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Статті в журналах з теми "Peer reflections"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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1

Rodgers, Tessa. "Mistakes I have made: and things they taught me while working as a peer." Mental Health and Social Inclusion 20, no. 4 (November 14, 2016): 212–16. http://dx.doi.org/10.1108/mhsi-08-2016-0023.

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Анотація:

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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2

Beal, Catherine, Mary Chilokoa, and Sharon Ladak. "Critical reflection on peer supervision underpinning inter-agency work: EPs working experientially with a Youth Offending Service." Educational and Child Psychology 34, no. 3 (September 2017): 109–18. http://dx.doi.org/10.53841/bpsecp.2017.34.3.109.

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Aims:This article offers critical reflections on experiences of peer supervision as a form of inter-agency working between educational psychologists (EPs) and a Youth Offending Service (YOS).Method/Rationale:Our rationale was that peer supervision could be used as a vehicle for the critical exploration of inter-agency work between two services. As EPs, our theoretical assumption was that we were developing our own peer supervision and reflective practice in parallel with our supervision of this process in the YOS. Supervision sessions included (explicit) descriptions of reflections on personal and professional engagement with reflective practice within peer supervision, from both EPs and YOS.Findings:Our method of engagement with critical reflection offers readers the notion that exploration of identity, within a boundaried non-hierarchical space, such as peer supervision, can act as a basis for effective inter-agency working involving mutual understanding of roles, open communication and acknowledgement of established experiences of inter-agency working.Limitations:This article presents critical reflections from three psychologists on the basis of their (our) own experiences of reflection and practice. The reader is offered an opportunity to reflect on these experiences and to engage with concepts and selected discourses around inter-agency work, peer supervision and reflective practice. The influence of these ideas will be particular to each reader, and may be constructed and reconstructed over time.Conclusion:We propose that peer supervision can be constructed as a vehicle to facilitate and support inter-agency practice in a principled and embodied way. We offer the reader theoretically informed reflections to support thinking around the future practice of EPs engaged with inter-agency work.

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3

Cerroni, Andrea. "Socio-cognitive perverse effects in peer review. Reflections and proposals." Journal of Science Communication 02, no. 03 (September 21, 2003): F05. http://dx.doi.org/10.22323/2.02030905.

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Peer review is the evaluation method that has characterized the scientific growth of the last four centuries, the first four of what is called modern science, indeed. It is matter of scientific communication inside scientific community, a subject too poorly studied in comparison with its critical importance for a scientific study of science (science of science). Peer review has been used for scientific paper evaluation before publication (editorial peer review) and for research proposal evaluation before financial support (grants peer review). Both cases present similar pros and cons, so I will treat them as a unique method for scientific evaluation. While the method remained pretty unchanged all along the period, apart from communication technology with peers, science has tremendously changed its organization and its relevance to society. So, peer review is antique and well rooted in practise, but its historical aim should now to be contrasted with the present situation of actual research, practises and social involvement of science.

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4

R. Gewirtz, Sarah. "Evaluating an instruction program with various assessment measures." Reference Services Review 42, no. 1 (February 4, 2014): 16–33. http://dx.doi.org/10.1108/rsr-03-2013-0019.

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Purpose – The aim of this paper is to demonstrate how the author's library was able to enhance the collaborative learning and teaching environment, with secondary goals to improve teaching effectiveness and increase sharing among librarians of ideas and techniques used in first-year student sessions. Design/methodology/approach – This paper describes the various measures of assessment (peer-to-peer, student feedback and self-reflection) that the College of St Benedict (CSB) and St John's University (SJU) Libraries implemented in 2011. The methods were used to improve teaching by listening to peers, getting feedback from students, and by also doing self-reflection. Many librarians were able to make changes that were beneficial to their teaching sessions. Findings – The outcome allowed librarians to incorporate new ideas into their own instruction sessions; re-evaluate teaching methods based on student feedback; and, to realize that self-assessment was beneficial. More importantly, it led to the development of Learning Goals for First Year Students. Originality/value – This is a significant contribution to the field of librarianship due to the lack of publications on the observations of peers. Articles about peer-to-peer feedback for librarians whose employment duties entail library instruction were difficult to find. Much of the literature focuses on faculty (who are not librarians) who go through peer-to-peer observations for their tenure files. This article focuses not only on peer-to-peer feedback but student assessment of librarians and self-reflections.

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5

Marsh, Herbert W., and Samuel Ball. "Reflections on the peer review process." Behavioral and Brain Sciences 14, no. 1 (March 1991): 157–58. http://dx.doi.org/10.1017/s0140525x00065912.

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6

Cicchetti, Domenic V. "Reflections from the peer review mirror." Behavioral and Brain Sciences 14, no. 1 (March 1991): 167–86. http://dx.doi.org/10.1017/s0140525x00066024.

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7

Cojorn, Kanyarat, and Kanyarat Sonsupap. "Investigating Student Teachers’ Reflections on Early Field Experiences." Journal of Educational Issues 8, no. 1 (April 20, 2022): 279. http://dx.doi.org/10.5296/jei.v8i1.19602.

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The purposes of the research were to (1) study the quality of reflections among student teachers in the categories of self-reflection and peer feedback and (2) compare the level of reflection between groups of teachers with less and more teaching experience. The sample consisted of 112 general science student teachers. An analytical framework of reflection quality in this study contained the topic of reflection and depth of reflection. The topic of reflection focused on five dimensions including: 1) teaching and learning strategies, 2) teacher’s appearance, 3) student’s experience, 4) learning achievement, and 5) pedagogical practice. The depth of reflection was categorized into 4 levels involving level one: description, level two: explanation, level three: insightful comment, and level four: recognized good practice. Data was collected from the reflection journals of the student teachers’ early field teaching experiences then analyzed by scoring reflective journals. The results indicated that the overall reflections were in level three: ‘Insightful Comment’ in both categories. In terms of student’s experience, and learning achievement were in level two ‘Explanation’. In comparison to student teachers’ reflections among the experience related to learning design, there was no significant difference between overall self-reflection and peer feedback. Some aspects were statistically significant, i.e., the student’s experience, and learning achievement between the group of less and more experience in learning design respectively. The findings showed the impact of experience on the reflections in student teachers. The study highlighted the implications of reflective practice for teacher education programs, science teacher education and research.

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8

Subekti, Adaninggar Septi. "Pre-Service English Teachers’ Experiences of Peer-Reviewing in L2 Writing." JPI (Jurnal Pendidikan Indonesia) 11, no. 1 (February 26, 2022): 96–106. http://dx.doi.org/10.23887/jpi-undiksha.v11i1.34438.

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This case study explored pre-service English teachers’ experiences in peer review activities in second language (L2) writing class through secondary data analysis of the participants’ final reflections and peer review documents. The present study used secondary qualitative document analysis as the method. It used two types of secondary data. The study found that learners were still unconfident in giving feedback on grammar and considered assessing peers’ works objectively tricky. However, conducting peer review compelled them to study independently and facilitated them to realise their mistakes. Learners realised the importance of giving clear and accurate feedback but at times struggled to do so due to limited ability. The findings showing learners’ repeated concerns on grammatical aspects in their reflections whilst the peer review activities also included organisation and coherence aspects may indicate that learners prioritised accuracy more than organisation of ideas. Furthermore, several learners appreciated their peers' feedback regardless of quality as a part of learning. It is suggested that peer reviewing is conducted regularly to facilitate learners to learn from each other and to conduct studies on the extent the peer reviewers’ feedback is used to improve the reviewees’ writing.

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9

Powell, Sean R. "The Influence of Video Reflection on Preservice Music Teachers’ Concerns in Peer- and Field-Teaching Settings." Journal of Research in Music Education 63, no. 4 (December 30, 2015): 487–507. http://dx.doi.org/10.1177/0022429415620619.

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The purpose of this study was to investigate preservice music teacher concerns as stated in written reflections before and after video feedback. Nineteen preservice music teachers enrolled in instrumental methods courses wrote free-response reflections of peer- and field-teaching episodes. Statements were coded utilizing the Fuller and Bown teacher concerns framework. A total of 2,404 statements were coded into self, task, and student impact concern categories. In addition to coding the data using an a priori approach, I used an inductive process to examine the quality of participants’ reflective statements before and after video reflection. Video reflections included approximately 65% more statements than initial reflections. Qualitative content analysis revealed that participants’ reflections grew more detailed and specific as a result of video feedback. Many video reflections also included a second level of reflection. Participants focused in greater detail on their ability to communicate with students, detect errors in performance, and provide specific feedback related to the lesson objectives and responses from students. Participants made more critical comments about their physical appearance after video feedback, focusing on what they perceived as awkward physical traits or habits. Overall percentages of concerns in each category remained stable throughout.

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10

Watson, Emma, Marissa Lambert, and Karen Machin. "Peer support training: values, achievements and reflections." Mental Health Practice 19, no. 9 (June 9, 2016): 22–27. http://dx.doi.org/10.7748/mhp.19.9.22.s20.

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11

Watson, Emma. "Round two in peer support – personal reflections." Journal of Mental Health Training, Education and Practice 8, no. 3 (September 16, 2013): 159–62. http://dx.doi.org/10.1108/jmhtep-04-2013-0015.

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Purpose – In April 2011, Nottinghamshire NHS trust created ten substantive peer support worker (PSW) posts following from a pilot project the previous year. Having learnt some valuable lessons from the pilot project, taking on new roles in in-patient settings involved development and learning from everybody involved. The aim of this paper is to provide an insight into this experience from the perspective of the PSW themselves. Design/methodology/approach – A personal narrative of the next stage of peer support is provided by a PSW employed by Nottingham NHS Trust. The learning journey, originally given as a presentation at Nottingham NHR Recovery demonstration day, is described in terms of the truths of peer support (PS). Findings – The role of PSW requires constant questioning, facing dilemmas and challenging situations. The second year of PS was a time in which the PSWs met these dilemmas and found their own solutions. The process has not been entirely easy for PSWs, all of whom have had to face situations, care settings and people that demand an unwavering focus on recovery and a compassionate understanding of each other as a team. Although the year has delivered challenges to the PS team, the process of learning from these and growing as a team has been highly rewarding. Originality/value – This is a unique personal reflection of the processes involved in developing a peer support relationship. This will be of interest to those planning to implement this process in the NHS or those who hope to work within a PS team.

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12

Rosmark-Calltorp, Eva. "Reflections on Psychoanalysis, Peer Review and Evidence." International Forum of Psychoanalysis 10, no. 3-4 (January 2001): 197–200. http://dx.doi.org/10.1080/08037060152740106.

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13

Watson, Emma. "One year in peer support – personal reflections." Journal of Mental Health Training, Education and Practice 7, no. 2 (June 15, 2012): 85–88. http://dx.doi.org/10.1108/17556221211236484.

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14

Roworth, Wendy Wassyng. "Pandora's Dilemma: Some Reflections on Peer Review." Academe 83, no. 3 (1997): 35. http://dx.doi.org/10.2307/40251091.

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15

Watson, Emma. "A day in the life of a peer support worker: endings." Mental Health and Social Inclusion 20, no. 1 (March 14, 2016): 17–21. http://dx.doi.org/10.1108/mhsi-01-2016-0001.

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Purpose – The purpose of this paper is to describe the experiences of a day in the life of a peer support worker based within an NHS trust and to use these experiences as a basis for reflection on key issues in recovery focused practice and peer support. Design/methodology/approach – A reflective approach is used to consider the experience of ending peer support relationships and the emotion which this creates for both parties. Findings – Reflections are offered relating to boundaires, grieving and the experience of endings within peer support and other contexts. Originality/value – As a narrative account of the experience of a peer support worker, this paper adds to the small number of reflective pieces in this area.

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16

Bale, Richard, and Hannah Moran. "Reflections on Peer Facilitation of Graduate Teaching Assistant Training." Journal of Perspectives in Applied Academic Practice 8, no. 1 (September 1, 2020): 157–62. http://dx.doi.org/10.14297/jpaap.v8i1.419.

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This paper outlines a recently designed programme of training for graduate teaching assistants (GTAs), focusing on peer elements embedded in the programme. In particular, we describe our approach to co-facilitation of training, with sessions facilitated by the GTA programme lead and an experienced Peer GTA. Peer GTAs have at least one year of teaching experience and are able to provide practical, contextualised and discipline-specific input, which helps to address the challenge of balancing generic and discipline-specific training in GTA programmes. We describe a small case study of co-facilitation and reflect on the benefits of this approach for new GTAs and for the Peer GTAs themselves. The paper is co-authored by the GTA programme lead and a Peer GTA, who provides first-hand reflections on her experiences.

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17

Wong, Dora. "A Corpus-Based Study of Peer Comments and Self-Reflections." International Journal of Online Pedagogy and Course Design 8, no. 4 (October 2018): 65–90. http://dx.doi.org/10.4018/ijopcd.2018100105.

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Engaging students in peer reviewing in the writing classroom has been widely practiced as a way of assessment for learning. In-depth research is needed however to investigate how students specifically use peer comments in their editing process. Using a corpus-based approach, this article investigates the acquisition of journalistic writing skills by 112 undergraduates in Hong Kong. The learner corpora comprise student comments and self-reflections from an online news writing project. While grammatical accuracy remains to be a concern for effectiveness of the peer review practice, the findings reflect sound understanding of structure, layout and style of the online news genre among the participants. Although the students commented more on contents and organization of news writing, findings from keyword search and co-text in the concordances demonstrate awareness of main features of the online news genre. The findings further clarified judgement and choices made by the ESL learners during the drafting and editing processes. The study suggests how peer assessment and self-assessment can be effectively practiced through a cycle of reviewing peer writing, receiving peer comments and self-reflecting on their own drafts. It also indicates how peer review may help acquisition of style and lexico-grammar which can be demanding for many ESL learners.

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18

Watson, Emma. "A day in the life of a peer support worker: Graham." Mental Health and Social Inclusion 19, no. 3 (August 10, 2015): 114–18. http://dx.doi.org/10.1108/mhsi-05-2015-0016.

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Purpose – The purpose of this paper is to describe the experience of being a peer support worker by drawing reflections from a working day. Design/methodology/approach – This is a reflexive account of a person experience written from the peer support worker’s own perspective. Findings – Reflections focus on the “non-directive” element of peer support and the danger of making assumptions when supporting others and working with staff. Originality/value – While the research evidence for peer support continues to grow, there are few first person accounts of the experience of peer support working.

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19

Whitmore, Carlina May. "Just a peer finding my way in a crisis house." Mental Health and Social Inclusion 21, no. 3 (June 12, 2017): 191–94. http://dx.doi.org/10.1108/mhsi-03-2017-0009.

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Purpose The purpose of this paper is to share reflections and key learning points from the experience of offering peer support within a crisis house setting. Design/methodology/approach A reflective account of experiences of offering one-to-one peer support and the learning that has been taken from these experiences. Findings Key reflections centre on the importance of being emotionally honest and supporting personal well-being while offering peer support. Originality/value While there is a great deal written about the theory of peer support work, few first persons accounts of peer working have been published. This paper provides important insights into the nature of peer support work.

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20

Paudyal, Sushil, William Walker, Kao Sean, Jeffrey Wiegert, Kathrin Dunlap, and Jonan Donaldson. "386 Reflection on Reflections: How Students Experience Reflection Assignments?" Journal of Animal Science 100, Supplement_3 (September 21, 2022): 189–90. http://dx.doi.org/10.1093/jas/skac247.348.

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Abstract Reflection exercises provide students with opportunities for deep learning. The objective was to evaluate students' experiences during multiple reflection assignments to identify strengths and weaknesses of the activity and identify evidence-based strategies for improvement. A total of 21 students reflected every week during a semester long group project in an Animal Science Capstone course. The final reflection assignment included evaluation of the previous weekly reflection assignments. For this study, the final reflection assignments were collected and a qualitative thematic analysis was conducted with strengths, weaknesses, learning theories involved, and student wishes as major theme categories. The reflections were coded in MAXQDA. Network maps were created with Girvan-Newman cluster analyses in the UCINET and NetDraw software. We identified 9 clusters(Q=0.741) from correlations of the codes at p < 0.01(Fig.1). Node sizes indicated betweeness centrality values. In the cluster with the highest correlations, students thought they were able to track progress, develop critical thinking, and develop self-awareness but expressed that distinct prompts with less frequent submissions would be more effective. Students reported reflection activities were helpful to maintain focus on the project but indicated that support for self-evaluation and a structured format would help them. To be more consistent, students focused on reporting weekly activities rather than reflecting on them. Although students briefly acknowledged theoretical aspects of learning including; knowledge construction, schema building, and perspective taking, students struggled with lack of reflection skills and not being able to perform metacognition. Overall, students enjoyed the process, took the assignment as stress relief and self-care, appreciated peer support, and attributed self-realization, change in beliefs and assumptions to reflection assignments. Some students failed to make connections, and considered lack of relevance and scaffolding which, could be addressed using structured goal setting, as well as constantly recalling and recapping the activities.

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21

Milutinović, M., G. Kalpak, L. Novotni, S. Bajraktarov, and A. Novotni. "Peer worker involvement in N. Macedonia: Reflections and lessons learned." European Psychiatry 64, S1 (April 2021): S711. http://dx.doi.org/10.1192/j.eurpsy.2021.1883.

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IntroductionFor the first time in N. Macedonia we had the experience to include peer workers as an equal members in the newly formed community mental health teams. For the purpose of the RECOVER-e project we engaged 2 patients to be the new peer workers.ObjectivesTo evaluate the initial period of peer worker involvement in the community mental health teams and to identify the next steps for them.MethodsConducting interviews with the peer workers.ResultsOne important aspect that is worth mentioning is their motivation to continue their work in the community mental health teams and continue to improve. Another finding is their will to establish a user led organisation. A user led organisation in the field of mental health in our country is rare to be find, with only a couple of them functioning in N. Macedonia. So if our peer workers can make it, it would be a great step in the right direction.ConclusionsOverall, taking into consideration all that the peer workers have achieved in the last period, including the ups and downs of being the first official peer workers in N. Macedonia, they are looking forward to improve their knowledge and continue building their practical experience. A great plus of it all is that they have a financial stability for this troubled pandemic period.DisclosureNo significant relationships.

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22

Aylward, Bowman, Cole, and Feder. "Four Reflections on a Gestalt Peer Consultation Group." Gestalt Review 23, no. 2 (2019): 97. http://dx.doi.org/10.5325/gestaltreview.23.2.0097.

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23

Vernon, Sue. "Reflections on a falls prevention peer education project." Journal of Interprofessional Care 24, no. 1 (December 10, 2009): 119–21. http://dx.doi.org/10.3109/13561820902922546.

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24

Cui, Jin, Tairan Kevin Huang, Corinne Cortese, and Matthew Pepper. "Reflections on a bilingual peer assisted learning program." International Journal of Educational Management 29, no. 3 (April 13, 2015): 284–97. http://dx.doi.org/10.1108/ijem-12-2013-0175.

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Purpose – The purpose of this paper is to identify and evaluate faculty and academic staff perceptions, experiences and expectations with respect to a voluntary, bilingual peer assisted learning (PAL) program, which operates for the benefit of students studying in the Faculty of Business at a regional Australian University. Design/methodology/approach – A survey instrument and semi-structured interviews were used to faculty executive and academic staff in order to collect information about the perceived benefits of the program and identify opportunities for improvement. Findings – Based on an analysis of student results, the bilingual PAL program is shown to have a positive effect on performance of students participating in the program. Results from interviews with executive and academic staff indicate a high level of support for this type of student learning program. Originality/value – Although the value of both bilingual teaching and PAL has been explored in the teaching and learning literature, few studies have examined the integration of these two approaches. This research contributes to the literature by exploring the practical contribution of integrating these approaches. This research also provides valuable information regarding executive and academic perceptions of PAL programs, which is infrequently addressed in the literature. Findings may be used to inform institutions of the value of bilingual PAL programs in relation to international student retention and learning support and provide a starting point for discussions around the practical implications of such programs.

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25

Carolan, L., and L. Wang. "Reflections on a transnational peer review of teaching." ELT Journal 66, no. 1 (April 15, 2011): 71–80. http://dx.doi.org/10.1093/elt/ccr023.

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26

Walker, Richard. "Peer Observation For Online Distance Learning Tutors: Creating The Conditions For Effective Peer Exchange." European Journal of Open, Distance and E-Learning 18, no. 1 (July 1, 2015): 34–51. http://dx.doi.org/10.1515/eurodl-2015-0003.

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Abstract This article explores how online distance learning tutors working within a higher education context may be supported in their professional development through participation on an institutional peer observation programme. Drawing on the reflections of participants from two cohorts (2011 and 2012) at the University of York, the article reviews the learning outcomes arising from the peer observation process and investigates the necessary conditions for fostering critical reflection on practice between tutors. Feedback from participants highlighted the importance of investing time in relationship-building at the outset of the process - a necessary first step before free-ranging and critical exchanges can flourish between partners. Pairings which invested time at this stage appeared to develop greater levels of trust, enabling them to probe their tutoring practices in a more critical way and explore areas of perceived weakness as well as tackling emergent themes in their dialogue. These observations have informed the development of a guidance framework for peer exchange at the University of York, which is summarised in the concluding part of this paper.

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27

Robison, Lindon J., and Dale Colyer. "Reflections on Relevance of Professional Journals." Journal of Agricultural and Applied Economics 26, no. 1 (July 1994): 19–34. http://dx.doi.org/10.1017/s1074070800019118.

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AbstractIt appears the major private benefit from peer reviewed journals such as the Review of Agricultural Economics (RAE) is certification. To maintain public support for our journals, increased efforts are needed to demonstrate the social benefits from peer reviewed publications. Research cost considerations have led agricultural economists to emphasize applied disciplinary work using secondary data and to ignore the important work of careful data collection and reporting. Moreover, pressures to publish have led to more isolated research efforts ignoring other disciplines. Recommendations to improve the relevance of journal publications include more active efforts by journal editors to make applied journals such as RAE more accessible to the public.

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28

Sinclair, Aimee. "Help yourself to our staff kitchen: a peer worker’s reflections on microaggressions." Journal of Mental Health Training, Education and Practice 13, no. 3 (May 14, 2018): 167–72. http://dx.doi.org/10.1108/jmhtep-06-2017-0042.

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PurposeThe purpose of this paper is to provide insight into the sanist microaggressions that peer workers face working in mental health and proposes ways in which peer workers and institutions may begin to challenge sanist practices within the sector.Design/methodology/approachThe paper is written as a personal narrative. It explores a “moment” in the life of the author as a peer support worker.FindingsPeer workers are often faced with sanist microaggressions on the job which can significantly affect peer workers’ capacity over time. Sharing our stories, identifying points of resistance and working collectively to challenge microaggressions are important to peer worker survival within the mental health system. Organisations that train or employ peer workers should be aware of sanist microaggressions and learn how to strategically respond to them.Originality/valueThe paper documents the experiences of the author. There is limited academic literature documenting peer worker experience of microaggressions.

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29

Gee, Melanie. "Indexes compared: reflections on the benefits of peer review exercises." Indexer: The International Journal of Indexing: Volume 39, Issue 3 39, no. 3 (September 1, 2021): 231–44. http://dx.doi.org/10.3828/indexer.2021.23.

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Book indexers are finding ways to engage in peer review exercises, which mainly involve a group of indexers preparing their own indexes for the same text and then comparing them. They are doing this both online and in person, using discussion forums, tutorials and locally run groups. Melanie Gee reports on the peer review exercises organized by the UK Society of Indexers. She concludes that peer exercises not only build skills but also provide social connections for otherwise solitary professional indexers.

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Lambert, Marissa, Rachael Matharoo, Emma Watson, and Helen Oldknow. "Supporting transitions in child and adolescent mental health services: a rough guide to introducing peer support." Journal of Mental Health Training, Education and Practice 9, no. 4 (December 2, 2014): 222–31. http://dx.doi.org/10.1108/jmhtep-05-2014-0015.

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Анотація:

Purpose – The purpose of this paper is to share the lessons learnt during the implementation of a Peer Support Worker (PSW) pilot project within Child and Adolescent Mental Health Services (CAMHS). The project aimed to reduce the barriers experienced by young people and carers during the process of transition between child and Adult Mental Health Services (AMHS). Design/methodology/approach – The paper combines reflections of staff, PSWs and trainers in order to share the lessons that may be taken from this project. This includes a rough guide for those hoping to employ PSWs to support transitions. Findings – The PSWs provided the vehicle to support the process of transition by empowering young people and their carers to use their strengths to facilitate a hopeful and timely transition. Recommendations regarding support for peers, staff and the organisation during the process of training and employing peers are discussed. Research limitations/implications – The paper provides a purely reflective account of the pilot project. These reflections may provide guidance for others wishing to develop peer support positions within CAMHS so that an evidence base for the effectiveness of peer support within transitions may continue to grow. Originality/value – Rotherham Doncaster and South Humber NHS Foundation Trust are the first NHS Trust in the UK to employ PSWs specifically to support transitions between CAMHS and AMHS. This paper builds on the work of Oldknow et al. (2014) to highlight the first attempts to use peer support to support transitions.

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Watanabe, Yuko. "Peer–Peer Interaction between L2 Learners of Different Proficiency Levels: Their Interactions and Reflections." Canadian Modern Language Review 64, no. 4 (June 2008): 605–35. http://dx.doi.org/10.3138/cmlr.64.4.605.

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Springer, D. Gregory, and Olivia Swedberg Yinger. "Linguistic Indicators of Reflective Practice Among Music Education Majors." Journal of Music Teacher Education 28, no. 2 (July 27, 2018): 56–69. http://dx.doi.org/10.1177/1057083718786739.

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Анотація:

The purpose of this study was to examine linguistic indicators of reflective practice in preservice music teachers’ written reflections following peer-teaching experiences. In an instrumental rehearsal techniques course, eight preservice music educators completed four peer-teaching episodes and submitted a written reflection after each episode. Reflections were analyzed with Linguistic Inquiry and Word Count software to examine students’ usage of pronouns (first-person singular, first-person plural, third-person singular, and third-person plural), temporal focus words (past-, present-, and future-focused words), and affect words (positive- and negative-emotion words). Results indicated significantly more first-person singular words over all other types of pronouns, fewer future-focused words than past- or present-focused words, and more positive-emotion words than negative-emotion words. These linguistic results were observed across all episodes (i.e., they did not change across time). Results are interpreted in light of previous linguistic analysis literature, and implications for music teacher educators are discussed.

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Romero-Ivanova, Christina Louise, Paul Cook, and Greta Faurote. "Digital stories, material transformations: reflections of education students in a pre-teacher program." English Teaching: Practice & Critique 20, no. 2 (June 14, 2021): 245–60. http://dx.doi.org/10.1108/etpc-07-2020-0066.

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Purpose This study centers on high school pre-teacher education students’ reviews of their peers’ digital stories. The purpose of this study is twofold: to bring digital storytelling to the forefront as a literacy practice within classrooms that seeks to privilege students’ voices and experiences and also to encapsulate the authors’ different experiences and perspectives as teachers. The authors sought to understand how pre-teacher education candidates analyzed, understood and made meaning from their classmates’ digital stories using the seven elements of digital storytelling (Dreon et al., 2011). Design/methodology/approach Using grounded theory (Charmaz, 2008) as a framework, the question of how do high school pre-teacher education program candidates reflectively peer review their classmates’ digital stories is addressed and discussed through university and high school instructors’ narrative reflections. Through peer reviews of their fellow classmates’ digital stories, students were able to use the digital storytelling guide that included the seven elements of digital storytelling planning to critique and offer suggestions. The authors used the 2018–2019 and 2019–2020 cohorts’ digital stories, digital storytelling guides and peer reviews to discover emerging categories and themes and then made sense of these through narrative analysis. This study looks at students’ narratives through the contexts of peer reviews. Findings The seven elements of digital storytelling, as noted by Dreon et al. (2011, p. 5), which are point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing, were used as starting points for coding students’ responses in their evaluations of their peers’ digital stories. Situated on the premise of 21st century technologies as important promoters of differentiated ways of teaching and learning that are highly interactive (Greenhow et al., 2009), digital stories and students’ reflective practices of peer reviewing were the foundational aspects of this paper. Research limitations/implications The research the authors have done has been in regards to reviewing and analyzing students’ peer reviews of their classmates’ digital stories, so the authors did not conduct a research study empirical in nature. What the authors have done is to use students’ artifacts (digital story, digital storytelling guides and reflections/peer reviews) to allow students’ authentic voices and perspectives to emerge without their own perspectives marring these. The authors, as teachers, are simply the tools of analysis. Practical implications In reading this paper, teachers of different grade levels will be able to obtain ideas on using digital storytelling in their classrooms first. Second, teachers will be able to obtain hands-on tools for implementing digital storytelling. For example, the digital storytelling guide to which the authors refer (Figure 1) can be used in different subject areas to help students plan their stories. Teachers will also be able to glean knowledge on using students’ peer reviews as a kind of authentic assessment. Social implications The authors hope in writing and presenting this paper is that teachers and instructors at different levels, K-12 through higher education, will consider digital storytelling as a pedagogical and learning practice to spark deeper conversations within the classroom that flow beyond margins and borders of instructional settings out into the community and beyond. The authors hope that others will use opportunities for storytelling, digital, verbal, traditional writing and other ways to spark conversations and privilege students’ voices and lives. Originality/value As the authors speak of the original notion of using students’ crucial events as story starters, this is different than prior research for digital storytelling that has focused on lesson units or subject area content. Also, because the authors have used crucial events, this is an entry point to students’ lives and the creation of rapport within the classroom.

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Collins *, Anthony. "Reflections on experiences in peer‐based anti‐homophobia education." Teaching Education 15, no. 1 (March 2004): 107–12. http://dx.doi.org/10.1080/1047621042000180040.

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Borghart, Pieter. "A label for peer-reviewed books? Some critical reflections." Learned Publishing 26, no. 3 (July 1, 2013): 167–71. http://dx.doi.org/10.1087/20130303.

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Fine, Mark A. "Reflections on enhancing accountability in the peer review process." American Psychologist 51, no. 11 (1996): 1190–91. http://dx.doi.org/10.1037/0003-066x.51.11.1190.b.

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McGuire, Francis A. "Reflections on the Peer Review Process in Journal Publication." Adapted Physical Activity Quarterly 3, no. 4 (October 1986): 285–88. http://dx.doi.org/10.1123/apaq.3.4.285.

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Leslie, Charles. "Scientific racism: Reflections on peer review, science and ideology." Social Science & Medicine 31, no. 8 (January 1990): 891–905. http://dx.doi.org/10.1016/0277-9536(90)90025-n.

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Crabbe, Rowena, Lilla K. Pivnick, Julia Bates, Rachel A. Gordon, and Robert Crosnoe. "Contemporary College Students’ Reflections on Their High School Peer Crowds." Journal of Adolescent Research 34, no. 5 (December 25, 2018): 563–96. http://dx.doi.org/10.1177/0743558418809537.

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High school peer crowds are fundamental components of adolescent development with influences on short- and long-term life trajectories. This study provides the perspectives of contemporary college students regarding their recent high school social landscapes, contributing to current research and theory on the social contexts of high school. This study also highlights the experiences of college-bound students who represent a growing segment of the adolescent population. Sixty-one undergraduates attending universities in two states participated in 10 focus groups to reflect on their experiences with high school peer crowds during the late 2010s. Similar to seminal research on peer crowds, we examined crowds and individuals along several focal domains: popularity, extracurricular involvement, academic orientation, fringe media, illicit risk-taking, and race ethnicity. We find that names and characteristics of crowds reflect the current demographic and cultural moment (i.e., growing importance of having a college education, racial-ethnic diversity) and identify peer crowds that appear to be particularly salient for college-bound youth. Overall, this study illuminates how the retrospective accounts of college-bound students offer insight into high school social hierarchies during a time of rapid social change.

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Watson, Emma. "A day in the life of a peer support worker: re-entry." Mental Health and Social Inclusion 20, no. 3 (August 8, 2016): 149–52. http://dx.doi.org/10.1108/mhsi-05-2016-0014.

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Purpose – The purpose of this paper is to share the experiences and reflections of a peer support worker over the course of a day working in mental health services. Design/methodology/approach – A narrative approach has been taken to structure reflections based on the experience of returning to work after taking sick leave. Findings – Reflections are offered based on the process of returning to work and the way that this experience sheds light on personal recovery. Originality/value – This paper adds to the small number of accounts of the experiences of peer support working in mental health services and as such is highly original.

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Mason, Nancy, Jacqueline Dela Pena, Bianca Campbell, and Burgunda Sweet. "Pharmacy Phamilies as a Component of a Co-Curricular Program for Doctor of Pharmacy Students." INNOVATIONS in pharmacy 11, no. 4 (October 22, 2020): 2. http://dx.doi.org/10.24926/iip.v11i4.3212.

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Background: Pharmacy student professional growth depends heavily on co-curricular involvement, in addition to classroom learning. Co-curricular programming can be supported by an innovative structure using self-directed learning and a unique mentorship process. Innovation: A novel faculty and peer mentorship structure, called Pharmacy Phamilies, is integrated into a credited Lifelong Learning course that spans the 4 years of our PharmD program. This course is comprised of student-chosen activities to meet requirements in six domains, as well as reflections and other assignments. Recent changes include a new Pharmacy Phamily group reflection process and the use of co-curricular logs to document student activities. Findings: Based on a student survey, the majority of respondents were satisfied with their level of engagement with their Pharmacy Phamily (72%) and with their advisor (76%). The majority also reported that the Pharmacy Phamily program is meeting its goals of establishing a sense of community at the college (76%) and enhancing students’ professional development (72%). A total of 86% of students preferred the Pharmacy Phamily group reflection over the former six individual reflections and 93% of students agreed the co-curricular log was a useful tool to document involvement in professional activities. Conclusion: Pharmacy Phamilies and peer-reviewed, group reflection can provide an inclusive structure of support and social connection for students at the college of pharmacy. Article Type: Note

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Watson, Emma. "A day in the life of a peer support worker: the ward reviews." Mental Health and Social Inclusion 19, no. 2 (May 11, 2015): 68–72. http://dx.doi.org/10.1108/mhsi-02-2015-0004.

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Purpose – The purpose of this paper is to share the experiences and reflections of a Peer Support Worker over the course of a day working within mental health services. Design/methodology/approach – A narrative approach has been taken to structure reflections based on the experience of attending a series of reviews on an acute mental health ward. Findings – The experience of attending ward reviews creates reflections based on how this system affects and challenges both those who are served by it and those work within it. Originality/value – This paper adds to the small number of accounts of the experiences of Peer Support Working in mental health services and as such is highly original.

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Dayal, Hem Chand, and Reema Alpana. "Secondary pre-service teachers’ reflections on their micro-teaching: Feedback and self-evaluation." Waikato Journal of Education 25 (November 24, 2020): 73–83. http://dx.doi.org/10.15663/wje.v25i0.686.

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Abstract Reflective practices in pre-service teacher education enables teachers to evaluate their pedagogical skills. This study aimed to integrate different assessment techniques such as peer assessment, lecturer assessment and self-assessment in a micro-teaching setting. Using 20 pre-service teachers post-microteaching (MT) reflection, we explored how these teachers viewed peer feedback and lecturer feedback. This study also analyses how pre-service teachers self-evaluate their MT. The findings indicate that per-service teachers find both peer and lecturer feedback useful in terms of in terms of identifying their strengths and weaknesses as well as proving incentives for improvement. Furthermore, the findings show that when engaged in self-evaluation, the pre-service teachers tend to focus more on self-knowledge. The findings reaffirm the importance of peer and self-evaluation in teacher education.

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Eri, Rajaraman. "Peer Observation of Teaching: Reflections of an Early Career Academic." Universal Journal of Educational Research 2, no. 9 (December 2014): 625–31. http://dx.doi.org/10.13189/ujer.2014.020905.

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Price, Siwan, and Raya A. Jones. "Reflections on Anti-Bullying Peer Counselling in a Comprehensive School." Educational Psychology in Practice 17, no. 1 (March 2001): 35–40. http://dx.doi.org/10.1080/02667360120039960.

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Nixon, Sarah, Philip Vickerman, and Carol Maynard. "Teacher immediacy: reflections on a peer review of teaching scheme." Journal of Further and Higher Education 34, no. 4 (November 2010): 491–502. http://dx.doi.org/10.1080/0309877x.2010.512077.

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Tosey, Paul, and Josie Gregory. "The Peer Learning Community in Higher Education: Reflections on Practice." Innovations in Education and Training International 35, no. 1 (February 1998): 74–81. http://dx.doi.org/10.1080/1355800980350110.

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Snyder, Shane A. "One year at Chemosphere: Reflections on the peer review process." Chemosphere 144 (February 2016): xv—xvi. http://dx.doi.org/10.1016/j.chemosphere.2015.10.025.

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Martina, Tessa. "Poetry for recovery: Peer trainer reflections at Sussex Recovery College." Clinical Psychology Forum 1, no. 268 (April 2015): 28–31. http://dx.doi.org/10.53841/bpscpf.2015.1.268.28.

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Zarate, Maria Estela, and Yoselinda Mendoza. "Reflections on Race and Privilege in an Educational Leadership Course." Journal of Research on Leadership Education 15, no. 1 (April 26, 2018): 56–80. http://dx.doi.org/10.1177/1942775118771666.

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To be effective social justice leaders, school leaders need to gain critical understandings of their positionality and racial privilege and be prepared to engage in difficult conversations with others. This study examines how a peer-to-peer letter exchange assignment in a doctoral course allowed educational leadership doctoral students ( N = 27) to reflect on race and privilege with each other. The findings reveal how students examined racial privilege, positionality, and bias. The authors discuss how this assignment can be used in educational leadership programs to develop and grow the practice of critical reflection for self-examination of privilege.

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