Literaturnachweis - Detailanzeige
Autor/inn/en | Havens, Peter Sebastian; Williams, Melanie Stallings |
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Titel | University Peer-Assisted Learning Strategies in the Humanities |
Quelle | In: Journal of College Reading and Learning, 49 (2019) 3, S.160-169 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1079-0195 |
DOI | 10.1080/10790195.2019.1635371 |
Schlagwörter | College Freshmen; Peer Teaching; Learning Strategies; Humanities; Humanities Instruction; General Education; Educational Benefits; Tutoring; Program Implementation; Religion Studies; Academic Achievement Studienanfänger; Peer group teaching; Peer Group Teaching; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Geisteswissenschaften; Humanwissenschaften; Geisteswissenschaftlicher Unterricht; Allgemein bildendes Schulwesen; Allgemeinbildung; Bildungsertrag; Förderkonzept; Nachhilfeunterricht; Religionswissenschaft; Schulleistung |
Abstract | While peer-assisted (PAL) learning strategies have been successful in K-12 programs, such practices are used less commonly at the college level. In addition, PAL programs are aimed largely at student populations who are struggling (for example, learning disabled students) or in topics where many students encounter difficulty (for example, math and natural sciences). This means that while PAL strategies have shown their effectiveness, the view from the academy is that this help is largely remedial.This paper surveys the literature and analyzes the use of PAL programs in freshman-level general education classes at a large, diverse public university with particular focus on the humanities. We conclude that using peer-assisted learning is a vibrant addition to university education, with promising possibilities for humanities education. (As Provided). |
Anmerkungen | Routledge. 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 von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |