Journal articles: 'Classroom peer'

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Lee, Minyoung, Mi Kyoung Lee, Huk Yaung, Taerim Lee, and Sang Min Lee. "Academic Hatred: Focusing on the Influence of a Supportive Classroom Climate." SAGE Open 12, no. 2 (April 2022): 215824402210948. http://dx.doi.org/10.1177/21582440221094820.

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This study aimed to examine the effects of interpersonal factors (i.e., teacher and peers) on academic hatred using the hierarchical linear model analysis. The data were collected from 1,015 senior high school students from 43 classrooms (57.3% female) in South Korea. The results showed significant effects of teachers’ academic pressure, autonomy support, and peer support on academic hatred at both the individual and classroom levels. Interestingly, teachers’ academic pressure showed different effects on academic hatred at the individual and classroom levels: a negative effect at the individual level and a positive one at the classroom level. At the classroom level, peer support did not significantly influence academic hatred, while at the individual level, peer support negatively affected academic hatred by interacting with teachers’ autonomy support. This paper discusses the practical implications for preventing academic hatred in the classroom.

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Laninga-Wijnen, Lydia, Yvonne H. M. van den Berg, Tim Mainhard, and Antonius H. N. Cillessen. "The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment." Journal of Youth and Adolescence 50, no. 8 (April 17, 2021): 1582–600. http://dx.doi.org/10.1007/s10964-021-01432-0.

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AbstractAlthough prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students’ classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (Mage = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms—rather than popularity norms—contributed to negative classroom climate perceptions irrespective of students’ social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s classroom climate perceptions and adjustment in elementary education.

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Quinn, Jamie, Jessica Folsom, and Yaacov Petscher. "Peer Effects on Vocabulary Knowledge: A Linear Quantile Mixed-Modeling Approach." Education Sciences 8, no. 4 (October 23, 2018): 181. http://dx.doi.org/10.3390/educsci8040181.

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Do your peers in the classroom have an effect on your vocabulary learning? The purpose of this study was to determine if group-level peer characteristics and group-level peer achievement account for individual-level differences in vocabulary achievement using a large sample of students in kindergarten through second grade (n = 389,917). We applied a mixed-modeling approach to control for students nested among peers, and used quantile regression to test if group-level peer effects functioned similarly across the range of conditional student ability in vocabulary knowledge. Group-level peer effects were more strongly related to vocabulary achievement for students at the low end of the conditional distribution of vocabulary. The difference in vocabulary achievement between children with and without an individualized education program increased as quantiles of the conditional vocabulary distribution increased. Children with lower relative fall scores had better spring scores when they were in homogenous classrooms (i.e., their peers had similar levels of achievement). The importance of classroom composition and implications for accounting for peer effects are discussed.

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Johnson, Haley E., Lauren Molloy Elreda, Amanda K. Kibler, and Valerie A. Futch Ehrlich. "Creating Classroom Communities in Linguistically Diverse Settings: Teacher-Directed, Classroom-Level Factor Effects on Peer Dynamics." Journal of Early Adolescence 40, no. 8 (December 23, 2019): 1087–120. http://dx.doi.org/10.1177/0272431619891238.

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Employing a social capital framework, this study investigates teachers’ role in influencing the peer dynamics between English learners (ELs) and their non-EL peers. Participants include 713 students (211 EL students). Observed teacher-student interaction quality and teacher self-reports of their peer network management were used to operationalize the teacher-directed, classroom-level factors. Peer nominations of friendships within the classroom were used to operationalize students’ same-language-status (bonding capital) and cross-language-status (bridging capital) friendships. Multilevel models reveal teachers’ reported practices and observed interaction quality account for a small proportion of the variance in students’ bridging and bonding relationships at the classroom level overall, but with differential effects for EL and non-EL students. For example, in classrooms with greater reported use of bonding practices, EL students reported more bonding and fewer bridging friendships in the fall, and showed relatively less fall-to-spring growth in bridging friendships. Implications for future research and teacher training are discussed.

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Kibler, Amanda K., Lauren Molloy Elreda, Vonna L. Hemmler, Miriam R. Arbeit, Rebecca Beeson, and Haley E. Johnson. "Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices." American Educational Research Journal 56, no. 3 (October 13, 2018): 676–715. http://dx.doi.org/10.3102/0002831218803872.

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Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the following: (a) How do demographics differ in classrooms with more or less academic peer network linguistic integration? and (b) How do teachers’ classroom practices relate to differences in the linguistic integration of students’ academic peer networks? Findings from this analysis add to the literature on the complex relationships between classroom characteristics, linguistic integration, and teacher practices.

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Zabel, Jeffrey E. "The Impact of Peer Effects on Student Outcomes in New York City Public Schools." Education Finance and Policy 3, no. 2 (April 2008): 197–249. http://dx.doi.org/10.1162/edfp.2008.3.2.197.

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The impact of peers on student outcomes has important policy implications for how students are organized into classes and the overall impact of education interventions. But it is difficult to accurately measure peer effects because of the nonrandom sorting of students and teachers into classrooms and the endogeneity of peers' achievement. In this study, an education production function (EPF) is specified that includes student and peer characteristics as regressors. This model is estimated using student-level data from New York City public schools for 1995–2000. The richness of these data allows six sources of bias that arise in the EPF model to be addressed, including the above-mentioned nonrandom classroom assignment and the endogeneity of peers' achievement. This results in credible evidence of (small) peer group effects. Instrumenting for the mean of peers' achievement significantly reduces the associated peer effect. Nonlinear peer group effects are evident in the form of a small positive impact associated with the homogeneity of peers' achievement. Generally, peer characteristics do not appear to affect individual performance. Also included in this analysis is an application of a new methodology developed by Graham (2007) that identifies peer group effects through their impact on the variance in classroom mean test scores. The approach is less susceptible to the six biases that plague the EPF approach. The evidence from this exercise indicates that peer group effects are present and corroborates the results from the EPF approach.

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Husband, Marc, and Parinaz Nikfarjam. "Peer Feedback in the Mathematics Classroom." Journal of Mathematics Education at Teachers College 13, no. 1 (May 25, 2022): 1–6. http://dx.doi.org/10.52214/jmetc.v13i1.8984.

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This study explores peer feedback in a combined fifth and sixth-grade classroom.Drawing on Hattie and Timperley’s (2007) model for feedback, we analyzed 334 peer feedback comments gathered during six mathematics lessons. Our analysis revealed evidence of peer feedback being beneficial to the students who provide it as well as those who receive it. Specifically, we share examples of how peer feedback can support opportunities for providers of feedback to 1) self-regulate by choosing mathematics strategies, 2) make connections between their own mathematical ideas and those of their peers, and 3) engage in ongoing back-and-forth conversations. Findings from our study point to recommendations for teachers to be more purposeful in their prompts to students about the types of feedback they might provide one another.

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Purtell, Kelly M., Arya Ansari, Qingqing Yang, and Caroline P. Bartholomew. "The Role of Preschool Peers in Children's Language Development." Seminars in Speech and Language 42, no. 02 (March 2021): 088–100. http://dx.doi.org/10.1055/s-0041-1723838.

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AbstractAlmost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.

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Yun, Hye-Young, and Jaana Juvonen. "Navigating the Healthy Context Paradox: Identifying Classroom Characteristics that Improve the Psychological Adjustment of Bullying Victims." Journal of Youth and Adolescence 49, no. 11 (August 9, 2020): 2203–13. http://dx.doi.org/10.1007/s10964-020-01300-3.

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Abstract The healthy context paradox—an unexpected pattern in which victims’ psychological adjustment worsens as the overall level of victimization in a classroom or school declines—implies that reducing the frequency of bullying or victimization incidents does not do enough to help victims of bullying. In light of this finding, it is imperative to identify protective factors that alleviate victimization-related distress in the peer ecology. The current study examines classroom-level peer victimization and peer-defending behaviors as moderators of the association between individual-level victimization and psychological adjustment. These classroom-level moderators were tested with a sample of 1373 adolescents (40% girls, Mage: 14 years) from 54 classrooms in South Korean middle schools. Consistent with past findings documenting the healthy context paradox, the results of multilevel modeling indicated that victimized youth experienced a lower level of depressive symptoms in classrooms where victimization was more common. Most importantly, bullied students reported fewer depressive symptoms, on average, in classrooms with relatively high levels of bully-oriented (i.e., confronting the bully), rather than victim-oriented (i.e., comforting the victim), defending behavior. These findings provide a more nuanced understanding of the role of peers’ defending behaviors toward bullied adolescents and have significant implications for anti-bullying interventions.

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Korsager, Majken, James D. Slotta, and Doris Jorde. "Global Climate Exchange: Peer collaboration in a “Global classroom”." Nordic Studies in Science Education 10, no. 1 (April 2, 2014): 105–20. http://dx.doi.org/10.5617/nordina.538.

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This paper reports on student peer collaboration in an online environment in an international shared curriculum, the Global Climate Exchange. Four cohorts of students (age 16 -19) from Canada, China, Norway and Sweden (n=157) were engaged in four wiki-based activities where they collaborated with peers locally and internationally. Previously, impact from Global Climate Exchange on students’ conceptual understanding was analysed, indicating a positive impact which might be explained by the amount of interactions with peers and international peer collaboration. This paper looks further into the details of the students’ peer interactions in terms of how they communicate in the online Global Climate Exchange learning environment. The study revealed that communication between international peers might be more constructive than when communication is limited to national peers. This might be a possible explanation for our previously findings indicating that international peer collaboration may well be an approach to enhance students’ conceptual understanding of climate change.

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Martín Babarro, Javier, María José Díaz-Aguado, Rosario Martínez Arias, and Christian Steglich. "Power Structure in the Peer Group: The Role of Classroom Cohesion and Hierarchy in Peer Acceptance and Rejection of Victimized and Aggressive Students." Journal of Early Adolescence 37, no. 9 (May 26, 2016): 1197–220. http://dx.doi.org/10.1177/0272431616648451.

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This study addresses the interacting effects of classroom cohesion and hierarchy on the relationships between victimization and aggression with peer acceptance and rejection. Classroom cohesion and hierarchy were constructed from friendship nominations. Multilevel analysis conducted in a sample of seventh- and eighth-grade students from the Sociescuela program in Spain ( N = 6,600) showed that in cohesive and hierarchical classrooms, a higher level of victimization was found; peer rejection was more strongly associated with victimization. In contrast to previous research, for males, aggression was more strongly associated with peer acceptance in less hierarchized classrooms.

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Santillan, Lupita, Lindsay Frederick, Sean Gilmore, and Jill Locke. "Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders." Focus on Autism and Other Developmental Disabilities 34, no. 2 (March 22, 2019): 91–96. http://dx.doi.org/10.1177/1088357619838275.

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Children with autism spectrum disorder (ASD) often face barriers when establishing peer connections at school. This aim of this study is to explore how social network inclusion in the classroom is associated with playground peer engagement. Independent observers administered friendship surveys to determine social network inclusion in the classroom and recorded the playground engagement states of 55 children with ASD from 42 general education classrooms in 16 public elementary schools in the northeastern United States. Linear regression models were used to examine associations between social network inclusion and playground engagement. Results indicated an association between social network inclusion and playground engagement. Children who were included to a greater degree in their classrooms’ social network spent more time engaged with peers on the playground. These findings highlight the importance of supporting social interactions in multiple contexts in schools.

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Krisnadi, Istiqomah. "INVESTIGATING ENGLISH STUDENTS IN WRITING RECOUNT TEXT USING PEER FEEDBACK THROUGH WEBLOG." ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture 5, no. 1 (February 3, 2021): 48. http://dx.doi.org/10.17977/um006v5i12021p48-52.

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This study aims to discover the response of English studentsin writing activity using peer feedback method through Google Classroomm in Singaperbangsa Karawang University. This study conducted with descriptive qualitative design to analyze students’ skill in writing activity especially writing recount text. The participants of this study are English students from four grades in Singaperbangsa Karawang University who had applied peer feedback and used Google Classroom in their writing class. In collecting the data, the researcher conducted an interview based on her interview guidelines and documentation to confirm the data. Using peer feedback through Google Classroom in writing activity has many benefits. The study found that the use of peer feedback through Google Classroom gives a positive impact for the students. It has improved their writing skills and increased their motivation to write more and better.

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Sandler, Allen G., Leslie B. Arnold, Robert A. Gable, and Phillip S. Strain. "Effects of Peer Pressure on Disruptive Behavior of Behaviorally Disordered Classmates." Behavioral Disorders 12, no. 2 (February 1987): 104–10. http://dx.doi.org/10.1177/019874298701200206.

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The effect of a peer confrontation procedure on the disruptive classroom behavior of three behaviorally disordered classmates was evaluated. Immediately following each episode of disruptive behavior, the classroom teacher prompted the target student's peers to (a) label the target behavior, (b) indicate why the behavior was unacceptable, and (c) suggest an alternative appropriate behavior. The results suggest that peer confrontation may be an effective procedure for decreasing inappropriate classroom conduct of children with behavioral disorders.

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Lago-Delello, Ellie. "Classroom Dynamics and the Development of Serious Emotional Disturbance." Exceptional Children 64, no. 4 (June 1998): 479–92. http://dx.doi.org/10.1177/001440299806400404.

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This study investigated classroom dynamics and young children identified as at risk for the development of serious emotional disturbance (SED) as compared to not-at-risk peers. Assessment of classroom dynamics included teacher (attitudes and perceptions), student (academic engagement and perceptions of teacher's expectations), and instructional factors (accommodations for at-risk students), as well as classroom interactions (teacher-student and peer). Results indicated that young children identified as at risk for the development of SED but not yet labeled by the school were experiencing a significantly different reality in the classroom than not-at-risk peers. Implications for effective classroom interventions for these young at-risk children include collaborative/consultation teacher models, task modifications, direct instruction, and cooperative learning and peer tutor programs.

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Felmlee, Diane, Donna Eder, and Wai-Ying Tsui. "Peer Influence on Classroom Attention." Social Psychology Quarterly 48, no. 3 (September 1985): 215. http://dx.doi.org/10.2307/3033682.

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LIU, JIANGUO, DAWN THORNDIKE PYSARCHIK, and WILLIAM W. TAYLOR. "Peer Review in the Classroom." BioScience 52, no. 9 (2002): 824. http://dx.doi.org/10.1641/0006-3568(2002)052[0824:pritc]2.0.co;2.

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Hattie, John A. C. "Classroom composition and peer effects." International Journal of Educational Research 37, no. 5 (January 2002): 449–81. http://dx.doi.org/10.1016/s0883-0355(03)00015-6.

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Ann Paduano, Mary. "Peer Evaluation in the Classroom." Nurse Educator 10, no. 3 (May 1985): 6. http://dx.doi.org/10.1097/00006223-198505000-00002.

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Kniveton, Bromley H. "Peer Models and Classroom Misbehaviour." School Psychology International 10, no. 2 (May 1989): 105–12. http://dx.doi.org/10.1177/0143034389102004.

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Millis, Barbara J. "Conducting Effective Peer Classroom Observations." To Improve the Academy 11, no. 1 (June 1992): 189–206. http://dx.doi.org/10.1002/j.2334-4822.1992.tb00217.x.

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Bass, Ellyn Charlotte, Jonathan Bruce Santo, Josafa M. da Cunha, and Cara Neufeld. "Classroom Context and the Relations Between Social Withdrawal and Peer Victimization." Journal of Cognitive Education and Psychology 15, no. 2 (2016): 248–67. http://dx.doi.org/10.1891/1945-8959.15.2.248.

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This study examined the relationship between social withdrawal (isolation and unsociability) and peer victimization by exploring the moderating influences of gender, classroom norms of social withdrawal, individualism, and collectivism. One hundred fifty-eight adolescents (Mage = 14.11, SD = 1.10; 46.3% boys) in 7th and 8th grade from Curitiba, Brazil, completed peer assessments of isolation, unsociability, peer victimization, and self-reports of classroom individualism and collectivism. Isolation and unsociability were aggregated into classroom norms. Data were analyzed using multilevel modeling. Isolation and unsociability positively predicted victimization. Unsociability was a positive predictor of victimization in low-unsociability classrooms. Isolation was negatively associated with victimization in low-isolation classes. The relationship between isolation and victimization was weaker in more collectivistic classes. The relationship between unsociability and peer victimization was strongest among boys in classes low in individualism. This study provides further support that social withdrawal has consequences for adolescents’ socioemotional development which vary by classroom context.

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Oleksiak, Timothy. "Slow Peer Review in the Writing Classroom." Pedagogy 21, no. 2 (April 1, 2021): 369–83. http://dx.doi.org/10.1215/15314200-8811551.

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Abstract This article offers slow peer review as an approach to student-to-student peer review in the writing classroom. Slow peer review is based in the values and theories of rhetorical feminism and, when executed purposefully, can function as a fitting alternative to fake news rhetoric. In addition to articulating the steps of slow peer review, this article illustrates how two students in a sophomore-level writing class engaged in the practice. Initial results suggest that nondirective description can lead to meaningful changes in student writing. The article concludes with further considerations for writing teachers who wish to conduct slow peer review in their own classrooms.

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Sorensen, Lucy C., Philip J. Cook, and Kenneth A. Dodge. "From Parents to Peers: Trajectories in Sources of Academic Influence Grades 4 to 8." Educational Evaluation and Policy Analysis 39, no. 4 (June 14, 2017): 697–711. http://dx.doi.org/10.3102/0162373717708335.

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Prior research and anecdotal evidence from educators suggest that classroom peers play a meaningful role in how students learn. However, the literature has failed to consider the dynamic and context-dependent nature of classroom peer influence. Developmental psychology theories suggest that peer influence will increase and family influence will decrease as children enter adolescence. This study uses rich administrative data from North Carolina in 2006 to 2012, matching students to all peers in each of their courses in third through eighth grades. The analysis identifies trends in the magnitude of classroom peer effects across grade levels, with special attention to controlling for confounding factors such as simultaneous influence, student–classroom sorting, nonlinearity, and school-type effects. Consistent with psychological theories about adolescence, our findings indicate that the effect of average peer quality multiplies by a factor of nearly 3 for reading and 5 for math between fourth grade and seventh grade; contemporaneously, family socioeconomic status effects on academic performance nearly vanish by the end of middle school. We uncover additional evidence that ability grouping, while often harmful in an elementary school setting, becomes increasingly beneficial in later grades—particularly for math subjects.

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Bentz, Johnell L., and Lynn S. Fuchs. "Improving Peers' Helping Behavior to Students with Learning Disabilities during Mathematics Peer Tutoring." Learning Disability Quarterly 19, no. 4 (November 1996): 202–15. http://dx.doi.org/10.2307/1511207.

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This study investigated the effects of providing training and practice in helping behaviors to students during peer tutoring in mathematics. Participants were 20 general educators from grades two through four, whose entire classes participated in peer tutoring for 29 weeks. From each class, teachers identified one average-achieving student and one student with a learning disability to participate as a dyad in this videotape study. The 20 classrooms were assigned randomly to two treatments: peer-tutoring experience with additional training in how to help and peer-tutoring experience without training in how to help. Following training in how to help in 10 of the 20 classrooms, each dyad, one from each classroom, was videotaped completing a mathematics peer-tutoring task. Microlevel quantifications and more global descriptions of transcripts of representative pairs in each condition indicated that students who received the helping training engaged in an increased number of directly trained helping behaviors than the untrained students. The nature of students' explanations is also described.

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Kirova, Anna, and Nicole M. Jamison. "Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads." Journal of Early Childhood Research 16, no. 3 (May 19, 2018): 245–57. http://dx.doi.org/10.1177/1476718x18775762.

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This article presents findings from a 4-month qualitative intrinsic case study that examined 25 preschool children’s early multiliteracy experiences and technology uses within the context of their homes and classroom. First, to find out about the different forms of technology and literacy practices the children participated in within their homes and classroom, we surveyed 13 parents and the two classroom teachers. Next, we conducted regular in-class observations, interviewed seven children about their digital experiences, and analyzed digital artifacts created on the iPads. Vygotsky’s sociocultural theory of learning grounded our interpretation of the classroom events and artifacts regarding multiliteracy practices. We gave special attention to the role of adult and peer scaffolding. This article briefly outlines the process of teacher scaffolding and discusses in detail the instances of peer scaffolding that emerged. Of importance were two video series that demonstrated a more capable peer using various strategies and approaches to scaffold her peers in creating digital literacy texts. Based on the data, we argue that more capable peers can be important sources for scaffolding young children’s multiliteracy experiences in preschool classroom contexts. The findings from this study offer teachers and educational researchers insights into how young children may be engaged in and scaffolded by both teachers and peers in their multiliteracy practices prior to formal schooling.

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Rokhayani, Atik, Agung Dwi Nurcahyo, Dwi Rukmini, and Ahmad Sofwan. "Peer Teaching as a Simulation for Communicative Classroom English Rehearsal." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 1 (October 21, 2017): 103. http://dx.doi.org/10.24167/celt.v17i1.1164.

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One of the professional competences that should be owned by English teachers is classroom English skill since they have to deliver instructions in various classroom context. Consequently, it becomes a challenge for teacher training and education institutions to prepare their student teachers with good English speaking skills for instructional purposes. Student teachers usually have to complete a teaching internship program for one semester at school so as to engage them in a real situation of teaching experience. In that period of time, they will have to use appropriate classroom language when giving instructions to their students. Therefore, student teachers should be provided enough opportinuties for practicing their classroom English skill. In Indonesian English Education Department there is a compulsory course named ‘micro teaching class’ that should be attended by student teachers before they have a teaching internship program at school. This study aims at describing how peer teaching is practiced by the students of the English Education Department of Universitas Muria Kudus as a simulation activity to use classroom English in delivering classroom’s instruction. The study will explore to what extent this simulation can help student teachers improve their communicative competence in classroom instructional process.

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Opokuah Mallet, Felicia. "Adolescent Classroom Peer Interactions and Academic Work: A Case Study of Three Senior Secondary Schools in Cape Coast." Journal of Educational Development and Practice 2 (December 1, 2008): 56–86. http://dx.doi.org/10.47963/jedp.v2i.942.

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The study sought to investigate whether adolescent classroom peer interactions impact on students academic work either positively or otherwise. This was done through a case study of students’ interactions during the teaching and learning process in three senior secondary schools (S.S.S.). The study involved 92 mid and late adolescent boys and girls ranging from 16-20 years, the mean being 18 years for both genders. The results from the case study revealed that the quality of peers’ interaction in the classroom impact on students academic work. The major findings were three in all, namely, a) In single sex schools, both boys and girls were equally supportive of one another academically while in the co-educational schools, girls were more supportive of one another academically, b) Unaccepted and victimized students were often subjected to peers teasing and ridicule which made them withdraw from academic activities) c) Peer tutoring was a regular feature among peers in the classroom as a complementary work to formal classroom instructions.

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Sanders, Kay E., Monica Molgaard, and Mari Shigemasa. "The relationship between culturally relevant materials, emotional climate, ethnic composition and peer play in preschools for children of color." Journal for Multicultural Education 13, no. 4 (October 31, 2019): 338–51. http://dx.doi.org/10.1108/jme-02-2019-0014.

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Purpose This study aims to examine the interplay between culturally relevant materials, child racial ethnic classroom composition and positive emotional climate in regard to high levels of peer play in low-income, urban preschools located in African-American and Mexican immigrant/Mexican-American communities in the USA. Design/methodology/approach The sample includes state or city subsidized child care programs in the USA which were traditionally African-American programs that experienced an influx of Latino immigrant enrollment. Instruments included structured observations of classroom peer play and cultural artifacts. Hierarchical multiple regression was run to determine whether cultural artifacts and child ethnic composition within classrooms contributed to the prediction of high-peer play over positive emotional climate alone. Findings The final model indicates that cultural artifacts reflective of African-American culture positively predict high levels of peer play, while Mexican-American cultural items are negatively predictive. In classrooms with a majority African-American population, predicted high-peer play is 7.994 greater than that predicted for majority of Latino classrooms. Research limitations/implications Positive emotional climate in these programs was not very high, and it is not clear whether the findings discussed in this report would hold in contexts that exhibit much higher levels of positive emotional climate. It is also not clear that the inclusion of cultural artifacts in contexts in which African-American children are the minority or in racial-ethnically heterogeneous classrooms would lead to the same findings. Practical implications ECE classroom should make specific choices as to what culturally relevant materials to include in early childhood classrooms. Teachers of young children of color must facilitate children’s engagement with these materials by ensuring that they are representative of the children’s cultural experiences and by supporting children’s engagement with peers through the formation of emotionally positive classroom climates. Social implications This study points to interesting relationships between what teachers have in classrooms and children’s engagement with each other within those contexts. The findings from this study also exemplify that a one-size-fits-all approach toward childhood development may be counterproductive. Children bring with them ethnic and cultural heritages, which when combined with the preschool culture, create unique experiences for them that should not be ignored or controlled for analysis, but rather, understood. Originality/value This study provides a unique analysis of seldom considered contexts by examining the use of culturally relevant materials in urban, early childhood contexts. Teachers of young children have been found to consider a focus on race and ethnicity as unnecessary or to engage in a colorblind approach with young children. This study demonstrates how paying careful consideration to the cultural environment in classrooms also supports children’s exploration and play quality.

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Yalch, Matthew M., Erika M. Vitale, and J. Kevin Ford. "Benefits of Peer Review on Students’ Writing." Psychology Learning & Teaching 18, no. 3 (April 10, 2019): 317–25. http://dx.doi.org/10.1177/1475725719835070.

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Writing has long been recognized as both an outcome and method of successful pedagogy in psychology. Accordingly, there are a number of methods that successful instructors have employed to teach psychology students how to write. One such method is to facilitate students’ reviewing each other’s written work (i.e., to engage in peer review), although the research on this as an efficacious classroom intervention has thus far been limited. In this study we examine the benefits of implementing student reviews of peers’ written work in a senior-level undergraduate psychology course ( N = 59). Results suggest that the more critical students were of their peers’ writing, the higher their grades were on their own writing, an effect that persisted when controlling for grades on previous written assignments and the effect of feedback received from peers on their written work. These findings extend previous research on the effect of student peer reviewing and highlight the utility of implementing peer review in the psychology classroom.

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Crawford, Louise. "Using peer-assessment in the classroom." International Journal of Management Education 4, no. 3 (June 1, 2005): 41–42. http://dx.doi.org/10.3794/ijme.43.105.

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Burke, Mary A., and Tim R. Sass. "Classroom Peer Effects and Student Achievement." Journal of Labor Economics 31, no. 1 (January 2013): 51–82. http://dx.doi.org/10.1086/666653.

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Cooper, S. Marie A. "Classroom Choices for Enabling Peer Learning." Theory Into Practice 41, no. 1 (February 2002): 53–57. http://dx.doi.org/10.1207/s15430421tip4101_9.

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Unamuno, Virginia. "Multilingual switch in peer classroom interaction." Linguistics and Education 19, no. 1 (March 2008): 1–19. http://dx.doi.org/10.1016/j.linged.2008.01.002.

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Hadley, Pamela A., and Mabel L. Rice. "Conversational Responsiveness of Speech- and Language-Impaired Preschoolers." Journal of Speech, Language, and Hearing Research 34, no. 6 (December 1991): 1308–17. http://dx.doi.org/10.1044/jshr.3406.1308.

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The purpose of this study was to describe preschoolers’ conversational responsiveness in an integrated classroom setting. Variables of primary interest were the types of responses as a function of the conversational partner. The children were categorized according to language ability: normally developing, marginal (children previously diagnosed as language or speech impaired, but now functioning within the normal range), language impaired (LI), and speech impaired (SI). They were observed during free play. Differences in response types were apparent between groups with both adult and peer partners. LI and SI children were ignored by their peers and responded less often when a peer initiated to them. Hence, they participated in proportionately fewer peer interactions. These results suggest that peer interaction difficulties may be concomitant consequences of early speech and language impairments. Clinical implications for verbal interactive skill intervention, particularly with peers in classroom settings, are discussed

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Shire, Stephanie Y., Wendy Shih, Suzanne Bracaglia, Maria Kodjoe, and Connie Kasari. "Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention." Autism 24, no. 8 (July 9, 2020): 2142–52. http://dx.doi.org/10.1177/1362361320935689.

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Center-based classroom community interventions create opportunities for young children with autism to connect with peers. Yet, there has been little examination of the peer interactions of toddlers with autism who experience core challenges in social communication and play skills that may create barriers to successful peer interactions. Classrooms of toddlers were randomized to an experimental social communication intervention including peers or to the standard individual (adult–child) social communication intervention. Both toddlers in peer and no peer conditions demonstrated significant gains in social communication and play. Toddlers with greater receptive language and combination and presymbolic play skills were most likely to demonstrate peer engagement. Lay Abstract Although young children may participate in education and intervention programs that take place in classrooms or groups, there is little information about how toddlers with special needs, and specifically toddlers with autism, are engaging with their peers. This study takes place in a public center-based early intervention program for toddlers with autism. Classrooms of toddlers were randomly assigned to an individual social communication intervention or the same intervention adapted to include a peer. Children in both groups made gains in social communication and play skills. Children who had the peer intervention were more engaged with peers when an adult was present, but not when the children were unsupported. This article adds information about early skills that may be important for children to master so that they have more success when trying to interact with their peers. These skills include understanding language (referred to as “receptive language” at 12 months or more) and play skills including building and stacking (referred to as “combination play”—for example, building with blocks or completing a puzzle) and extending familiar actions to themselves, others, and figures (referred to as “presymbolic play”—for example, putting a bottle to the doll or to themselves). Understanding which skills to target can help practitioners focus their instruction to build children’s skills toward connecting with peers through play.

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Lee, Icy. "Peer Reviews in a Hong Kong Tertiary Classroom." TESL Canada Journal 15, no. 1 (October 26, 1997): 58. http://dx.doi.org/10.18806/tesl.v15i1.692.

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Peer reviews are becoming increasingly popular in second language (L2) composition pedagogy. This article describes the implementation of peer reviews in a Hong Kong tertiary classroom: the background, classroom procedure, types of students' negotiations during peer reviews, comparisons of students' drafts before and after peer reviews, and interviews with students. The results, together with the students' positive comments on peer reviews, support the need to introduce peer reviews in L2 writing instruction. The article concludes with some suggestions about ways to incorporate peer reviews in the writing classroom.

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Gupta, Sonia Dutta, Fatimah Abdullah, Gu Li, and Yang Xueshuang. "Peer Assessment in Writing: A Critical Review of Previous Studies." JOURNAL OF ADVANCES IN LINGUISTICS 10 (January 31, 2019): 1478–87. http://dx.doi.org/10.24297/jal.v10i0.7992.

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Peer assessment has attracted more attention an effective assessment tool in recent years. Peer assessment refers to the arrangement for peers to consider the quality of learning outcomes of others of similar status, it received attention of various studies due to the growing interest in the student centered approach as learners need to be involved in the learning process even in the assessment. This paper is a critical review of previous studies on peer assessment in English as Second/Foreign Language (ESL/EFL) context. Fifteen peer assessment studies from 2004 to 2017 were extensively reviewed and systematically analyzed. Peer assessment of the reviewed studies were on the quality of the writing outcomes of students in the EFL/ESL contexts, as writing skill occupies an important role in teaching English language. As a critical review paper of these studies, this paper highlights practical use of peer assessment and the important challenges or issues that need to be considered when utilizing peer assessment in the classroom. This paper hopes that practical measures of peer assessment will be utilized effectively by educators in the ESL and EFL classrooms in the near future.

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Dong, Zhe, Haiyan Liu, and Xinqi Zheng. "The influence of teacher-student proximity, teacher feedback, and near-seated peer groups on classroom engagement: An agent-based modeling approach." PLOS ONE 16, no. 1 (January 7, 2021): e0244935. http://dx.doi.org/10.1371/journal.pone.0244935.

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Fostering students’ classroom engagement is a research hotspot in classroom teaching management. Enhancing classroom engagement requires consideration of the interactive effects of physical and interpersonal environments. Considering the characteristics of physical space, the teacher gives feedback on student engagement in terms of different seating positions. Further, near-seated peer group engagement has an impact, though previous research has found this to be inconsistent. The teacher and near-seated peer groups have different paths of influence on classroom engagement, and there is interplay between them. However, based on realistic classroom scenarios, it is difficult for traditional research methods to reveal how spatially heterogeneous and non-linear micro-interactions among teachers, students, and near-seated peer groups evolve into dynamic changes in macro-classroom engagement. Hence, this study utilized agent-based simulation to explore the non-linear dynamic mechanism underlying how teacher-student proximity, teacher feedback, and near-seated peer groups affect classroom engagement, thereby shedding light on the evolutionary features of classroom engagement. According to the results, the teacher’s positive feedback promoted an S-shaped increase in classroom engagement, and the closer a student sat to the teacher, the greater the increase was. The level and homogeneity of near-seated peer group engagement were predictors of changes in classroom engagement. Moreover, the proximity of students to the teacher, teacher feedback, and near-seated peer groups had a joint effect on student engagement. The compensation effect of the teacher’s positive feedback on the impact of low-engagement, near-seated peer groups was weaker than that of highly engaged, near-seated peer groups on the effects of the teacher’s negative feedback. This suggests that the model of teacher-student proximity and teacher feedback effects differed from that of near-seated peer group influence, and the two interacted and showed asymmetry.

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Raluy, Diane, and Ramon Mislang. "Developing Learner Autonomy and Goal-Setting through Logbooks." Studies in Self-Access Learning Journal 13, no. 3 (September 29, 2022): 347–66. http://dx.doi.org/10.37237/130304.

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From an earlier study undertaken by the researchers, data revealed that more than 90 percent of students thought making goals would help them achieve academic success in English. However, the lack of explicit instructions on goal setting in classrooms resulted in students making goals that were often too difficult to achieve. In addition, a system for helping students monitor and evaluate their goals through teacher and peer support appears to be absent in many educational contexts. To help students attain higher success with achieving goals, a system inspired by aspects of the GROW model (Whitmore, 2017) was created to support goal-setting activities. For 13 weeks, students drafted goals on Google docs and shared them with peers during classroom instruction. Classroom activities were implemented to help encourage peer support and exploration of goals inside the classroom. Outside of the classroom, Google docs provided a way for teachers to view students’ progress towards goals and a platform to offer advice and support where needed. Qualitative and quantitative data were collected from a pre-semester and post-semester survey. Results are intended to help advance methods for turning goal-setting tasks into an interactive feedback system. This system could play a valuable role in autonomous learning environments. Keywords: Goal-setting, Interactive Feedback System, Autonomous Learning, Logbooks, Collaborative Dialogue

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Muharikah, Afifah. "FACTORS INFLUENCING THE USE OF COMMUNICATION STRATEGIES BY ENGLISH AS AN ADDITIONAL LANGUAGE LEARNERS: A NARRATIVE REVIEW." EPIGRAM (e-journal) 19, no. 2 (October 30, 2022): 106–18. http://dx.doi.org/10.32722/epi.v19i2.4962.

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This review study identified factors that instructors of English as an additional language (EAL) could consider when designing peer interaction-based activities to promote learners' use of effective communication strategies (CSs). In addition, we investigated how the identified factors might benefit inclusive EAL classrooms where learners with special needs participate in peer interactions. This review study aimed to equip EAL instructors with information that could be considered to promote the use of effective CSs by learners in the classroom. To follow the guidelines of the narrative literature review method outlined by Green et al., (2006), articles were extracted from the ERIC, Linguistics, Education, and Arts and Humanities databases, and the information from the articles was reviewed to answer two research questions. Our review identified two factors that EAL instructors should consider: the personal factors of learners and the types of tasks. The first factor includes learners' levels of proficiency, level of anxiety, as well as self-efficacy, learning attitude, and gender, while the second factor suggested three types of tasks that could elicit the use of CSs in classrooms: information gap, reasoning gap, and opinion gap activities. Our discussion led to the conclusion that assigning peers to college/post-secondary learners with autism, based on their personal profiles and elaborating on the instructions for assigned tasks, would better prepare them to participate in peer interaction-based activities in the EAL classroom. In addition, it was suggested that future research investigate inclusive EAL classrooms that include learners with special needs.

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Ronan, Jana, and Mimi Pappas. "LIBRARY INSTRUCTION IS A TWO-WAY STREET: STUDENTS RECEIVING COURSE CREDIT FOR PEER TEACHING." Education Libraries 25, no. 1 (September 5, 2017): 19. http://dx.doi.org/10.26443/el.v25i1.170.

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Librarians of the George A. S mathers Libraries at the University of Florida, partnered with the Anthropology department to develop a peer-to-peer program to provide outreach to undergraduates taking anthropology courses. The peer instructors, librarians and anthropology department developed a three-credit-hour independent study as a way to compensate the peers for their work. The peer instructors developed a lesson plan, provided classroom and individualized instruction, and developed assessment techniques to evaluate the program. This article discusses the development and implementation of the peer instruction program and presents the results ofthe surveys.

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Barth, Joan M., Kristina L. McDonald, John E. Lochman, Carolyn Boxmeyer, Nicole Powell, Casey Dillon, and Meghann Sallee. "Racially diverse classrooms: Effects of classroom racial composition on interracial peer relationships." American Journal of Orthopsychiatry 83, no. 2-3 (April 2013): 231–43. http://dx.doi.org/10.1111/ajop.12026.

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Forrer, Donald A., Nancey A. Wyant, and Minnette G. Smith. "Improving Writing Through The Peer-To-Peer Evaluation Process." Journal of Business & Economics Research (JBER) 13, no. 3 (June 30, 2015): 137. http://dx.doi.org/10.19030/jber.v13i3.9285.

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This presentation will demonstrate the process utilized in graduate and undergraduate level classes at Hodges University to improve writing skills through a Peer-to-Peer evaluation. The research addresses the utilization of a rubric where students evaluate a minimum of two fellow classmates and share their critique in an online discussion board. Students evaluate classmates on assignment coverage, critical thinking, conceptual fluency, writing fluency, and information literacy. The rubric provides specific sub-categories that guide students as they evaluate classmates. Once the student evaluation process is complete, student research is critiqued by the professor prior to submission of the research paper. This presentation will cover usage of the rubric and statistical results from initial testing. Innovative professors must continue to enhance the quality of their online delivery in an effort to achieve the same educational outcomes acquired in a traditional classroom. While this process works very well in a traditional classroom setting, this presentation demonstrates how the same process can be utilized effectively in an online environment.

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Nasi, Nicola. "Practices of inclusion/exclusion in and through classroom dialogue." Towards Culture(s) of Dialogue 12, no. 2 (August 8, 2022): 306–31. http://dx.doi.org/10.1075/ld.00127.nas.

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Abstract The paper explores non-native children’s peer socialization to norms of literacy and appropriate language use in the classroom. Drawing on ethnographic research in a primary school in northern Italy, this study adopts a CA-informed approach to analyze an Italian L2 class attended by children aged 8 to 10. The study focuses on children’s enacting of correction sequences following peers’ problematic conduct. As the analysis illustrates, children creatively re-produce teachers’ ways of speaking to enforce normative uses of language. Through these practices, non-native children socialize their classmates into expected ways of speaking, reading, and writing, and negotiate the social hierarchy of the peer group. Risks and opportunities of such practices are considered in relation to children’s social inclusion and exclusion.

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Chairinkam, Jittiporn, and Rattana Yawiloeng. "Peer Scaffolding Behaviors in English as a Foreign Language Writing Classroom." Asian Journal of Education and Training 7, no. 4 (October 18, 2021): 226–34. http://dx.doi.org/10.20448/journal.522.2021.74.226.234.

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This study aimed to investigate the kinds of peer scaffolding behaviors occurring during English as a Foreign Language (EFL) writing activities through three steps of writing process. The participants comprised ten English major students in writing classroom in University of Phayao selected by purposive sampling. They were classified into five expert EFL learners and five novice EFL learners according to their scores of the written paragraph they wrote before participating in the study by using writing rubric. The instruments consisted of five lesson plans through writing process and an observation form. The results analyzed by Microgenetic Analysis revealed that questioning ranked first by the total frequency of peer scaffolding all learners used, but they never applied greeting to their writing activities. However, ten learners applied various types of peer scaffolding to pre-writing activity while they hardly utilized peer scaffolding in post-writing activity. Noteworthy that both expert and novice learners were able to be scaffolders for their peers by supplementing each other’s knowledge and skills because they may be expert writers in different areas, consequently they were able to produce written works by themselves.

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Asmus, Jennifer M., Erik W. Carter, Colleen K. Moss, Tiffany L. Born, Lori B. Vincent, Blair P. Lloyd, and Yun-Ching Chung. "Social Outcomes and Acceptability of Two Peer-Mediated Interventions for High School Students With Severe Disabilities: A Pilot Study." Inclusion 4, no. 4 (December 1, 2016): 195–214. http://dx.doi.org/10.1352/2326-6988-4.4.195.

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Abstract Adolescents with severe disabilities often have few opportunities to learn alongside and connect socially with peers without disabilities at their high school. In this pilot study, nine high school students with severe disabilities were randomly assigned to three conditions: peer support arrangements, peer network intervention, or a comparison condition involving “business-as-usual” paraprofessional support. School staff served as intervention facilitators and researchers coached and monitored fidelity. Increased classroom interactions were observed for students in the peer support condition and enhanced social contacts and friendships were found for students in both peer support and peer network conditions. Students, peers, and educators perceived both peer-mediated interventions as highly acceptable and feasible. Drawing upon these exploratory findings, we offer recommendations for research and practice focused on fostering strong social connections within high schools.

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Matsuno, Sumie. "Adoptability of Peer Assessment in ESL Classroom." Creative Education 08, no. 08 (2017): 1292–301. http://dx.doi.org/10.4236/ce.2017.88091.

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Petonito, Gina. "Fostering Peer Learning in the College Classroom." Teaching Sociology 19, no. 4 (October 1991): 498. http://dx.doi.org/10.2307/1317894.

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Wellein, Marlea G., Kelly R. Ragucci, and Marc Lapointe. "A Peer Review Process for Classroom Teaching." American Journal of Pharmaceutical Education 73, no. 5 (September 2009): 79. http://dx.doi.org/10.5688/aj730579.

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Journal articles on the topic 'Classroom peer'

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