Peer Support (Learning and Teaching)

Recovery is an approach to mental health care that emergedin the 1960s and 70sfromthe United Statesconsumers ́ movements, ex-patients and psychiatric survivors. Currently, a number of recovery oriented mental health services operate in various countries. This approach may contribute to the advancement of mental health reformscurrently undergoing around the world. The interest manifested in the academic field has led to a number of publications that delineate and analyze diverse aspects of recovery internationally. In order to understand how recovery has been treated in the Latin Americanliterature the authors conducted an integrative review that showed a fruitfulscholarly production. However, the number of articles is smaller in Latin America when compared with other countries such as the United States, Australia, New Zealand, United Kingdom, and Hong Kong. The review, conducted in 2019, generated thematic categories that allowedmappingthe themes that attracted more attention of theLatin Americanscholars within the scope of recovery and its relations to mental health and alcohol and drug addiction.Most of the articles found were published in Brazil, and most of them admit that recovery can contribute to the advancement of the Brazilian psychiatric reform.Also, it was found that the approach is being considered to be applied to other social contexts.

Peer observation of teaching can provide valuable insights into effective educational practices. By adopting a developmental focus, peer observation can also provide insights into how practices might be enhanced and, importantly, how enhancements in practices might be aligned to teachers' development goals. However, a review of peer observation of teaching undertaken at Australian universities demonstrates that observation instruments and protocols typically do not explicitly afford alignment of peers' observations with teachers' developmental goals. Analysis of observers' uses of popular peer observation instruments through the deployment of the Peer Assisted Teaching Scheme through multiple institutions across Australia has informed the development and trial of a novel observation instrument and protocol design that is aligned with observer use characteristics, and provides a focus on development goals. This study will be of interest to teachers and academic developers researching and implementing goaloriented curricular and pedagogical development through peer observation.

(SI) model of student academic assistance helps students master classes that have a history of a high degree of difficulty as they develop and integrate learning and study strategies. This paper reviews research on SI, developed at the University of Missouri-Kansas City, which has been selected as an Exemplary Educational Program by the U.S. Department of Education. The SI program is used by faculty who teach courses that have been identified as high risk (30% failure rate or higher). An SI leader provides three to five SI lessons out of class each week. The paper reviews the effectiveness of the SI program, discusses its specific features, and reviews program costs. It also reports on the results of six studies of SI at the University of Missouri and other locations. Results of these studies indicate that the program has positive effects on course grades, re-enrollment rates, and graduate rates across racial and ethnic groups. (Contains 32 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.

The U.S. press is filled with news reports detailing attempts and actions by postsecondary institutions and state and national policy makers to limit or eliminate learning assistance activities and developmental education courses, especially at the four-year college level. An overview of principles driving the current educational environment is needed. Following is an overview of policy decisions being made on the state and national level with the principles driving those decisions. Overview of Policies at the Institutional, State and National Level Many federal education grant programs that have historically provided grants to establish and nurture learning assistance centers will soon end. An example of a program that will probably be phased out is the Title III Strengthening Institutions grant program. It has been the most important program for establishing campus-wide learning assistance programs. TRIO programs will face increased scrutiny and funding battles over the next few years as a massive multimillion dollar national evaluation study is conducted concerning the effectiveness of its programs. Seeking a party to blame, some policy makers want to fine the high schools from which they graduated. Plans are being considered in Florida, Montana, New Jersey, Washington, and West Virginia to require a high school district to pay for the cost of providing developmental course work at a state institution. Casper College in Wyoming has already implemented such a plan.

We have all had issues and problems in our lives which have been successfully resolved by talking to a friend or a colleague. What makes them able to help is empathy: the ability to recognise and, to some extent, share feelings. This doctrine has been adopted by the academic world with the use of Peer Assisted Learning (PAL). Based on the Supplemental Instruction (S.I) model developed by the University of Missouri-Kansas City in 1973 (Arendale 2000), PAL is a scheme that fosters cross-year support between students on the same course. It encourages students to support each other and learn cooperatively under the guidance of students who have 'been there, done that and got the tshirt'.

Supplemental Instruction (SI) is a well-known academic support model to address retention and student performance in higher education. However, in studies reporting the effect of SI, the number of attendees at SI sessions are seldom mentioned or reflected upon. This study investigates whether there is a lower, optimal, and upper number of SI attendees for SI sessions with viable learning conditions. A literature review of 135 publications on studies of SI programmes was conducted along with a survey of 44 SI Leaders and 176 SI attendees at Lund University in Sweden. The literature review shows that there is no consensus regarding minimum, optimum, or maximum numbers of SI session size for viable learning conditions. In the survey, the number of attendees for optimal learning conditions was estimated to be 11–12 by both leaders and attendees. These respondents also estimated that if the number of attendees is below five or above 16 students, the learning conditions are likely to suff...

This report is based on the contributions from SI/PASS/PAL supervisors at 63 Universities in Europe to a basic survey of 13 questions. Each institution that responded to the survey was invited to provide more detailed information about the programme including attendance statistics and examples of evaluation/impact; 45 universities provided these more detailed responses. At present, there are nine countries in Europe (mostly in the north-western part) with SI/PASS/PAL schemes. However, with supervisors trained recently from Belgium and Spain it is likely that an expansion will happen in the nearfuture. There is a great variation in the programmes described below, which is a strength when growing the SI/PASS/PAL community. Some are quite small with one supervisor, a handful of Leaders and SI/PASS/PAL attached to a single subject. Others are huge with 10+ supervisors, several hundreds of leaders and where SI/PASS/PAL is attached to 100+ courses in all subject areas. Some programmes are...

In this paper, we aim to make a real-time system which can provide advice that teach users what should to do in what kind of situation, and to lead the user get a good communication skill impression. Towards to this goal, we confirmed the connection between the communication impression evaluation of the participants and their roles which can cover multiple non-verbal information within the group discussion by using statistical analysis. For this purpose, we use a multi-modal group discussion corpus including audio signal data and head motion data for participants observed in 30 group discussion sessions. The corpus also includes participants’ evaluated values of communication skills by 21 external experts, and their roles’ annotation which are annotated by 3 coders. We extracted the duration ratios of roles to estimate the communication skills by creating the regression model and classification model. Experiment results show that the best performance of the proposed classification m...

El ciberacoso o ciberbullying entre iguales consiste en el uso intencionado de las tecnologías de la información y la comunicación por parte de algunos menores, con la intención de hostigar, acosar, intimidar, insultar, molestar, vejar, humillar o amenazar a un compañero o compañera. Lo que caracteriza al ciberacoso es que se trata de una conducta deliberada(no accidental), realizada a través de medios electrónicos o digitales por individuos o grupos de individuos que, de forma reiterada, envían mensajes hostiles o agresivos a otros individuos, o sobre otros individuos, con la intención de infligir daño a las víctimas.

Science, Technology, Engineering and Mathematics (STEM) are vital areas of national interest. However, there has been a gradual decline in the number of Bachelor of Science (BS) degrees issued in STEM based disciplines from United States' colleges and universities. Research indicates too few students are equipped with the mathematical and analytical skills necessary to be successful in college level mathematics and science courses. Data indicates that millions of people are discouraged from studying mathematics and science because of false assumptions about who has the ability to master these subjects. It has been shown that in General Chemistry courses some students perform exceptionally well, but a large number of students avoid and/or have a fear of General Chemistry, which results in a high drop/failure/ withdrawal (DFW) rate. This is coupled with the fact that they enter college ill-prepared in mathematics and lacking analytical and verbal reasoning/critical thinking skills. This initial negative attitude and deficiency results in a frustrating experience in General Chemistry. It is for these reasons that a study was performed to address the overall goal of determining the attitudes and identifying the foundational levels of the students from Alabama Agricultural and Mechanical University (AAMU), a Historically Black College and University (HBCU), currently enrolled in General Chemistry and attempt to determine the effect on their overall success in General Chemistry. Subsequently, it was determined that a large percentage of students believe that attitude determines their overall success, but most lack self-confidence. In addition, some appeared college ready with respect to their mathematical skills, but, they were lacking in verbal reasoning/critical thinking skills. As a result of a negative attitude and a lack of foundational skills, their grades reflected such negativity and over 50% of the students earned a grade of "C" or below. These studies revealed supportive evidence as to why there might be a decline in the number of BS graduates in STEM.

Science, Technology, Engineering and Mathematics (STEM) are vital areas of national interest. However, there has been a gradual decline in the number of Bachelor of Science (BS) degrees issued in STEM based disciplines from United States' colleges and universities. Research indicates too few students are equipped with the mathematical and analytical skills necessary to be successful in college level mathematics and science courses. Data indicates that millions of people are discouraged from studying mathematics and science because of false assumptions about who has the ability to master these subjects. It has been shown that in General Chemistry courses some students perform exceptionally well, but a large number of students avoid and/or have a fear of General Chemistry, which results in a high drop/failure/ withdrawal (DFW) rate. This is coupled with the fact that they enter college ill-prepared in mathematics and lacking analytical and verbal reasoning/critical thinking skills. This initial negative attitude and deficiency results in a frustrating experience in General Chemistry. It is for these reasons that a study was performed to address the overall goal of determining the attitudes and identifying the foundational levels of the students from Alabama Agricultural and Mechanical University (AAMU), a Historically Black College and University (HBCU), currently enrolled in General Chemistry and attempt to determine the effect on their overall success in General Chemistry. Subsequently, it was determined that a large percentage of students believe that attitude determines their overall success, but most lack self-confidence. In addition, some appeared college ready with respect to their mathematical skills, but, they were lacking in verbal reasoning/critical thinking skills. As a result of a negative attitude and a lack of foundational skills, their grades reflected such negativity and over 50% of the students earned a grade of "C" or below. These studies revealed supportive evidence as to why there might be a decline in the number of BS graduates in STEM.

This research explored feelings of belonging and engineering identity among entering first year students, within the case study of an engineering math course at a large, public institution. Incoming first-year students who did not place into the traditional Calculus I course or above were co-enrolled in the engineering math (EMath) course. This pilot EMath course was found to enroll a higher percentage of students underrepresented in engineering at the institution, including underrepresented racial/ethnic minorities (URM), first-generation, and low income students. It was unclear the extent to which being at a demographic “critical mass” in the EMath course could provide a supportive community for these students, and potentially counter the institutional message of “tenuous” belonging in engineering due to being unable to place into the typical first semester calculus course. Survey instruments with Likert-type questions were used to measure belonging and engineering identity at the...

This paper concerns an aspect of schooling in sub-Saharan Africa which receives limited attention in official education discoursenamely, that students themselves often bear educational responsibilities for the access and learning of their peers. Informed by postcolonial and decolonial scholarship, this critical interpretive synthesis (CIS) of school-based research from the region provides a taxonomy of students' roles and responsibilities with respect to the education of their peers. The study reveals positive and negative aspects of such support. The expectation of mutual support amongst students reflects a collectivist orientation in the region, and the material realities of teaching and learning in historically under-resourced environments. Where peer support focuses on improving learning then evidence is largely positive, both for those giving and receiving support; however, where students' access to education is reliant on peers (which is the case for many disadvantaged learners, including children with disabilities and those from linguistic minorities) then the adequacy of these arrangements is questionable. Peer support cannot compensate for exclusionary policies and underinvestment in necessary professional support and infrastructure. This study finds that peer support is a key and neglected aspect of education quality in the region. The implications of this for progress towards global and regional policy priorities are considered, alongside lessons for research and practice.

In 2012, Cleveland State University implemented a comprehensive program, called Operation STEM (OpSTEM), funded by two National Science Foundation grants, federal work study, and Cleveland State University. Its goal is to increase retention and graduation rates among mathematically underprepared Science, Technology, Engineering, and Mathematics (STEM) students by helping them complete the precalculus-calculus sequence successfully. OpSTEM provides support to all mathematically underprepared students, and it also creates a special cohort of under-resourced students that become OpSTEM Scholars and receive additional supports. OpSTEM Scholars are predominantly freshmen pursuing STEM majors who are members of minority groups that are underrepresented in STEM, first-generation college students, and/ or women. The majority of OpSTEM Scholars begin their mathematics coursework at the beginning of the precalculus sequence. OpSTEM provides these students with many services: a two-week summer...

Communicating science can be challenging at any educational level. We used informal and experiential learning to engage groups of potential University applicants in one project that involved staging a play in one of the teaching laboratories at the University of Worcester whilst a second project designed a play in house and took this to schools. In the first project the plot centred on stem cell research. School pupils and students from FE Colleges were offered complementary sessions including a lecture exploring the science behind stem cell research, a discussion on ethical aspects involved and a practical using university facilities. We ascertained attitudes to Higher Education in the students participating before and after the event. We found an enhanced view of the science and a highly significant change in attitude to attending University for students taking vocational subjects at FE level. The second project was aimed at exploring attitudes to ethics and animal welfare among a...

教員養成大学において、教員に求められる資質能力である実践的指導力や協働性の向上に向けて、PBLの取組が取り入れられつつある。特別支援学校教員養成においては、PBLの観点での授業の取組の有効性について、必ずしも十分に検討されていない。筆者らは、地域の知的障害特別支援学校と連携を図り、特別支援教育専門科目である「知的障害教育論Ⅱ」の科目において、PBLの枠組みを用いた実践を試みた。支援学校生徒と大学生の交流活動を学生らが計画した。履修者を対象とし、教員の資質能力に関する学びと課題について事後アンケートを実施した。その結果、交流活動に参加した学生と参加しなかった学生のいずれにおいても、実践的指導力および協働性に関して肯定的な結果が得られた。特別支援学校の教員を対象とした事後アンケートからは、参加生徒の学習意欲の向上や教員による生徒の実態把握の再確認の機会となるといった有効性が示された

This article investigates the proposals of ten Japanese government designated "Top Global Universities," (TGUs) which participated in the Japanese Ministry of Education's (MEXT) Project for the Promotion of Global Human Resource Development from 2012-2016. The purpose of the study was to discover how TGUs articulated the government's call for global human resources: What types of global citizens did they intend to foster and how? Comparisons are drawn between the TGUs' target global competencies for graduating students, and the global competencies specified by MEXT and other prominent organisations including: UNESCO, the OECD, and the International Baccalaureate (IB). In the comparisons, two dominant models emerge: Neoliberal global citizens, whose primary role is to serve their nation as competitors on a global stage; and transformative global citizens, who are committed to serving those beyond their national borders. The author concludes that it is essential to promote the transformative global citizen model.

This study explores integrating cooperative learning strategies, technology, and General Artificial Intelligence (GenAI) feedback to enhance writing support for ESL students in Chinese English Medium Instruction (EMI) universities. Given ESL students' language proficiency challenges, traditional pedagogical methods often fail to address these needs. This research employs a socio-constructivist framework, utilizing group discussions, peer editing workshops, and collaborative writing projects supplemented by GenAI tools such as GPT-4Omni, Soro, and Claude. These tools provide immediate, personalized grammar, vocabulary, coherence, and organization feedback. The study aims to understand how these integrated approaches impact ESL students' writing skills and academic performance. Key findings indicate that combining cooperative learning and GenAI feedback significantly improves students' writing proficiency, fosters autonomous learning, and enhances engagement. Furthermore, the study underscores the need for policy initiatives to support technology integration and teacher training to implement these innovative approaches effectively. These findings offer valuable insights for educators and policymakers seeking to enhance ESL education in China and beyond, suggesting that the strategic use of GenAI can transform traditional ESL pedagogy and better prepare students for academic and professional success in a globalized context.

After developmental education became optional for qualified students entering a Florida College System institution for the first time in fall 2014: • A smaller percentage of students enrolled in developmental education courses than in previous years. • Passing rates in developmental education courses in math, reading, and writing increased an average of 2 percentage points compared with fall 2013. • More students enrolled in gateway (entry-level college credit–bearing) courses, but passing rates in these courses declined compared with previous years, with the largest decline occurring in intermediate algebra. • The proportion of all students entering college for the first time who passed English and math gateway courses increased compared with previous years.

Objectives: The current study aims at exploring the possibility of aligning peer assessment, audiovisuals, and medical case-report extracts (vignettes) in medical terminology teaching. In addition, the study wishes to highlight the effectiveness of audio materials and medical history vignettes in preventing medical students' comprehension, listening, writing, and pronunciation errors. The study also aims at reflecting the medical students' attitudes towards the teaching and learning process. Methods: The study involved 161 medical students who received an intensive medical terminology course through audio and medical history extracts. Peer assessment and formative assessment platforms were applied through fake quizzes in a pre-and post-test manner. An 18-item survey was distributed amongst students to investigate their attitudes and feedback towards the teaching and learning process. Quantitative and qualitative data were analysed using the SPSS software. Results: The students did better in the posttests than on the pretests for both the quizzes of audios and medical vignettes showing a t-test of-12.09 and-13.60 respectively. Moreover, out of the 133 students, 120 students (90.22%) responded to the survey questions. The students gave positive attitudes towards the application of audios and vignettes in the teaching and learning of medical terminology and towards the learning process. Conclusions: The current study revealed that the teaching and learning of medical terminology have more room for the application of advanced technologies, effective assessment platforms, and active learning strategies in higher education. It also highlights that students are capable of carrying more responsibilities of assessment, feedback, and e-learning.

This research paper was reviewed using a double blind peer review process that meets DIISR requirements. Two reviewers were appointed on the basis of their independence and they reviewed the full paper devoid of the authors' names and institutions in order to ensure objectivity and anonymity. Papers were reviewed according to specified criteria, including relevance to the conference theme and sub-themes, originality, quality and presentation. Following review and acceptance, this full paper was presented at the international conference.

It has been observed that most first year engineering students seem to enjoy and often perform well in their project and project-oriented freshman engineering course, but seem to have difficulty and often perform poorly in their first calculus course. Working from the perception that first year engineering students do not make the connection between what they learn in calculus and the problems they solve in freshman engineering, the faculty who teach the engineering sections of first semester calculus and the faculty who teach freshman engineering worked together to define projects that span both classes. The primary goal of these projects was to show students how the concepts and techniques they were learning in math class were relevant to their future career in engineering. It was proposed and believed that if the students understood the connection between the two subjects, they would understand both subjects better and be motivated to work diligently in both subjects. Since stude...

This study focuses on the Interlanguage Pragmatic (ILP) competence levels of Grade 11-TVL Caregiving students and the factors influencing these levels. Additionally, it aimed to develop an ILP Reinforcement Model to enhance the ILP Competence of the said students. The study employed a mixed-method research design and utilized an Oral Discourse Completion Task (ODCT) to assess the ILP Competence of the participants. The findings revealed that the students excelled in Expressive speech acts, achieving an overall ILP competence rating of 5, indicating "Excellence." In Directives, Commissives, and Assertives, they received an overall rating of 4, signifying a "Good" level of competence. Various teaching methods were employed to aid in assessing their ILP competence, with the combination of the Grammar Translation Method (GTM) and the Explicit Scaffolding Technique (SCT) emerging as the most effective instructional and assessment method. Furthermore, an ILP Reinforcement Model was developed to address identified gaps in the study. This model comprises five stages: Pragmalinguistic Input, Instructional Methods, Pragmatic Filter, Learner's Developing System, and Pragmalinguistic Output. Its primary goal is to establish a connection between pragmalinguistic input and practical application in real-world scenarios for Grade 11 TVL-Caregiving students, with a focus on speech acts of Directives, Commissives, and Assertives. A noteworthy finding from the study underscores the importance of a balanced approach to teaching ILP, which fosters a comprehensive and immersive learning environment for the students. This holistic approach involves not only addressing the technical aspects of ILP but also integrating sociocultural and pragmatic dimensions to provide a more effective and contextually relevant ILP education.

College (Illinois) conducted an experiment in remedial mathematics classes at a community college. The researchers wanted to investigate whether, while teaching mathematics in a rigorous manner, they could also use their instruction to enhance the students' academic and workplace skills. Remedial mathematics constitutes a large part of the curriculum in postsecondary institutions across the U.S. In a national study of college-level remediation in 1990, it was found that 21 percent of all entering college freshmen were enrolled in a remedial mathematics course. The project used mathematics classes to enhance the student' work and study habits and improve their concentration skills. This, in turn, produced good results in mathematics, and greatly improved the students' reading comprehension scores. Their general experience as educators had convinced them that unsuccessful students are held back by behavior patterns which inhibit learning. In their program, they addressed the behavior patterns of students in various ways. For example, to increase the students' attention spans, they administered time-pressured quizzes, which required work done with full concentration. (Contains 46 references.) (JA)

Research on best practices in higher education aimed at empowering the disadvantaged learner is scanty. The Learning Advancement Unit of the University of Fort Hare under the Teaching and Learning centre has been established to support learning among students from diverse backgrounds. A unique feature is that this Unit trains and uses an array of local and international scholars to facilitate higher learning with a view of impacting positively on student academic performance. This paper reports on how learning programmes at the rural-based tri-campus University have been structured, run and integrated using best practices for the benefit of local and international students. Using secondary statistical data, captured from various activities in the programmes on offer, the paper generally reveals how such innovative programmes have impacted positively on academic access and performance, socio-cultural and technological integration. Furthermore, the paper highlights a regrettable trend...

El acoso escolar es un proceso que afecta a una creciente población escolar. Se diferencia de agresiones puntuales por sus reiterados insultos, amenazas o conductas violentas en un largo periodo temporal. Se identifican tres agentes: la víctima, el acosador y los espectadores. Anteriormente las estrategias se enfocaban a la restauración de la autoestima de la víctima y al castigo del acosador. El programa finlandés KIVA centra su atención en el entorno que rodea las hostigaciones, conciediendo un rol principal a los espectadores. Modfiicar su actitud neutra por una actitud activa es esencial.Bullying is a process that affects a growing school population. It differs from occasional attacks by his repeated insults, threats or violent behavior over a long time period. the victim, the harasser and spectators, three agents are identified. Previously strategies focused on the restoration of self-esteem of the victim and the harasser punishment. The KIVA Finnish program focuses on the envi...

This study aimed to develop a teacher educator training program trying to improve the planning and conducting skills in in-service teacher training. We tested out the teacher educator training program in two graduate-level courses. One of them, “Special Lecture on Teacher Education,” took up the theories relating to human resource development and adult education and knowledge needed for planning and conducting in-service teacher training programs. In another course, “Seminar on Teacher Education,” the students developed and conducted the simulated in-service teacher training program. This study assumed that these two programs of teacher educator training program could contribute to improving the students’ planning and conducting skills in in-service teacher training.本研究では，JSPS科学研究費補助金基盤研究（B）（一般）「「学び続ける教員」を支えるアクティブ・ラーニング型教員研修プログラムの開発」（JP16H03765）の助成を受けています