intellectual and Developmental Disabilities 125, no. 3 (2020): 186–99. http://dx.doi.org/10.1352/1944-7558-125.3.186.
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Abstract Research suggests peer imitation can be taught using systematic procedures and can be embedded into ongoing play contexts with preschool-age children. However, additional research is needed to test procedures that may increase levels of peer imitation with toddlers with disabilities and in generalized contexts. We used a multiple probe across participants research design to evaluate the effectiveness of progressive time delay (PTD) to teach peer imitation to preschoolers with disabilities during a play activity with a peer. We also examined the efficacy of PTD in a generalized context (i.e., new peers, implementer, and materials). Visual analysis indicated a functional relation between PTD and unprompted peer imitation; however, generalization was variable across participants. Our results support previous research indicating PTD is effective in teaching children with disabilities to imitate their peers.
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Alfania, Alfania. "Penerapan Model Think Talk Write Berbasis Multimedia Terhadap Kemampuan Pemahaman Konsep Dan Komunikasi Matematis." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 6, no. 2 (2020): 116–23. http://dx.doi.org/10.31316/j.derivat.v6i2.502.
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AbstractTTW learning model assisted multimedia was applied to help students in developing their conceptual understanding and mathematical communication skills. This research was conducted to determine whether there was difference of effect between the application of TTW model assisted multimedia and peer tutoring model on the two mathematical skills. This research was a quantitative research with nonequivalent posttest-only control group design. The research population were the students of XI MIA at MAN 1 Pekalongan 2018/2019. The research sample was obtained by cluster sampling technique. The method used in collecting the data was a test. The data were analyzed by using the multivariate and univariate average difference test. The research results showed that (1) based on multivariate analysis, students’ conceptual understanding and mathematical communication skills that was taught by using TTW model assisted multimedia was different with students who were taught by using peer tutoring model; (2) based on univariate analysis, students’ conceptual understanding skills that was taught by using TTW model assisted multimedia was different with students who were taught by using peer tutoring model, and students’ mathematical communication skills that was taught by using TTW model assisted multimedia was different with students who were taught by using peer tutoring model. Keywords: TTW, Multimedia, Conceptual Understanding, Mathematical Communication
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Astrid, Annisa. "USING PEER-RESPONSES AND TEACHER’S WRITTEN FEEDBACK TECHNIQUE THROUGH BLOG IN WRITING II CLASS OF ENGLISH EDUCATION STUDY PROGRAM." Vision: Journal for Language and Foreign Language Learning 4, no. 1 (2015): 5. http://dx.doi.org/10.21580/vjv4i11631.
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This article discusses the result of the research undertaken at PBI UIN Raden Fatah Palembang. The sample of the research was 60 students in Writing II Classes. This study included a guided writing instruction and a questionnaire survey.There were two groups of students involved in this study; control and experimental group. Students in the control group were taught using Peer Response Technique, and the experimental one by using Teacher’s written feedback technique. Both groups employed online Blog writing as the means to share feedback. After the treatment done, the students were required to fi ll the questionnaire items in order to assess their attitude toward the use of Blog in their writing class. The results of the research showed that; (1) there was not a signifi cant difference between students writing achievement before being taught with Teacher’s Written Feedback Technique and after being taught with that technique (2) there was a signifi cant difference between students’ writing achievement before being taught by using Peer Response Technique and after being taught by using that technique (3) there was signifi cant difference between students’ writing achievement who were taught by using Peer Response Technique than those who were taught by using Teachers’ Written Feedback and (4) there was positive attitude toward the process of teaching and learning Writing by Using Blog Writing.
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Rodgers, Tessa. "Mistakes I have made: and things they taught me while working as a peer." Mental Health and Social Inclusion 20, no. 4 (2016): 212–16. http://dx.doi.org/10.1108/mhsi-08-2016-0023.
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Purpose The purpose of this paper is to describe the development and progression of offering peer support using personal reflections on mistakes. The paper draws on the core principles of peer support which have the potential to be better understood through self-reflection and honest appraisal. Design/methodology/approach A reflective and personal approach is used throughout to examine and analyse particular mistakes relating to developing peer support relationships. Findings Reflections are offered about how working approaches can be developed as a positive consequence of difficult personal interactions. Originality/value These reflections contribute to the small number of papers written by peer workers within the UK. Its focus on mistakes and challenges as a means of learning more about peer support is highly unique.
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Rohmat, Nur, and Irma Savitri Sadikin. "THE IMPACT OF PEER RESPONSE ON EFL LEARNERS� WRITING DESCRIPTIVE TEXT." Indonesian EFL Journal 5, no. 1 (2019): 59. http://dx.doi.org/10.25134/ieflj.v5i1.1611.
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The aim of this study is to find out whether or not there is a significant difference between students who are taught by using peer response technique and those who are not taught by using peer response technique in writing descriptive text. This study used quantitative research method with quasi-experimental design. The population of this research was the 175 students of tenth grade at SMK Bandung Barat, while the sample was 26 students of X 2 Farmasi and X TLM. Writing test was used as the instrument of the study. The data were collected from the result of pretest and posttest. Then, the gain of both classes was analyzed by using t-test in SPSS. The result of the study showed that the mean of gain score in experimental class was 0.38 and the mean of gain score of students in control class was 0.22. It meant that there was difference in improvement between both classes. The hypotheses testing showed that sig. 2 tailed values (p) was 0.000 while alpha α was 0.05. In other words, p < α. It indicated that H0 was rejected. Therefore, it can be concluded that there is a significant difference between students who are taught by using peer response technique and those who are not taught by using peer response technique in writing descriptive text.Keywords: descriptive text; peer response technique; teaching; writing.
Dissertations / Theses on the topic "Peer taught"
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Smith, Sarah Kathleen. "Peer Taught sex Education's Influence on Adolescent Sexual Decisions and Hookups." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6376.
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The Teen Prevention Education Program (PEP) utilizes different methods, mainly peer teaching via skits and small groups, to help influence adolescents to make informed sexual decisions. The purpose of this study is to find how Teen PEP can have an effect on an adolescent's decision on whether to or not hookup. This study utilized interviews with participants of the program asking them about their views on hooking up and how they view how Teen PEP aided in their decision-making whether to or not hook up. While transcribing the interviews and looking for keywords related to the research questions, the analysis found that out of the 9 interviews performed only one participant had hooked up and that that Teen PEP had influenced their sexual decisions in the future. Another result of the study showed that faith and morality played a part in a participant's decision to not hookup. Some recommendations would be make the scope of the study larger and interview more Teen PEP participants. This study benefits the Teen PEP organization and any high schools that are looking to institute a peer taught sexual education program since the study shows that Teen PEP is an effective program. By showing the efficacy of Teen PEP, that could lead to social change by causing more high schools to implement Teen PEP in order to institute an effective program for sexual education.
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Schulze, Louann Thompson. "The Effects of a Peer-Taught Freshman Seminar Course on Grades and Retention." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278052/.
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The purpose of this study was to determine the effects of a peer-taught freshman seminar course on the grade point averages and retention rates of freshman students. Freshman students who entered the University of Texas at Arlington in the fall 1989 and fall 1990 semesters and enrolled in the voluntary 1 credit hour course "College Adjustment" were matched with freshman students who did not enroll in the course. Matched pairs were formed based on orientation attendance, college major, gender, and Scholastic Aptitude Test (SAT) scores. For both years, the Freshman Seminar Group was similar to the group of All Other Freshman Students regarding the following characteristics: college major, age, gender, ethnicity, SAT scores, and number of first semester hours completed. Analysis of variance was used to determine if statistically significant (p < .05) differences existed between the first semester and first year grade point averages for the Freshman Seminar Group and Freshman Seminar Matches. Chi-square analysis was employed to determine if statistically significant (p < .05) differences existed between the second semester and sophomore year retention rates for the Freshman Seminar Group and Freshman Seminar Matches. The freshman seminar course was more beneficial to African American students, as evidenced by statistically significant first year grade point averages and sophomore year retention rates. Males who enrolled in the freshman seminar course appeared to benefit more than males who did not enroll in the course, as shown by statistically significant sophomore year retention rates. Students with low SAT scores appeared to benefit from the freshman seminar course, as evidenced by statistically significant second semester and sophomore year retention rates.
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Mann, J., M. B. Protty, J. Duffy, Mohammed A. Mohammed, and C. Wiskin. "Near-peer teaching and exam results: the acceptability, impact, and assessment outcomes of a novel biological sciences revision programme taught by senior medical students." 2014. http://hdl.handle.net/10454/9843.
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Yes<br>Near-peer teaching is becoming increasingly popular as a learning methodology. We report the development of a novel near-peer biological sciences revision course and its acceptability and impact on student confidence and exam performance. A cross-sectional analysis of tutee-completed evaluation forms before and after each session was performed, providing demographic details, quality scores, and self-rating of confidence in the topic taught on a 0 to 100 mm visual analogue scale (VAS). The confidence data was examined using analysis of means. Exam performance was examined by analysis of variance and canonical correlation analysis. Thirty-eight sessions were delivered to an average of 69.9 (±27.1) years 1 and 2 medical students per session generating 2656 adequately completed forms. There was a mean VAS gain of 19.1 (5.3 to 27.3) in self-reported confidence. Looking at relationship between attendance and exam scores, only two topics showed significant association between number of sessions attended and exam performance, fewer than hypothesised. The present study demonstrates that near-peer teaching for biological sciences is feasible and is associated with improved self-reported confidence in the sessions taught. The outcome data, showing significant effect for only a small number of items, demonstrates the difficulty of outcome related research.
Books on the topic "Peer taught"
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Mattelaer, Johan. For this Relief, Much Thanks ... Translated by Ian Connerty. Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462987326.
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Even though peeing is something we all do several times a day, it is still a taboo subject. From an early age, we are taught to master our urinary urges and to use decent words for this most necessary physiological activity. This paradox has not gone unnoticed by artists through the ages. For this Relief, Much Thanks! Peeing in Art is a journey through time and space, stopping along the way to look at many different art forms. The reader-viewer will see how peeing figures - men and women, young and old, human and angelic - have been depicted over the centuries. You will be amazed to discover how often, even in famous works of art, you can find a man quietly peeing in a corner or a putto who is 'irrigating' some grassy field. A detail you will never have seen before, but one that you will never forget when confronted with those same art works in future! Artists have portrayed pee-ers in a variety of different ways and for a variety of different reasons: serious, frivolous, humorous, to make a protest, to make a statement... Whatever their purpose, these works of art always intrigue, not least because of their secret messages and symbolic references, which sometimes can only be unravelled by an expert - like the author of this book. The extensive background information about the artists and their work also gives interesting insights into the often complex origins of the different art forms. In short, a fascinating voyage of discovery awaits you!
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Silva, José Filipe. Robert Kilwardby. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190674755.001.0001.
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Robert Kilwardby is a central figure in late medieval philosophy and theology, but key areas of his thought have until now remained unexamined in a systematic way. Kilwardby taught Arts at the University of Paris and Theology at the University of Oxford around the mid thirteenth century. He is among the first in the Latin West to comment on the newly translated works of Aristotle and among the first Dominicans to comment on the Sentences of Peter Lombard at Oxford. Writing at that time, Kilwardby is both witness and actor in the emerging conflict between the traditions of Augustinianism and the new Aristotelianism. By offering a comprehensive overview of his works, ranging from topics in logic to theology, this book shows the development of those disciplines and traditions in a way that is accessible to nonspecialists and to anyone interested in medieval thought.
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Teague, Lettie. Educating Peter: How I Taught a Famous Movie Critic the Difference Between Cabernet and Merlot or How Anybody Can Become an (Almost) Instant Wine Expert. Scribner, 2007.
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Baker, H. Kent, Greg Filbeck, and John R. Nofsinger. Behavioral Finance. Oxford University Press, 2019. http://dx.doi.org/10.1093/wentk/9780190868741.001.0001.
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People tend to be penny wise and pound foolish and cry over spilt milk, even though we are taught to do neither. Focusing on the present at the expense of the future and basing decisions on lost value are two mistakes common to decision-making that are particularly costly in the world of finance. Behavioral Finance: What Everyone Needs to KnowR provides an overview of common shortcuts and mistakes people make in managing their finances. It covers the common cognitive biases or errors that occur when people are collecting, processing, and interpreting information. These include emotional biases and the influence of social factors, from culture to the behavior of one’s peers. These effects vary during one’s life, reflecting differences in due to age, experience, and gender. Among the questions to be addressed are: How did the financial crisis of 2007-2008 spur understanding human behavior? What are market anomalies and how do they relate to behavioral biases? What role does overconfidence play in financial decision- making? And how does getting older affect risk tolerance?
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Marschark, Marc, Shirin Antia, and Harry Knoors, eds. Co-Enrollment in Deaf Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.001.0001.
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Co-enrollment programming in deaf education refers to classrooms in which a critical mass of deaf and hard-of-hearing (DHH) students is included in a classroom containing mainly hearing students and the class is taught by both a mainstream teacher and a teacher of the deaf. It thus offers full access to both DHH and hearing students in the classroom through “co-teaching” and avoids both academic segregation of DHH students and their integration into classes with hearing students without the need for additional support services or modification of instructional methods and materials. Co-enrollment thus seeks to give DHH learners the best of both (mainstream and separate) educational worlds. Co-enrollment programming has been described as a “bright light on the educational horizon” for DHH learners, giving them unique educational opportunities and educational access comparable to that of hearing peers. Co-enrollment programming shows great promise, but research concerning co-enrollment programming for DHH learners is still in its infancy. This volume provides descriptions of 14 co-enrollment programs from around the world, explaining their origins, functioning, and available outcomes. Set in the larger context of what we know and what we don’t know about educating DHH learners, the volume offers readers a vision of a brighter future in deaf education for DHH children, their parents, and their communities.
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Bentley, Peter J. Digitized. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199693795.001.0001.
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There's a hidden science that affects every part of your life, a science so powerful that you would be hard-pressed to find a single human being on the planet unaffected by its achievements. It is the science behind computers, the machines which drive the supply and creation of power, food, medicine, money, communication, entertainment, and most goods our stores. It has transformed societies with the Internet, the digitization of information, mobile phone networks, and GPS technologies. Written in friendly and approachable language, Digitized provides a window onto the mysterious field from which all computer technology originates, making the theory and practice of computation understandable to the general reader. This popular science book explains how and why computers were invented, how they work, and what will happen in the future. Written by a leading computer scientist, Peter J. Bentley, it tells this fascinating story using the voices of pioneers and leading experts interviewed for the book, in effect throwing open the doors of the most cutting-edge computer laboratories. Bentley explores how this young discipline grew from the early work by pioneers such as Turing, through its growth spurts in the Internet, its difficult adolescent stage where the promises of AI were never achieved and dot-com bubble burst, to its current stage as a semi-mature field, capable of remarkable achievements. Packed with real-world examples, Digitized is the only book to explain the origins and key advances in all areas of computing: theory, hardware, software, Internet, user interfaces, virtual reality, and artificial intelligence. If you have an interest in computers--whether you work with them, use them for fun, or are being taught about them in school--this book will provide an entertaining introduction to the science that's changing the world.
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Kilson, Martin. A Black Intellectual's Odyssey. Duke University Press, 2021. http://dx.doi.org/10.1215/9781478021513.
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In 1969, Martin Kilson became the first tenured African American professor at Harvard University, where he taught African and African American politics for over thirty years. In A Black Intellectual's Odyssey, Kilson takes readers on a fascinating journey from his upbringing in the small Pennsylvania milltown of Ambler to his experiences attending Lincoln University—the country's oldest HBCU—to pursuing graduate study at Harvard before spending his entire career there as a faculty member. This is as much a story of his travels from the racist margins of twentieth-century America to one of the nation's most prestigious institutions as it is a portrait of the places that shaped him. He gives a sweeping sociological tour of Ambler as a multiethnic, working-class company town while sketching the social, economic, and racial elements that marked everyday life. From narrating the area's history of persistent racism and the racial politics in the integrated schools to describing the Black church's role in buttressing the town's small Black community, Kilson vividly renders his experience of northern small-town life during the 1930s and 1940s. At Lincoln University, Kilson's liberal political views coalesced as he became active in the local NAACP chapter. While at Lincoln and during his graduate work at Harvard, Kilson observed how class, political, and racial dynamics influenced his peers' political engagement, diverse career paths, and relationships with white people. As a young professor, Kilson made a point of assisting Harvard's African American students in adapting to life at a white institution. Throughout his career, Kilson engaged in pioneering scholarship while mentoring countless students. A Black Intellectual's Odyssey features contributions from three of his students: a foreword by Cornel West and an afterword by Stefano Harney and Fred Moten.
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Werkbund, Deutscher, ed. Bau und Wohnung: Peter Behrens, Victor Bourgeois, Le Corbusier und Pierre Jeanneret, Richard Döcker, Josef Frank, Walter Gropius, Ludwig Hilberseimer, Mies van der Rohe, J.J.P. Oud, Hans Poelzig, Adolf Rading, Hans Scharoun, Adolf G. Schneck, Mart Stam, Bruno Taut, Max Taut. K. Krämer, 1992.
Find full textBook chapters on the topic "Peer taught"
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Affolter, Laura. "Getting in Line with the Office." In Asylum Matters. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61512-3_5.
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AbstractThis chapter explores how asylum caseworkers are socialised on the job and thereby acquire an institutional habitus. Decision-makers are disciplined, incentivised, compelled, but also “ideationally conditioned” (Gill in Transactions of the Institute of British Geographers 34 (2): 215–233, 2009) to think, act and feel in certain ways. The chapter argues that how organisational socialisation works can only be understood by taking three factors into account: what belonging to the office and to different “communities of interpretation” (Affolter, Miaz, and Poertner in Asylum Determination in Europe: Ethnographic Perspectives. Palgrave Macmillan, Cham, pp. 263–284, 2019; Wenger in Knowing in Organizations: A Practice-Based Approach. M.E. Sharp, Armonk, pp. 76–99, 2003) within the office means; how decision-makers acquire, and are taught, the necessary Dienstwissen (Weber in Economy and Society. University of California Press, Berkeley, 2013 [1978]) for carrying out their tasks; and the accountability decision-makers feel towards other actors: peers and superiors, but also politicians, the media and “the public”. Together these aspects of organisational socialisation shape what decision-makers come to perceive as “normal” and “appropriate” practices. Through becoming members of the office, they develop a “socialised subjectivity” (Bourdieu and Wacquant in An Invitation to Reflexive Sociology. Polity Press, Cambridge, pp. 61–215, 1992) which, in turn, shapes their everyday decision-making practices.
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Shahrokhi, Mohsen, and Shima Taheri. "The Impact of Blog Peer Feedback on Improving Iranian English Foreign Language Students' Writing." In Advances in Educational Technologies and Instructional Design. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0177-0.ch017.
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The present study is an attempt to investigate (a) whether using blog peer feedbacks have any statistically significant effect on improving Iranian students' EFL writing skill, and (b) whether participants at different proficiency levels react differently to blog peer feedbacks, as far as their writing improvement is concerned. To this end, sixty Iranian female English Foreign Language (EFL) learners were selected based on their performance on the Oxford Placement Test (OPT) and were then divided into two groups. The first thirty-participant group was taught through the conventional face-to-face method; the second thirty-participant group, which consisted of the same proficiency level members as the first group, received blog peer feedbacks as the treatment. After three months of instruction, a post-test was administered and the results were subjected to statistical analysis. The ensuing analysis revealed that using blog peer feedbacks can have a statistically significant impact upon improving the writing skills of EFL learners.
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Cárdenas Sánchez, Silvia Elizabeth, and Ximena Elizabeth Naranjo Lozada. "Writing performance in EFL at a college level using peer editing." In Understanding EFL students’ learning through classroom research: Experiences of teacher-researchers. Editorial UTMACH, 2020. http://dx.doi.org/10.48190/9789942241375.4.
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Today, people are learning more and more languages for different reasons. To learn a language includes the development of all the skills in order to comprehend oral and written material. English, which is a universal language, is one of those languages, and it is used in different fields to promote communication. Thus, this paper focuses on one of the most important skills, which is writing. In a setting where English is taught as a Foreign Language (EFL), it is essential to learn how to write correctly following the language standards. With this in mind, the following research is framed in a context where college students developed the writing skill through paragraphs and peer correction. Students were instructed in different writing topics and peer correction.
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Adnan, Mohd Muttaqin Mohd. "Effective Learning Through Moodle Management, Social Media, and Peer-Guided Learning." In Preparing the Next Generation of Teachers for 21st Century Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4080-9.ch006.
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The old method of teacher-centric learning has been criticized as a less effective method of teaching and learning. Academics have been implementing newer and better initiatives that are more student-centric, which has proven to be more meaningful and effective in delivering the knowledge needed for students to grow and obtain the necessary skills to be future leaders. However, through self-observation and feedback from students, the author noticed that some subjects are still using the old methods in delivering the subject to the students. The problem statement here is that there are still subjects taught today that are teacher-centric, which might not be suitable to develop students as future leaders. The author argues that a good educator should focus in creating a healthy self-guided learning environment. Several initiatives were made by the author to change the way of teaching and learning. By analyzing the previous performance and gathering students' feedback, the outcome of the initiatives has been successful in ensuring students have better learning experiences.
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Emurian, Henry H. "Assessing the Effectiveness of Programmed Instruction and Collaborative Peer Tutoring in Teaching Java." In Information Communication Technologies. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch121.
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Students in two Java programming classes completed an individualized tutoring system that taught a simple applet program. Before and after using the tutor, students completed questionnaires that assessed software self-efficacy and understanding of general programming principles. The questionnaires also were administered following a lecture session on the program that included having the students successfully run the applet in a browser on the Web. For the second class, a collaborative peer tutoring session based on the applet program occurred between completion of the tutor and the lecture session. Students in both classes increased in software self-efficacy and program understanding across the assessment occasions. For students in the second class, correct answers on the final test of understanding were higher than observed in the first class. Collaborative peer tutoring used in combination with a programmed instruction tutoring system may potentiate learning for novitiate students.
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Peters, Susan D. "Writing the Case Study." In Case Study Methodology in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9429-1.ch006.
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The chapter covers the rudiments of writing a case study and the teaching notes or instructor's manual. While the chapter focuses on business cases for publication in top-tiered journals, examples of how these standards may be relaxed for lower-tiered journals, conference papers, and other peer-evaluated research outlets is also given. The author is currently associate editor of one case journal and editor of another and has taught case writing around the globe. While rooted in the methods of the North American Case Research Association this article incorporates ideas from the Harvard, Ivey, and other case study publishers.
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West, Amy E., Sally M. Weinstein, and Mani N. Pavuluri. "Respectful Communication and Social Skills for Children." In RAINBOW. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190609139.003.0008.
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Session 7 of the RAINBOW treatment protocol focuses on helping the child develop communication skills to improve peer and family relationships (ingredient B: Be a good friend of RAINBOW), and the session is conducted primarily with the child. For various reasons, children with bipolar disorder often have poor communication skills. Like most other skills, however, social skills can be taught and learned. The therapist and the child practice ways of expressing feelings nonverbally (“Feelings Charades”) and other nonverbal communication skills (such as making eye contact, listening). In addition, respectful communication skills are developed and practiced, including instruction in “I Messages” for emotional expression.
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Carter, Bryan D., William G. Kronenberger, Eric L. Scott, and Christine E. Brady. "Session 5: Time Management and Prioritization." In Children's Health and Illness Recovery Program (CHIRP). Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190070267.003.0006.
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For teens with a chronic illness, setting reasonable and reachable personal expectations while titrating their activities in response to their disease/symptoms is often a major stressor. In Session 5 the teen is taught specific strategies to distinguish between desired (want to) and required (have to) activities and to create (and revise) personal schedules that address problems they may have with over- and/or underscheduling physical and social activities in their daily life. These issues are particularly important in working with teens who are on home-hospital/home-bound schooling or who are home-schooled and thus more likely to have less structure and peer social contact.
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Teles, Lucio, and Nancy Johnston. "Investigating Patterns of Cognitive and Interactive Acts in an Online Student Cooperative Program." In Cases on Global E-Learning Practices. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-340-1.ch011.
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Student co-op programs are being increasingly developed to enhance employability skills of college and university students. While most of these programs are taught face-to-face, some universities and colleges are now offering co-op programs online. This article investigates the implementation of a pilot online co-op program, the Bridging Online (BOL), at the Simon Fraser University, in Burnaby, B.C., Canada. A research methodology, based on transcript analysis of participants’ messages and interviews, was used to address the research questions. Participants in the pilot project found the online version to be a valuable tool to support co-op students in learning and developing employability skills, including problem defining and solving, planning and goal setting, improved interpersonal communication skills and self assessment, and peer feedback skills.
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Jabin, Mehbuba. "Struggle against ICT-Based Violence." In Discourse Analysis as a Tool for Understanding Gender Identity, Representation, and Equality. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0225-8.ch011.
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Construction of masculinity through socialization process is traditionally related with the enactment of violence. Through various norms, cultural practices and given standards young boys are taught to become masculine. The social factors, family, peer group, technology and educational institutions also play a vital role in shaping the gender identity of a boy. Socialization process of young boys thus shapes their personality and creates an environment to become masculine and enact violence. Information and Communication Technology (ICT) is one such factor that influences the socialization process among young men. Technological advancement influences the mindset of young men who are always affiliated with various technological products. These factors influence them to practice dominant behavior which they learn from society and internalize it. In most of the cases these behaviors lead young men to get involved in committing Violence against Women (VAW) by using ICT.
Conference papers on the topic "Peer taught"
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Pfennig, Anja. "Lessons learnt – The role of peer-to-peer lecture films in a first year material science laboratory course." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10953.
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At HTW Berlin material science is taught to first year students in combination with laboratory exercises on materials testing. Still, basic knowledge upon theory is necessary to work practically during lab sessions. Therefore homework reading is assigned and additionally lecture films guide students through the laboratory routine prior to class. Initially inspired by students these lecture films were conducted during a one term student semester project according to the peer-to-peer approach supervised by lecturers and film experts. Since establishing the lecture films in summer semester 2015 time consuming explanations were redundant and the students were prepared better gaining more knowledge during practical work than those who did not have access to the films. After watching the introductory films download activities increased and online lectures were prepared carefully. However, the initial increase in final test results is not valid taken into account all grades from 2015 up to now. Still, even if the academic output is not better with our without the implementation of lecture films, the better handling of laboratory equipment and the more smoothly running lab courses account for at least a part time success.
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Chen, Ting-Ju, Ronak R. Mohanty, Miguel A. Hoffmann Rodriguez, and Vinayak R. Krishnamurthy. "Collaborative Mind-Mapping: A Study of Patterns, Strategies, and Evolution of Maps Created by Peer-Pairs." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98125.
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Abstract We present a study on collaborative mind-mapping to understand how peers collaborate in pairs to create mind-maps, how the maps evolve over time, and how collaboration changes between the peer-pair across multiple maps. Mind-mapping is an important tool that is studied and taught in design practice and research respectively. While widely used as a brainstorming technique, the collaborative aspects of mind-mapping are little understood in comparison to other ideation methods such as concept sketching etc. In addition to presenting creativity ratings on the outcome (i.e. the mind-map), we extensively report on the patterns of collaborative exploration, strategies that emerge from the collaborators, inhibition, and the overall process of map creation. We discuss the implications of these observations on the development of computer-support for mind-mapping.
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Hurdelbrink, Keith, Bobby Doyle, David Collins, et al. "Enhancing Experiential Learning in Collaborative-Competitive Student Design Teams." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48648.
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Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. In this paper we present a peer-to-peer learning environment for student centered learning to have a more appropriate mix of theory and experience (hands-on activities) to provide a complete experiential learning environment for collaborative-competitive student design teams. A student-taught seminar course on designing an FSAE vehicle is being offered to new members of the team to address issues in collaborative-competitive student design teams, which addresses the concrete experience and active experimentation element of the experiential model, but has deficiencies in the reflective observation and abstract conceptualization elements of the cycle. In this paper we will present the structure of the seminar course and how it tries to support and enhance the experiential learning in the FSAE team.
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Berbegal-Mirabent, Jasmina, Dolors Gil-Domènech, and Clara Gieure. "Boosting critical thinking in a Project Management course: An active learning experience." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2605.
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The present study reports the experience of a project-based learning activity in which students are asked to plan and assess the viability of an event. This activity is part of a Project Management course taught at Universitat Internacional de Catalunya, in a Masters’ Degree in Business Administration and Production Systems. With this activity students are required to apply the acquired technical skills while use different quantitative methods and tools to interpret data for decision-making. By introducing self- and peer- assessment tasks, this activity also boosts critical thinking. The results show that active learning materialized in the form of project-based learning activities make courses more enjoyable for both instructors and students, and most importantly, contribute to develop students’ skills such as teamwork and critical thinking. The findings also reveal that although pre-class readings and lectures are useful, students do not fully understand and realize about what they learn until they are actively involved in activity where they should apply the new knowledge acquired.
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Fouché, Lauren Senna, and Erika Müller. "Exploring Formative Assessment Possibilities: Building a 'Teamwork Discourse' with First-Year Engineering Students Online." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12927.
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Effective teamwork is one of the Engineering Council of South Africa’s (ECSA) exit-level outcomes. To achieve this outcome, one has to learn specific discourses and behaviours related to teamwork. Professional Orientation is a first-year engineering module offered in an extended engineering degree programme at a residential university in South Africa. This module assists students in developing a ‘teamwork discourse’, using engineering-based projects that follow the CDIO framework. In 2020, these projects transitioned fully to a virtual environment due to Covid-19 restrictions. The iPeer Learning Management System tool for peer- and self-assessment was used in this research to investigate whether first-year students were able to apply the teamwork discourses taught to them when completing the projects online. A quantitative analysis of the iPeer results reflected that while 54% of the students remained consistent in the two projects, 16% showed an improvement, and 30% showed a decrease. The reasons for these results could be varied. Thus, a qualitative analysis of the students’ comments for increased and decreased marks was also conducted to assess how the relevant teamwork discourses were applied and to what extent. These findings confirmed that teamwork discourses could effectively be applied by a smaller percentage of first-year students.
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Cohen Zilka, Gila. "The Experience of Receiving and Giving Public Oral and Written Peer Feedback on the Teaching Experience of Preservice Teachers." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4502.
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Aim/Purpose: This study examined how peer feedback, received and given face-to-face and on the course site, shapes the teacher’s image, from the student’s point of view as the one providing and receiving feedback. Background: This study examined the effect of receiving and giving peer feedback, face-to-face and on the course site, on forming the teacher’s image, from the student’s point of view as someone who provides and receives feedback. Methodology: The research question was, “How do preservice teachers experience giving and receiving public, oral and written, peer feedback on the teaching experience?” This is a qualitative study. Two hundred fifty-seven preservice teachers educated in teacher training institutions in Israel participated in the study. Contribution: The study attempted to fill the missing pieces in the experience of providing and receiving peer feedback in the process of training for a teaching certificate. The topic of feedback has been extensively researched, but mostly from the point of view of experts providing feedback to the student, whereas this study examined peer feedback. In addition, many studies have examined the topic of feedback mainly from the point of view of the recipient. By contrast, in this study, all the students both gave and received feedback, and the topic was examined from the perspective of both the feedback recipient and the feedback provider. It was found that receiving feedback and providing feedback are affected by the same emotional and behavioral influences, at the visible, concealed, and hidden levels. Findings: It was found that in oral feedback given by students face-to-face they took into account the feelings of the recipient of the feedback, more so than when feedback was given in writing on the course site. It was found also that most students considered it easier to provide feedback in writing than orally, for two reasons: first, it allowed them to edit and focus their feedback, and second, because of the physical distance from the student to whom the feedback applied. About 45% noted that the feedback they provided to others reflected their own feelings and difficulties. It was found that both giving and receiving feedback was influenced by the same emotional and behavioral layers: visible, concealed, and hidden. Recommendations for Practitioners: When an expert gives feedback, the expert has more experience than the students and wants to share this experience with others. This is not the case with peer feedback, where everybody is in the process of training, and the feedback is not necessarily expert. Therefore, clarification and discussion of feedback are of great importance for the development of both feedback provider and recipient. Recommendation for Researchers: About 45% of preservice teachers noticed that the feedback they provided to others stemmed from their own internal issues, and therefore dialogic feedback stimulated a sense of learning, empowerment, and professional development. Dialogic feedback may clarify for both provider and recipient what their habits, needs, and difficulties are and advance them in their professional development. Impact on Society: People must ask themselves whether they are in a position of conducting a dialogue or in a position of resistance to what is happening in the lesson. A sense of resistance to what is happening in the lesson may cause one to feel attacked and in need of defending oneself, and therefore to criticize. It is difficult to establish fruitful and enriching dialogue in a state of resistance, and with the desire to defend oneself and go on attack. Future Research: Knowledge of virtual feedback needs to be deepened. Does the feedback stem from the desire to advance the student who taught the lesson? Does the feedback stem from anger? etc.
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Parker, Johné M., and J. Daniel Polston. "Using Hybrid and Problem-Based Learning Techniques to Enhance Teaching Effectiveness in a Large Feedback Controls Lecture Course." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89682.
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Enrollments in Mechanical Engineering programs continue to increase. Unfortunately, increases in faculty size have not kept pace at many universities, resulting in large course enrollments in even junior- and senior-level major courses. The primary goals of this study were to increase (or at least maintain) the quality of instruction, and increase student competency and understanding in a large lecture course having the same instructional personnel resources as a course with 60% of the enrollment. Hybrid and problem-based learning techniques, along with two optional weekly recitation sessions and an online discussion forum were incorporated into the course to meet these goals. The course, a classical controls course, is one in which course concepts are generally considered to be a bit abstract to a considerable percentage of the class. The instructor had previously taught the course several times, so a well-paced course schedule and solid foundation of course notes were already in place. Student evaluation instruments in previous offerings included weekly homework, bi-weekly short quizzes, two exams and the final exam. For the large lecture course (with an enrollment of 84 students), the evaluation instruments (homework, quizzes and exams) remained the same; however, the students formed self-selected triad teams. Approximately two-thirds of the quizzes, one-half of the homework and sixty percent of the final exam questions were assigned to the triad teams (the balance and both mid-term exams were individual submissions). The primary advantages of group quizzes and assignments were multi-fold: they facilitated group learning and peer-teaching to reinforce course concepts and allowed the instructor and teaching assistant to give the type of detailed feedback on submissions that would have been difficult or impossible to give on 84 individual submissions. Course notes (including short Echo360 modules), handouts and homework and quiz solutions were maintained on an online course management system (i.e., Blackboard); additionally, the use of an online threaded discussion forum, Piazza, allowed students to post/answer questions (anonymously, if desired) and follow discussions about course content. Team-based learning techniques were heavily used in latter course topics; the assigned readings, along with online course notes were used to prepare the students for the individual readiness assessment tests (RATs). Students discussed their answers on the RAT instruments in their triad groups (another opportunity for peer teaching) and disclosed group answers (which generally reflected a much higher level of understanding) to the entire class. Student assessment of course techniques and a comparison of traditional (lecture-based) and hybrid-/problem-based techniques will be used to assess the efficacy of the problem-based approach and to suggest improvements for future offerings.
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McCarthy, Sean, Audrey Barnes, Keith S. Holland, Erica Lewis, Patrice Ludwig, and Nick Swayne. "Making It: Institutionalizing Collaborative Innovation in Public Higher Education." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8247.
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This descriptive case study provides a broad overview of JMU X-Labs, an academic maker space (in other words, a teaching lab with fabrication and digital production technologies) that hosts team-taught, project-driven multidisciplinary courses. The JMU X-Labs serves the students and faculty of James Madison University[MSR-m1] , a mid-sized, public, and undergraduate-focused university in the United States. The narrative proceeds from two different but overlapping points of view: how courses at JMU X-Labs are designed and taught; and how administration of JMU X-Labs supports them. The authors refer to specific courses, pedagogical methods, and problem-solving strategies to illustrate the narrative, and they argue throughout that pedagogy and administration are indelibly intertwined in how the organization operates. Gesturing to the broad applicability and transferability of the JMU X-Labs model, the authors mark some of areas of further research that would benefit a more robust understanding of how the organization operates and grows. Finally, the authors speculate how the dynamics of this young and growing organization may answer some core and difficult questions pertaining to innovation in higher education.[MSR-m1]James Madison University (JMU) Clearlyl referenced in abstract and opening paragraph below to explain institutional context as per reviewer request.
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Okudan, Gu¨l E., Ann McKenna, Carolyn Plumb, Hyun K. Ro, and Alexander Yin. "Nurturing Creativity and Design Teaching: Are We Doing All We Can?" In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-47837.
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In this paper, we report on the results from a qualitative study of six exemplary engineering programs focusing on the ways and the extent of nurturing creativity in engineering students. The study (P360: Prototyping the Engineering of 2020) included data collection from students, faculty, and administrators at the six institutions. This data collection focused mainly on three student outcomes, including design and problem solving. Creativity and how creativity was nurtured, both inside the classroom and outside, often emerged as a major theme. We also support our qualitative findings with quantitative data. Overall, the results indicate that although students improve their creativity in design settings, this result is mostly a by-product of design teaching, and creativity is not taught per se. Quantitative results show that program emphasis on creativity and innovation significantly correlates to skill levels in design problem solving, interdisciplinarity, contextual awareness, and recognizing perspectives. Qualitative data provide supporting evidence for this.
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Peng, Xiaobo, Tianyun Yuan, Uzair Nadeem, et al. "Assigning Students Teacher’s Role: A Student-Centered Approach in Computer-Aided Design Education." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66871.
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This paper presents the preliminary work of implementing the learning by teaching approach, a student-centered pedagogy, in the Computer-Aided Design (CAD) education. Following an experimental study design, students were grouped into control section and experimental section. In the control section, students received the traditional instructor-centered instruction. In the experimental section, students were assigned into small groups and taught the course content to their peers during the class meeting. The students’ learning outcomes were evaluated, such as life-long learning skill, engineering attitude, and CAD modeling skills using NX. A CAD modeling test was used at the end of semester to assess the students’ CAD modeling skills. The engineering attitude survey and the life-long learning scale were conducted at the beginning and the end of semester. The statistical analyses were performed to examine the impact of activities. The results revealed that the students’ engineering attitude was significantly improved. In addition, experimental group students completed an exit survey that collected their feedback on the teaching activities.