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Autor/inn/enKumar, Vijay; Aitchison, Claire
TitelPeer Facilitated Writing Groups: A Programmatic Approach to Doctoral Student Writing
QuelleIn: Teaching in Higher Education, 23 (2018) 3, S.360-373 (14 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Kumar, Vijay)
ORCID (Aitchison, Claire)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1356-2517
DOI10.1080/13562517.2017.1391200
SchlagwörterGraduate Students; Writing Instruction; Peer Teaching; Mentors; Collaborative Writing; Facilitators (Individuals); Cooperative Learning; Writing (Composition); Writing Improvement; Expertise; Qualitative Research; Interviews; Observation
AbstractVery few empirical studies have investigated programmes in which doctoral students act as peer facilitators in faculty writing groups. We report on the development of a centrally delivered doctoral student writing programme in which twenty student participants were mentored and provided with the resources to initiate their own faculty-based doctoral writing groups. 'Legitimate peripheral participation' was used as a conceptual lens to interpret the data collected during the establishment and evaluation of the programme. All student participants in the preparatory training course, which was developed in consultation with postgraduate students and research supervisors, went on to become doctoral writing peer facilitators of peer writing groups. Insights from seven of these showed how a well-structured and supportive programme harnessed the benefits of peer learning by bringing personal rewards to participants and building institutional capacity around doctoral research writing literacies. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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