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Relevant bibliographies by topics / Peer helpers

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Academic literature on the topic 'Peer helpers'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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Journal articles on the topic "Peer helpers"

1

Morrill, Correen M., Judy Nicely Leach, Muriel Rogie Radebaugh, William C. Shreeve, Sharon J. Colby, and David E. Johnson. "Peer Helpers: Overview and Caution." International Journal of Adolescence and Youth 1, no. 1 (January 1987): 33–37. http://dx.doi.org/10.1080/02673843.1987.9747623.

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McCue, Maureen, and Larry Anna Afifi. "Using Peer Helpers for Tuberculosis Prevention." Journal of American College Health 44, no. 4 (January 1996): 173–76. http://dx.doi.org/10.1080/07448481.1996.9937525.

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Konet, Richard J. "Peer Helpers in the Middle School." Middle School Journal 23, no. 1 (September 1991): 13–15. http://dx.doi.org/10.1080/00940771.1991.11496017.

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Bowman, Robert P., and Robert D. Myrick. "Students as Peer Helpers: An Untapped Resource." Children & Schools 7, no. 2 (1985): 124–33. http://dx.doi.org/10.1093/cs/7.2.124.

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Racz, Jozsef, and Zsuzsa Lacko. "Peer Helpers in Hungary: A Qualitative Analysis." International Journal for the Advancement of Counselling 30, no. 1 (December 18, 2007): 1–14. http://dx.doi.org/10.1007/s10447-007-9040-y.

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Birol, Zehra Nesrin. "The Content of Peer Helping Program." European Journal of Social Sciences Education and Research 1, no. 1 (May 1, 2014): 262. http://dx.doi.org/10.26417/ejser.v1i1.p262-267.

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With the study, which is a collection of the overall literature, the aim is to explain the concept of peer helping and its content. It is also our aim to enlighten people who are interested in the topic about where and how peer helping programs might be used. Peer helping concept consists of the idea that peers advise each other spontenaously and while doing this, active listening, problem solving skills, mental health and human development knowledge are naturally used. Peer helping is a system of counseling in which peers who are at the same age and status might help each other (Birol, 2005). The study aims to provide sufficient knowledge for the ones who are in the arena about what and how to establish a qualified peer helping program and of its principles. Additionally, how to choose peer helpers and the methods are partly discussed. It is known that the election of peer helpers has various applications. One way is applying for it voluntarily (Baginsky, 2004), second is being a nominee by others (Cartwright 2005), third is choosing a selective course (Myrick ve Folk:1991), fourth is interviews (Birol;2005) or applying some tests. The interview method has its own standards and also in the study the characteristics of peer helpers are examined as they have to be qualified and able to conduct the counseling sessions in an appropriate way. The study also mentions about the aim of peer helping. It presents us a brief information about the relation between peer helping and preventional guidance. Peer helping is a useful method for it is used in various fields and it facilitates people who work in the arena to reach many individuals at schools or other educational institutions.

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Marick, Josephine. "HIV/AIDS Peer Education: A Rural Health Project." Journal of School Nursing 18, no. 1 (February 2002): 41–47. http://dx.doi.org/10.1177/10598405020180010801.

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This article describes a program conducted by a group of adolescents in a rural western Nebraska high school that was designed to inform their peers about the risk of HIV/AIDS. The program was funded by state and county agencies. An AIDS Task Force composed of community health leaders developed the guidelines for the program. The Task Force met annually to plan for the coming year, implement changes, and evaluate the program. A community health nurse served as the coordinator of the program and also served as a rural school nurse. A group of students called peer helpers carried out the HIV/AIDS program. Peer helpers created an awareness of HIV/AIDS with dissemination of factual information and also served as a referral resource for their peers. A number of recommendations are provided for future implementation of programs designed to help adolescents develop a healthy lifestyle.

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Dechman, Margaret Kathleen. "Peer helpers’ struggles to care for “others” who inject drugs." International Journal of Drug Policy 26, no. 5 (May 2015): 492–500. http://dx.doi.org/10.1016/j.drugpo.2014.12.010.

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Aladağ, Mine, and Esin Tezer. "Effects of a Peer Helping Training Program on Helping Skills and Self-Growth of Peer Helpers." International Journal for the Advancement of Counselling 31, no. 4 (September 16, 2009): 255–69. http://dx.doi.org/10.1007/s10447-009-9082-4.

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DeMello, M. M., B. M. Pinto, S. Mitchell, S. I. Dunsiger, and K. Stein. "Peer support for physical activity adoption among breast cancer survivors: Do the helped resemble the helpers?" European Journal of Cancer Care 27, no. 3 (April 10, 2018): e12849. http://dx.doi.org/10.1111/ecc.12849.

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Dissertations / Theses on the topic "Peer helpers"

1

Wagner, Wendy. "Evaluation of a peer counseling program and perceptions of its peer helpers." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998wagnerw.pdf.

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Staempfli, Marianne Barbara. "The association between extracurricular involvement, self-esteem and leadership skills among University of Guelph peer helpers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ56369.pdf.

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Du, Plooy Riana. "Riglyne vir die implementering van 'n portuurhelpersprogram in universiteitskoshuise / Riana du Plooy." Thesis, North-West University, 2005. http://hdl.handle.net/10394/612.

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The purpose of this study is to provide a comprehensive description of what a peer helper programme is and to set guidelines for the design and implementation of a peer helping programme for university residence students. In order to achieve these objectives a literature study was firstly conducted to attain a good understanding of the problems that students of tertiary institutions are currently experiencing. The conclusion was made that students are today faced with a lot of frustrations, problems and challenges resulting in a need for care, support and effective help. Secondly the terms "peer helping", "peer helper" and "peer helper programmes" were defined and peer helping was consequently identified as an effective way of addressing the need for help in the student community. This was followed by a description of guidelines for the design and implementation of a peer helper programme for students in university residences. Plomp's general educational design model was used as a point of reference in the setting of these guidelines. An empirical study was done in the form of a case study as it was exercised only at the Potchefstroom Campus of the North-West University. The aims of the empirical research were to determine firstly if there was a real need for the implementation of a peer helper programme among students in university residences; secondly, to look into and examine the guidelines set for the design and implementation of a peer helpers' programme in university residences, and finally to evaluate the efficacy of the training of peer helpers for university residences. Questionnaires, observations and semi structured interviews were used in the empirical study in order to come to the following general conclusions: Students tend to confide in friends when they experience problems of a more serious nature. In other words they share their problems and concerns with people whom they are in a close relationship with. There is a definite need for a peer helpers' programme in university residence environments. Students are willing to take part and make use of such a programme and students want to take the lead in organising and managing such a programme. In order to design and implement a peer helpers' programme successfully in a university residence, the set guidelines for the effective designing and implementation of such a programme should be followed. Finally it is recommended that a peer helpers' programme should be implemented in every residence or on the campus of every university or tertiary institution in South Africa in order to address the growing need for help among students, effectively. Various recommendations for further research were made.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

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Dafoe, Eric C. "The Effectiveness of Peer Mentoring with High School Student Mentors and Child Mentees." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062894/.

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This randomized, controlled study examined the effectiveness of two mentoring programs, child mentor relationship training (CMRT) and peer assistance and leadership (PAL®), on high school mentor empathic behaviors and child mentee behavior problems. Participants were 60 young, at-risk students (61.7% male; 38.3% Hispanic/Latino/a, 31.7% Caucasian, 21.7% African American, 8.3% biracial) and 30 high school students (53.3% male; 66.7% Caucasian, 26.7% Hispanic/Latino/a, 0.03% African American, 0.03% Asian). Mentors and mentees were randomly assigned to CMRT or PAL®, which was treatment as usual in the participating school district. Results from 2 (group) by 2 (time) repeated measures ANOVAs indicated compared to the PAL® treatment group over time, mentors in the CMRT group demonstrated statistically significant improvement in empathic behaviors with a large treatment effect, as rated by independent observers. Analysis revealed a moderate treatment effect with CMRT group mentee behavior problems, but the difference was not statistically significant between treatment groups over time. Further analysis revealed the CMRT group demonstrated statistically significant reductions in behavior problems from pre- to post-test with a very large treatment effect. Overall, findings support CMRT as a promising school-based intervention for at-risk young children that potentially increases school counselor efficiency.

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Aladag, Mine. "Developing A Peer Helping Program And Testing Its Effectiveness." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606220/index.pdf.

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ABSTRACT DEVELOPING A PEER HELPING PROGRAM AND TESTING ITS EFFECTIVENESS Aladag, Mine Ph. D., Educational Sciences Supervisor: Prof. Dr. Esin Tezer 2005, 290 pages The main purpose of this three-phase study was to develop a peer helping program. The purpose of the first phase was to plan a peer helping program with its goal and content. The purpose of the second phase was to develop a peer helping training program and to investigate its effectiveness on improving the helping skills and self-growth of the peer helpers. The purpose of the third phase was to understand the peer helpers&rsquo
and helpees&rsquo
evaluations of the peer helping program. In the first phase of the study, a need assessment study was carried out with a sample of 316 (168 females, 148 males) students from Faculty of Education of Ege University. Results indicated that students preferred peer helpers among other helping agents
they preferred both non-directive helping styles (empathic responses) and directive helping styles (instrumental responses)
they seemed to believe the helpfulness of the program
they tended to apply to the program
and they wanted the program to concentrate on their career, academic, and interpersonal relationships concerns. In the second phase of the study, in order to investigate the effect of peer helping training program on improving peer helpers&rsquo
helping skills and the self-growth, a pre-test post-test control group experimental design study was carried out with a sample of 31 participants (15 experimental group and 16 control group). The participants were also administered six-month follow-up test. The data were gathered by administering five instruments: Communication Skills Evaluation Scale (CSES), Empathic Skill Scale-B Form (ESS-B), Reflection Skills Evaluation Form (RSEF), Rosenberg Self-Esteem Scale (RSS) and Self-Acceptance Inventory (SAI). After testing the equivalence of the pre-test scores of CSES, ESS-B, RSS, and SAI of the experimental and the control group participants, a series of 2 (experimental-control groups) X 3 (pre-post-follow up tests) repeated measure of analysis of variance (ANOVA) was employed to the CSES, ESS-B, RSS, and SAI scores of the participants. An analysis of covariance (ANCOVA) using pre-test as covariate was employed to the post-test and follow-up test scores of the RSEF of the participants. The results indicated that a peer helping training program was more effective on improving both the empathic and the reflection skills of the experimental group participants as compared to the control group participants. The results also indicated that there was a significant increase in the experimental group participants&rsquo
self-esteem scores from the pre-test to the follow-up test and also a significant increase in the experimental group participants&rsquo
self-acceptance scores from the pretest to the posttest. In the third phase of the research, a study, mainly based on qualitative data, was carried out with 15 peer helpers and 33 volunteered students/peer helpees (17 females, 16 males) who received peer helping services. All peer helpees were administered Peer Helping Service Evaluation Form and 15 peer helpers were also administered Peer Helping Program Evaluation Form. The analysis of the qualitative data indicated that most of the above mentioned areas were positively evaluated by both peer helpers and peer helpees.

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Kumar, Vivekanandan Suresh. "Helping the helper in peer help networks." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63891.pdf.

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Kanes, Theodora Petronella. "Riglyne vir die implementering van 'n portuurhelperprogram in sekondêre skole in Suid-Afrika / Theodora Petronella Kanes." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1079.

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In South African secondary schools there are learners who undergo a daily struggle with social and emotional problems. The problems learners struggle with include problems like drug and alcohol abuse, suicide, domestic violence, peer pressure, anorexia, bulimia, stress, bullying, and many more. These problems often result in learners experiencing a great deal of pressure. They sometimes feel hopeless as they fail to find suitable solutions for their problems. They often feel alone and as though there is no one whom they can share their problems with and who truly understands. A Peer Helper Programme is a programme that focuses on training a selective group of learners to be peer helpers. A peer helper is someone who understands or someone of more or less the same age as the person seeking for help, has empathy, good listening and communication skills, and offers help and understanding in times of need. A literature study has been undertaken to give the precise description of the concept of peer help, to determine the task and function of a peer helper and to establish what exactly the training of a peer helper should encompass. The results obtained from this information allowed the setting of guidelines for the implementing of a peer helper programme for the effective training of peer helpers. An empirical study was executed to establish the nature and scope of the problems learners in secondary schools in the Klerksdorp school district experience and their needs concerning peer helping. From this study it was concluded that a need exists for peer helping programmes as well as guidelines for the design and implementation of a peer helper programme. Questionnaires were used and the following can be concluded from the investigation: There is an existing need for a peer helper programme as learners who experience problems will rather share this with a peer before telling an older person. A set of guidelines need to be put into place for the implementation of a peer helper programme. To conclude the recommendation is made at the end of this study that a peer helper programme needs to be implemented in every school in the various school districts and that it should stand under the management of the school principle and the assistance of the guidance teacher.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

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Jones, Leslie D. "Effectiveness of Filial/Play Therapy Training on High School Students' Empathic Behavior with Young Children." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2754/.

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This study was designed to determine the effectiveness of a filial/play therapy training model with high school juniors and seniors enrolled in a Peer Assistance and Leadership program (PALs). Filial/play therapy is an intervention that focuses on strengthening and enhancing adult-child relationships. The high students are trained to be a therapeutic change agent for primary school children identified as having adjustment difficulties by utilizing basic child-centered play therapy skills in weekly play sessions with young children. Specifically, this study is designed to determine the effectiveness of filial therapy in increasing: 1) the high school students' observed empathic behavior with young children, 2) the high school students' observed attitude of acceptance toward young children, 3) the high school students' observed ability to allow self-direction in young children, and 4) the high school students' observed level of involvement with young children. The experimental group, consisting of 16 volunteer high school students enrolled in a PALs class for high school credit, received a total of 24 weeks of filial/play therapy didactic training, application, and supervision for the playtimes they conducted with pre-kindergarten/kindergarten students identified with adjustment difficulties. The comparison group consisted of 15 volunteer high school students enrolled in a PALs class for high school credit. The comparison group received the standard PALs class curriculum. All students were videotaped playing with a young child 4 to 6 years of age before and after the training as a means of measuring empathic behavior with young children. An Analysis of Covariance revealed statistically significant findings in all four hypotheses. Specifically, the experimental group of high school students exhibited statistically significant increases in empathic interactions with young children when compared to the comparison group. The experimental group also exhibited statistically significant increases in communication of acceptance of young children's feelings and behaviors, acceptance and behavioral willingness to follow young children's lead rather than attempt to control their behavior, and attention to and participation in young children's play. This study supports the use of filial/play therapy as an effective training model for increasing high school students' empathic behavior with young children. Filial/play therapy offers significant possibilities for training high school students in a developmentally appropriate model for working with young children identified with school adjustment difficulties, in order to prevent future problems.

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Baldner, Conrad. "Communication and attributions: The interrelations of parent and peer support, disclosure, and learned helpless attributions." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/41735.

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Previous research has shown benefits of adolescentsâ disclosure of activities to parents in reducing risk of deviant child behavior (Kerr & Stattin, 2000; Stattin & Kerr, 2000). In the current study I examine the effect of disclosure on learned helpless attributions, through the mediators of paternal, maternal, and peer support in sample of college undergraduates enrolled in psychology classes. In two online data collection points, participants completed measures on peer, paternal, and maternal support, disclosure, and negative attributions. In order to examine associations among these variables, I tested three general models: 1) disclosure would predict negative attributions through support, 2) support would predict negative attributions through disclosure, and 3) support would moderate the relations between disclosure and learned helpless attributions. Results demonstrated interrelations of disclosure with peer, maternal, and paternal support. Disclosure, peer support, and maternal support were negatively correlated with learned helpless attributions. However, the first and second models were not supported. The third model was partially supported in regard to maternal support. When maternal support was low, greater disclosure was associated with greater learned helpless attributions. Future longitudinal and experimental research is needed to further discern pathways of association for these constructs.
Master of Science

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Young, Jaclyn. "An evaluation of the breastfeeding peer helper program in Ohio's special supplemental nutrition program for women, infants and children." Connect to resource, 2009. http://hdl.handle.net/1811/36902.

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Books on the topic "Peer helpers"

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1942-, Tindall Judith A., ed. Peer counseling: In-depth look at training peer helpers. 2nd ed. Muncie, Ind: Accelerated Development, 1985.

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Dean, Gray H., ed. Peer counseling: In-depth look at training peer helpers. 3rd ed. Muncie, Ind: Accelerated Development Inc., 1989.

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Sorenson, Don L. Conflict resolution and mediation for peer helpers. Minneapolis, MN: Educational Media Corp., 1992.

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Friends helping friends: A handbook for helpers. 2nd ed. Minneapolis, MN: Educational Media Corp., 2003.

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Varenhorst, PhD Barbara B. An Asset Builder's Guide to Training Peer Helpers. Chicago: Search Institute Press, 2009.

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Gill, James Thomas. Reading, writing & reflecting: Helpers promoting literacy. New York, NY (245 5th Ave., Ste. 1705, New York 10016): The Network, 1997.

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Peer helping skills: A leader's guide to training peer helpers and peer tutors for middle and high school. Minneapolis: Johnson Institute, 1993.

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Varenhorst, Barbara. Training peer helpers: Coaching youth to communicate, solve problems, and make decisions. Minneapolis, MN: Search Institute Press, 2010.

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Peer helpers plus: A comprehensive training manual to help student tutors and other facilitators make the grade. Markham, Ont: Pembroke Publishers, 1995.

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Sturkie, Joan. The peer helper's pocketbook. San Jose, Calif: Resource Publications, 1998.

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Book chapters on the topic "Peer helpers"

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Kumar, Vive. "User models for helping the helper in peer help networks." In CISM International Centre for Mechanical Sciences, 335–36. Vienna: Springer Vienna, 1999. http://dx.doi.org/10.1007/978-3-7091-2490-1_41.

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Schwartz, Carolyn E., and Meir Sendor. "Helping others helps oneself: Response shift effects in peer support." In Adaptation to changing health: Response shift in quality-of-life research., 175–88. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10382-012.

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Hung, Sik Hin, and Jennifer Yim Shui Wa. "Dharma Therapy: A Buddhist Counselling Approach to Acknowledging and Enhancing Perspectives, Attitudes and Values." In International Perspectives in Values-Based Mental Health Practice, 305–11. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47852-0_35.

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AbstractIn the modern world, psychological problems like anxiety and depression are common phenomena in society. Dharma therapy is a Buddhist teaching-based therapeutic intervention which utilizes the Buddhist model of ending suffering to help clients to deal with psychological issues. In many cases, it has been shown to be effective. The present case study illustrates how the client, Mr. Peter Chan, who was suffering from anxiety, benefited from going through the intervention of Dharma Therapy. The article will describe what is Dharma Therapy, Mr. Chan’s psychological issues and how the seven steps of Dharma Therapy helped Mr. Chan to deal with his sufferings. Psychological tests administered before and after the therapeutic intervention showed improvement in all aspects of anxiety.

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Gulati, Ashok, Ranjana Roy, and Siraj Hussain. "Performance of Agriculture in Punjab." In India Studies in Business and Economics, 77–112. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9335-2_4.

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AbstractPunjab had been a star performer in agriculture during the heydays of the green revolution. Its agricultural GDP grew at 5.7% per annum during the period from 1971–72 to 1985–86, which was more than double the growth rate of 2.31% achieved at all-India level in the same period. It was Punjab’s spectacular performance, first observed in large wheat surpluses and then in rice, that helped India free itself from food aid under the PL 480 and its associated political strings. Punjab became a symbol of India’s grain surpluses, giving India much needed food security. But after 1985–86, the green revolution showed signs of waning and Punjab’s agricultural growth slowed to 3% per annum over the period 1985–86 to 2004–05, almost the same as achieved at the all-India level. But the real challenges to Punjab’s agriculture emerged when its growth crashed to just 1.6% per annum during 2005–06 to 2016–17, which was less than half the all-India agricultural GDP growth of 3.6% over the same period. Owing to the earlier years of high agricultural growth, Punjab had one of the lowest poverty ratios (7.7% in rural Punjab) as per Tendulkar poverty line in the country in 2011–12, which was almost one-third the level of poverty at the all-India level. Providing food security to the country and reducing its own poverty to the lowest levels within India has been Punjab’s most laudable achievements.

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Gulati, Ashok, Pallavi Rajkhowa, Ranjana Roy, and Pravesh Sharma. "Performance of Agriculture in Madhya Pradesh." In India Studies in Business and Economics, 145–74. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9335-2_6.

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AbstractMadhya Pradesh emerged as the state with the highest growth rate in agriculture. Long clubbed with the so-called BIMARU group of poor northern, central and eastern states, MP successfully broke ranks to set a scorching pace of growth, which has been unparalleled in the past quarter-century. Understanding the factors that helped to drive this growth and drawing lessons for other states at similar levels of development is the main objective of this chapter. Madhya Pradesh’s agricultural GDP increased at 8.1% per annum during 2005–06 to 2016–17, surpassing even record holder Gujarat’s 6% agricultural growth in the same period. The last three years have been even more spectacular: agricultural GDP increased at 11.8% per annum. Keeping this background in mind, this chapter has used secondary data published by the government to study the composition, sources and drivers of agriculture growth in Madhya Pradesh and the lessons that can be drawn for developing states. Although MP has recorded a significant decline in poverty rates from 53.6% in 2004–05 to 35.7% in 2011–12, there is still much to be done to improve the livelihood of the rural population. Moreover, MP’s per capita income is low, standing at Rs. 51,798 per annum (FY14 at current prices) as compared to the national annual average income of Rs. 74,380. Although it is much better than that of Bihar (Rs. 31,199) and Uttar Pradesh (Rs. 36,250), it remains way below top-performing states like Sikkim (Rs. 176,491), Maharashtra (Rs. 114,392), Haryana (Rs. 133,427) and Gujarat (Rs. 106,831). Therefore, the study also makes policy suggestions to bolster agricultural growth in MP.

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Milev, George, Amin Al-Habaibeh, and Daniel Shin. "Impact of Replacing Conventional Cars with Electric Vehicles on UK Electricity Grid and Carbon Emissions." In Springer Proceedings in Energy, 199–206. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63916-7_25.

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AbstractThis paper estimated the effect of electric vehicle transition on UK road and how it impacts on electricity supply and the reduction of carbon emissions. It used a scenario in which all cars that utilise internal combustion engines will be replaced by EVs in the UK. The methodology is based on speculating the future number of EVs in Great Britain, which helped in estimating the amount of additional electricity usage that would be required for the scenario. The results revealed that approximately 81 TWh of additional electricity must be produced annually to compensate for such expansion of EV. With that increase in electricity generation, the levels of carbon emissions from the electrical grid will rise slightly, by about 8.6 million tonnes of carbon dioxide per year. Given that combustion vehicles contribute to about 42% of the carbon emissions from the transport sector in the UK, it is concluded that the total amount of CO2 in the country will decrease by approximately 12% of all cars with internal combustion engines are replaced by electric vehicles.

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"Roles for Peer Helpers." In Peer Power, Book One, 15–21. Routledge, 2008. http://dx.doi.org/10.4324/9780203893609-8.

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Cartwright, Netta. "Combatting Bullying in School: The Role of Peer Helpers." In Peer Counselling in Schools, 97–105. Routledge, 2017. http://dx.doi.org/10.4324/9781315276144-8.

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El-Bishouty, Moushir M., Hiroaki Ogata, and Yoneo Yano. "Visualizing Knowledge Awareness Support in Ubiquitous Learning." In Mobile Technologies and Handheld Devices for Ubiquitous Learning, 15–29. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-849-0.ch002.

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The aim of this research is to provide the learner with knowledge awareness support according to his current need and location. Therefore, we presented a ubiquitous learning environment in order to support the learners while doing tasks; this environment is called PERKAM (PERsonalized Knowledge Awareness Map). PERKAM allows the learners to share knowledge, interact, collaborate, and to exchange individual experiences. It utilizes ubiquitous technologies to detect the learner’s environmental objects and location, and then recommends the best matched educational materials and peer helpers in accordance with the detected objects and the current location. This environment provides the learner with Knowledge Awareness Map, which graphically displays the knowledge awareness support. The experiment and the questionnaire results indicated that Knowledge Awareness Map is helpful to understand the learner’s situation and it efficiently visualizes the recommendations.

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Delk, Desmond Woodruff. "Voices of Experienced Physical Educators of English Language Learners." In Culturally Responsive Teaching and Learning in Higher Education, 280–303. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9989-0.ch013.

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The purpose of this chapter was to explore the factors that impact the teaching behaviors and goals of physical education teachers of English language learners (ELLs). Guided by the tenets of the theory of planned behavior, field notes and interviews of four PE teachers were conducted. Using qualitative methods through an interpretivist paradigm, the researcher found that these teachers 1) used an array of strategies to teach ELLs (peer helpers, demonstrations, Spanish infusion, and classroom routines) and 2) aspire to create inclusive and comprehensive learning environments for ELLs irrespective of administrative and parental engagement. The findings from this study indicate that the participants exhibit a commitment to diverse pedagogical approaches when teaching ELLs. Their limited background knowledge on teaching ELLs has forced these educators to develop unconventional practices and implement a variety of pedagogical approaches to ensure that all students learn, including ELLs.

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Conference papers on the topic "Peer helpers"

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Wang, Jiajun, and Kannan Ramchandran. "Enhancing peer-to-peer live multicast quality using helpers." In 2008 15th IEEE International Conference on Image Processing. IEEE, 2008. http://dx.doi.org/10.1109/icip.2008.4712251.

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Hao Zhang, Jiajun Wang, Minghua Chen, and Kannan Ramchandran. "Scaling Peer-to-Peer Video-on-Demand systems using helpers." In 2009 16th IEEE International Conference on Image Processing ICIP 2009. IEEE, 2009. http://dx.doi.org/10.1109/icip.2009.5414399.

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Zhang, Hao, and Kannan Ramchandran. "A reliable decentralized Peer-to-Peer Video-on-Demand system using helpers." In 2009 Picture Coding Symposium (PCS). IEEE, 2009. http://dx.doi.org/10.1109/pcs.2009.5167390.

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Souza, Cleyton, Jonathas Magalhaes, Evandro Costa, and Joseama Fechine. "Routing Questions in Twitter: An Effective Way to Qualify Peer Helpers." In 2013 IEEE/WIC/ACM International Joint Conferences on Web Intelligence (WI) and Intelligent Agent Technologies (IAT). IEEE, 2013. http://dx.doi.org/10.1109/wi-iat.2013.16.

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Beasley, Zachariah, and Les Piegl. "HeLPS: A Domain-Specific Lexicon for CAD Peer Review." In CAD'20. CAD Solutions LLC, 2020. http://dx.doi.org/10.14733/cadconfp.2020.21-25.

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Venkataramanujam, Venkatesh, and Pierre Larochelle. "Panther Peer: A Web-Based Tool for Peer and Self Evaluation." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63807.

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Panther Peer is a novel web based tool for peer evaluation. It has been developed at the Florida Institute of Technology to enable students (specifically those involved in capstone design projects) to give one another anonymous feedback on their team performance. Panther Peer is simple to implement and completely automated. Panther Peer automates the process of peer evaluation and minimizes the workload for both instructors and students. With the benefits of automation students can gain feedback more quickly. Moreover, the reduction in workload for course instructors enables them to encourage peer evaluations. The primary advantage of this system is the feedback students receive from their peers which helps them identify their weaknesses and focus on their strengths. The automated process means that the collection and dissemination of information is highly efficient. From the peer evaluations by students, instructors can have a fair idea about the teams progress and intervene where deemed necessary.

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Suarez-Sipmann, Fernando, Arnoldo Santos, Gerardo Tusman, Stephan H. Böhm, João B. Borges, and Göran Hedenstierna. "Bohr's Dead Space Helps To Detect Overdistension During A PEEP Trial." In American Thoracic Society 2012 International Conference, May 18-23, 2012 • San Francisco, California. American Thoracic Society, 2012. http://dx.doi.org/10.1164/ajrccm-conference.2012.185.1_meetingabstracts.a3777.

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Whatley, Janice, Frances Bell, Jan Shaylor, Elena Zaitseva, and Danuta Zakrzewska. "CAB - Collaboration across Borders: Peer Evaluation for Collaborative Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2848.

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Use of information and communication technologies (ICT) and the development of tools to enable communication, can change the ways in which students in higher education learn, including online learning, both as individuals and through collaboration with other learners. This paper is a review of two cases of online peer evaluation of web sites or multimedia presentations, between students from several countries. Examining the research feedback from these collaborative activities has contributed to our understanding of online learning tasks, and led to the development of a dedicated online portal for carrying out collaborative activities. We have found that there is a clear benefit to be derived from incorporating activities of this type within the learning of students in higher education. The CAB portal we have developed helps tutors, wishing to set up a collaborative activity, to address issues of reciprocity of learning outcomes and guidelines for students’ participation.

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Wallace, Ruth, Shelley Beatty, Jo Lines, Catherine Moore, and Leesa Costello. "The power of peer-review: A tool to improve student skills and unit satisfaction." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11116.

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Providing higher education students with opportunities to participate in peer-review feedback activities may facilitate interaction between students and enhance academic skills. Such activities are reported to help students transition from passive to active learners whilst increasing social connectedness and developing employability skills. This research aimed to evaluate student perceptions of a peer-review of assessment process offered in an undergraduate Health Science unit at Edith Cowan University in Western Australia, and their subsequent unit satisfaction. Before students began the peer-review process, a sample assignment was used to coach them on how to provide constructive feedback. They subsequently prepared a draft of their assignment for peer-review, and then reviewed the work of another student. Pre- and post-surveys were administered to assess students’ perceptions about the usefulness of the peer-review activity. Thirty-two students completed the pre-survey wherein 94% (n=30) reported the peer-review coaching helped them prepare their own assignment and 85% (n=27) reported learning how to provide constructive written feedback. Twenty-one students completed the post-survey, 76% (n=16), reporting they modified their own assignment as an outcome of their peer-review participation. Many respondents also reported improvements in their critical thinking (76%; n=16) and written communication skills (62%; n=13). Overall unit satisfaction increased exponentially.

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Cortellazzo, Laura, Sara Bonesso, and Fabrizio Gerli. "Combining experimentation and reflection techniques in behavioral competency development programs: A learning approach based on journaling and peer coaching." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12946.

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Behiavioral competencies are key determinants of individual performance and literature has recently started to devote attention on those methodological approaches that can effectively promote their development. According to Dewey, individuals do not learn from experience, but they learn from reflecting on experience. In this paper, we draw on the Dewey’s idea and we investigate if reflective practices through journaling and peer coaching can improve the learning experience of individuals engaged in a competency development program. After introducing the prior research that emphasized the positive impact of these two reflective techniques, the paper illustrates how journaling and peer coaching has been introduced as a part of a competency development program. Preliminary insights from the empirical case show that self-directed learning requires a reflection process that helps individuals to better understand their current behavior, their progresses, and opportunities for change. Journaling was found especially useful to increase one’s self-awareness and self-confidence, whereas peer coaching allowed students create a social bond, share their experiences and receive a direct feedback from a peer. The paper also illustrates the limits of these reflective practices, discussing the interventions that can be implemented to maximize their learning benefits.

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Reports on the topic "Peer helpers"

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Jacobs, Elizabeth, Jane Mahoney, KyungMann Kim, Jerica Broeckling, Scott Hetzel, Amy Amessoudji, Rebecca Schwei, and Katherine Sebastian. Testing a Peer Support Program That Helps Older Adults Age in Their Own Homes. Patient-Centered Outcomes Research Institute (PCORI), July 2020. http://dx.doi.org/10.25302/07.2020.cer.131007844.

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DeTurk, Patricia. Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College Level. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1095.

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Raei, Lamia. Exploring the Links: Youth participation and employment opportunities in Jordan. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7981.

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Oxfam partners with the Jordanian Hashemite Fund for Human Development (JOHUD) through its Youth Participation and Employment (YPE) programme in order to connect with communities and train local community-based organizations (CBOs). JOHUD’s aim is to build the job-seeking capacity of youth in four governorates in Jordan. The programme organizes informal activities involving peer-to-peer education to help young people engage in the community as volunteers, and links them to various governmental and non-governmental institutions. COVID-19 and the associated lockdowns have altered the organization’s operations, with most projects shifting online. JOHUD has adopted a youth-led initiative aimed at matching young people’s skills with labour-market demand in each governorate where the programme operates. This case study presents examples of how the programme has helped young people transform into professionals, and how youth-led employment centres can contribute to youth development activities.

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White, Howard, Timothy Lubanga, Francis Rathinam, Roland Taremwa, Benjamin Kachero, Caroline Otike, Robert Apunyo, et al. Development evaluations in Uganda 2000–2018: A Country Evaluation Map. Centre of Excellence for Development Impact and Learning (CEDIL), June 2021. http://dx.doi.org/10.51744/cswp1.

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'Development evaluations in Uganda 2000–2018: A Country Evaluation Map' is a CEDIL Synthesis Working Paper. It is a report on the first of its kind country evaluation map for a single country. The map identifies 617 evaluations in multiple sectors. Nearly 60 per cent of the studies contain process evaluation evidence and over 40 per cent are impact evaluations. The map helps make visible recent development evaluations from the country, identifies potential gaps in knowledge and opportunities for evidence synthesis. Users can submit studies for inclusion in the map, thus giving the map a repository function.

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Rodríguez Caballero, Carlos Vladimir, and Arnoldo López - Marmolejo. Assessing the Effect of Gender Equality before the Law on Female Labor Participation and GDP per capita in Central America Panama and the Dominican Republic. Inter-American Development Bank, March 2021. http://dx.doi.org/10.18235/0003113.

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Women's participation in the labor market in Central America is low for the international standard. Increase such participation is on the agenda of many policymakers who want to improve women's access to quality employment. In this paper, we use data from Central America, Panama, and the Dominican Republic to assess whether gender equality in the law helps increasing women's participation in the labor force and, therefore, boosts GDP per capita. The study is based on two econometric methodologies to evaluate distinct aspects of the economic mechanism.

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DiAngelo, Lucy, Libby Lowry, Kayla McDaniel, Clare Sauser, Shelby Terry, and Erin Williams. Increasing Confidence and Mental Health in Caregivers. University of Tennessee Health Science Center, May 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0011.

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The purpose of our critically appraised topic is to synthesize the highest-level evidence available regarding interventions for increasing confidence and mental health outcomes in caregivers taking loved ones home from inpatient rehabilitation. The final portfolio contains six research articles from peer-reviewed journals. Study designs include randomized control trials, a systematic review, and a pretest-posttest without a control group. All studies relate directly to the components of the PICO question. Four of the articles discussed both caregiver confidence and mental health while two articles discussed only mental health. There is strong evidence to support that in-person hands on training, in person discussion-based training, and/or virtual resources helped increase confidence in caregivers of patients. There is mixed evidence and only limited improvement to support mental health. The findings from this critically appraised topic will be used to draft new ideas for practice guidelines for addressing caregiver education and caregiver mental health in an inpatient rehabilitation facility.

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Johnson, Mark, John Wachen, and Steven McGee. Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels. The Learning Partnership, April 2020. http://dx.doi.org/10.51420/conf.2020.1.

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From 2012-13 to 2018-19, the number of Chicago Public Schools (CPS) high school students taking an introductory computer science course rose from three thousand per year to twelve thousand per year. Our analysis examines the policy entrepreneurship that helped drive the rapid expansion of computer science education in CPS, within the broader context of the development of computer science at the national level. We describe how actions at the national level (e.g., federal policy action and advocacy work by national organizations) created opportunities in Chicago and, likewise, how actions at the local level (e.g., district policy action and advocacy by local educators and stakeholders) influenced agenda setting at the national level. Data from interviews with prominent computer science advocates are used to document and explain the multidirectional (vertical and horizontal) flow of advocacy efforts and how these efforts influenced policy decisions in the area of computer science. These interviews with subsystem actors––which include district leaders, National Science Foundation program officers, academic researchers, and leaders from advocacy organizations––provide an insider’s perspective on the unfolding of events and highlight how advocates from various organizations worked to achieve their policy objectives.

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National Plastics Corporation: Energy Assessment Helps Automotive Plastic Parts Maker Save $34,000 Per Year. Office of Scientific and Technical Information (OSTI), September 2005. http://dx.doi.org/10.2172/15020452.

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