Providing Multiple Opportunities for PASS Leaders to Reflect Critically

Autor/in	Skalicky, Jane
Titel	Providing Multiple Opportunities for PASS Leaders to Reflect Critically
Quelle	In: Australasian Journal of Peer Learning, 1 (2008), S.91-97, Artikel 11 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1836-4306
Schlagwörter	Foreign Countries; College Students; High Achievement; Leadership Role; Mentors; Cooperative Learning; Facilitators (Individuals); Program Effectiveness; Student Improvement; Models; Small Group Instruction; Reflective Teaching; Student Attitudes; Feedback (Response); Training; Australia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Kooperatives Lernen; Analogiemodell; Schülerverhalten; Ausbildung; Australien
Abstract	The opportunity for high-achieving university students to take on leadership roles in mentoring and peer learning contexts is perhaps underutilised. Peer Assisted Study Sessions (PASS) programs are an example where the role of the peer leader, who facilitates the study session, is crucial to the success of the program. The implementation of PASS programs is motivated by, not only a desire to address issues of transition and retention within universities, but also a desire to provide learning support for students studying targeted and difficult subjects with large student cohorts. This paper uses Brookfield's framework (1995) of critical reflection to consider multiple ways in which PASS programs can embed opportunities for PASS Leaders to reflect critically upon their practice. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01