Peer Educators in Classroom Settings: Effective Academic Partners

Autor/in	Owen, Julie E.
Titel	Peer Educators in Classroom Settings: Effective Academic Partners
Quelle	In: New Directions for Student Services, (2011) 133, S.55-64 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-7970
DOI	10.1002/ss.384
Schlagwörter	Peer Teaching; Teaching Assistants; Undergraduate Students; Training Methods; Service Learning; Cooperative Learning; Facilitators (Individuals); Student Role; Academic Support Services; Student Personnel Services; Program Development; Program Effectiveness; Educational Benefits; Student Development; Program Descriptions; Maine; Maryland; Vermont + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Didaktik; Trainingsmaßnahme; Service-Learning; Kooperatives Lernen; Programmplanung; Bildungsertrag
Abstract	Involving undergraduates in the design, delivery, and evaluation of classroom-based learning enhances student ownership of the learning environment and stimulates peer interest in the transformative possibilities of education. As bell hooks (1994) eloquently describes, the process of honoring student voices in the classroom enhances "the likelihood of collective effort in creating and sustaining a learning community" and allows all students to "integrate theory and practice" and connect "ways of knowing with habits of being". In this chapter, the author explores the pedagogical benefits and challenges of using peer educators in academic settings, suggests appropriate supports for peer educators in academic environments, and examines innovative uses of peer undergraduate teaching assistants at diverse institutions across the country. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10