University Peer-Assisted Learning Strategies in the Humanities

Autor/inn/en	Havens, Peter Sebastian; Williams, Melanie Stallings
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01