Academic literature on the topic 'Peer-led models'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Peer-led models.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Peer-led models"
1
Hynes, Mary, Nicole Anderson, Monika Kastner, and Arlene Astell. "MODELS OF OLDER ADULT GROUP ENGAGEMENT TO IMPROVE HEALTH MANAGEMENT." Innovation in Aging 6, Supplement_1 (November 1, 2022): 577. http://dx.doi.org/10.1093/geroni/igac059.2171.
Full textAbstract:
Abstract We are studying the use of peer-to-peer group intervention as a means of promoting older adult health self-efficacy and self-management. To explore how older adults have worked together to improve health behaviors, a scoping review was conducted of older adult peer coaching in health maintenance or health improvement groups. Seventeen studies met all search criteria, including interventions examining the value of peer support in self-management of diabetes, a peer led program for fear of falling, and the effect of self-help groups on quality of life. Two models of peer engagement were identified: peer support and mutually supportive environments. Ten studies trained older adults to be peer mentors or leaders with training periods varying from two days to 30 weeks, although many did not include details of the training. The other seven studies examined mutually supportive environments for peer engagement such as a clinician-led with peer-support model, an app-based program with a social support component, and a prevention focused mutual support group. These studies included research comparing self-care and quality of life results after self-help group therapy and a study that analyzed the impact and role of volunteering at a seniors’ centre on maximizing member self-efficacy. While all studies reported on peer self-health engagement, there were many different goals ranging from evaluating health improvement programs to comparing peer and professional health group leadership. One consistent theme was improved perceived self-efficacy though peer group engagement.
2
Ayala, George, Laurel Sprague, L. Leigh-Ann van der Merwe, Ruth Morgan Thomas, Judy Chang, Sonya Arreola, Sara L. M. Davis, et al. "Peer- and community-led responses to HIV: A scoping review." PLOS ONE 16, no. 12 (December 1, 2021): e0260555. http://dx.doi.org/10.1371/journal.pone.0260555.
Full textAbstract:
Introduction In June 2021, United Nations (UN) Member States committed to ambitious targets for scaling up community-led responses by 2025 toward meeting the goals of ending the AIDS epidemic by 2030. These targets build on UN Member States 2016 commitments to ensure that 30% of HIV testing and treatment programmes are community-led by 2030. At its current pace, the world is not likely to meet these nor other global HIV targets, as evidenced by current epidemiologic trends. The COVID-19 pandemic threatens to further slow momentum made to date. The purpose of this paper is to review available evidence on the comparative advantages of community-led HIV responses that can better inform policy making towards getting the world back on track. Methods We conducted a scoping review to gather available evidence on peer- and community-led HIV responses. Using UNAIDS’ definition of ‘community-led’ and following PRISMA guidelines, we searched peer-reviewed literature published from January 1982 through September 2020. We limited our search to articles reporting findings from randomized controlled trials as well as from quasi-experimental, prospective, pre/post-test evaluation, and cross-sectional study designs. The overall goals of this scoping review were to gather available evidence on community-led responses and their impact on HIV outcomes, and to identify key concepts that can be used to quickly inform policy, practice, and research. Findings Our initial search yielded 279 records. After screening for relevance and conducting cross-validation, 48 articles were selected. Most studies took place in the global south (n = 27) and a third (n = 17) involved youth. Sixty-five percent of articles (n = 31) described the comparative advantage of peer- and community-led direct services, e.g., prevention and education (n = 23) testing, care, and treatment programs (n = 8). We identified more than 40 beneficial outcomes linked to a range of peer- and community-led HIV activities. They include improved HIV-related knowledge, attitudes, intentions, self-efficacy, risk behaviours, risk appraisals, health literacy, adherence, and viral suppression. Ten studies reported improvements in HIV service access, quality, linkage, utilization, and retention resulting from peer- or community-led programs or initiatives. Three studies reported structural level changes, including positive influences on clinic wait times, treatment stockouts, service coverage, and exclusionary practices. Conclusions and recommendations Findings from our scoping review underscore the comparative advantage of peer- and community-led HIV responses. Specifically, the evidence from the published literature leads us to recommend, where possible, that prevention programs, especially those intended for people living with and disproportionately affected by HIV, be peer- and community-led. In addition, treatment services should strive to integrate specific peer- and community-led components informed by differentiated care models. Future research is needed and should focus on generating additional quantitative evidence on cost effectiveness and on the synergistic effects of bundling two or more peer- and community-led interventions.
3
Tse, Mimi, Shamay Ng, Xue Bai, Paul Lee, Raymond Lo, Daphne Sze Ki Cheung, Kin Cheung, and Suey Yeung. "Lesson Learned from Peer Volunteers in a Peer-Led Pain Management Program among Nursing Home Residents." International Journal of Environmental Research and Public Health 16, no. 17 (August 26, 2019): 3097. http://dx.doi.org/10.3390/ijerph16173097.
Full textAbstract:
Background: Chronic pain is common among older adults and is associated with adverse physical and psychological outcomes. Given the burden of pain and limited healthcare resources, devising innovative and cost-effective ways of managing chronic pain is of high priority. The aim of this paper is to explore the experiences and perceptions of peer volunteers (PVs) in a peer-led pain management program among nursing home residents in Hong Kong. Methods: Forty-six PVs were recruited and trained to lead a pain management program (PAP). The PAP consisted of one 1 hour session per week for 12 weeks. It included 20 min of physical exercises performed under the supervision of PVs, followed by 30 min of pain management education, including information on pain situations, the impacts of pain, the use of drugs and non-drug strategies for pain management, demonstrations, and return demonstrations of various non-drug pain management techniques. Quantitative data were collected from questionnaires (demographics, pain situation, and pain knowledge) for all PVs. Qualitative data (PVs’ experiences in leading the PAP, their perceived benefits, barriers encountered, and recommendations for improving the PAP) were collected at week 12 (upon completion of the PAP). Data were analyzed using the Statistical Package for Social Sciences and content analysis for qualitative data. Results: A total of 46 PVs were recruited (34 females, 74%), with a mean ± SD age of 61.0 ± 5.1 years. Thirty-one of them reported having chronic pain. Before the training, their self-rated pain knowledge was 40.0 ± 20.5 (maximum 100 points) while their actual pain knowledge score was 86.1 ± 10.6 (maximum 100 points). The PVs reported an improvement in their knowledge and skills after leading PAPs. No PVs reported having received any negative comments about their role in leading the PAP but mentioned that they had received feedback on how to improve the program. Conclusions: This study provides further evidence that peer-led pain management programs are feasible and can lead to positive experiences for the PVs. Peer support models are coming into wide use because they show promise in helping patients to manage chronic conditions. Peer volunteers will become important resources in elderly care. The barriers that were identified may lead to improvements in the design and planning of future PAPs.
4
Tse, Mimi, Yajie Li, Shuk Kwan Tang, Shamay S. M. Ng, Xue Bai, Paul H. Lee, Raymond Lo, and Suey Shuk Yu Yeung. "An Exploration of the Effectiveness of a Peer-Led Pain Management Program (PAP) for Nursing Home Residents with Chronic Pain and an Evaluation of Their Experiences: A Pilot Randomized Controlled Trial." International Journal of Environmental Research and Public Health 17, no. 11 (June 8, 2020): 4090. http://dx.doi.org/10.3390/ijerph17114090.
Full textAbstract:
Background: 80% of nursing home residents have reported chronic pain, which is often accepted by older adults as part of aging. Peer support models are being used to help individuals manage their chronic conditions and overcome the challenges of limited healthcare resources. The aims of this study were: (i) to examine the effectiveness of a 12 week peer-led pain management program (PAP) for nursing home residents and (ii) to evaluate their experiences. Methods: A cluster randomized controlled trial (RCT) was used. The 12 week pain management program was provided for the experimental group. Outcomes were measured at three time points. The participants’ satisfaction and acceptance were evaluated by a semi-structured interview after the program was completed. Results: Pain self-efficacy, pain intensity, pain interference, pain knowledge, and depression levels improved after the completion of the 12 week peer-led PAP. The pain-intensity level reported at week 12 was significantly lower in the experimental group than in the control group. Semi-structured interviews showed that the nursing home residents were satisfied with the pain education that they received. Conclusions: The 12 week peer-led PAP appeared to improve the pain-related and psychological outcome measures in nursing home residents, and the feedback on the peer-led PAP from the nursing home residents was positive.
5
Samuolis, Jessica, Angela J. Harrison, and Karen Flanagan. "Evaluation of a Peer-Led Implementation of a Suicide Prevention Gatekeeper Training Program for College Students." Crisis 41, no. 5 (September 2020): 331–36. http://dx.doi.org/10.1027/0227-5910/a000638.
Full textAbstract:
Abstract. Background: Research on models of implementation that enable widespread dissemination of suicide prevention to young adults is needed to address the critical public health issue of suicide among young adults. A peer-to-peer implementation approach may increase widespread dissemination of suicide prevention on college campuses. Aims: The current study involved the evaluation of a peer-led implementation of the evidence-based program Question, Persuade, and Refer Gatekeeper Training for Suicide Prevention (QPR). Method: A total of 161 college students attended one of eight QPR implementations conducted by student peer educators certified as QPR trainers. Questionnaires were administered at pretest and posttest to assess knowledge of suicide, likelihood of intervening with someone suicidal, and self-efficacy to intervene with someone suicidal. Results: Results from a series of paired-samples t tests showed significant increases from pretest to posttest on the three outcomes of interest – knowledge of suicide, self-efficacy to intervene with someone suicidal, and likelihood to intervene with someone suicidal. Limitations: The short time frame of the current study is a limitation. Conclusion: Support for a peer-led model of implementation for college students has critical implications in terms of increasing the capacity for widespread dissemination of suicide prevention efforts on college campuses.
6
Paterno, Mary T., Maud Low, Aline Gubrium, and Kirk Sanger. "Mothers and Mentors: Exploring Perinatal Addiction and Recovery Through Digital Storytelling." Qualitative Health Research 29, no. 4 (June 6, 2018): 545–56. http://dx.doi.org/10.1177/1049732318777474.
Full textAbstract:
Substance use disorders (SUDs) are a growing problem for pregnant and parenting women. Woman-to-woman peer support may positively influence perinatal outcomes but little is known about the impact of such support on the women who are providing support. The purpose of this study was to describe experiences of addiction in pregnancy, recovery, and subsequently serving as a peer mentor to other pregnant women with active SUD among women in recovery in a rural setting. We conducted one digital storytelling workshop with five women serving as peer mentors with lived experience of perinatal SUD. The mentors faced significant stigma in pregnancy. They had each done the “inside work” to achieve recovery, and maintained recovery by staying balanced. Peer mentoring supported their own recovery, and story sharing was integral to this process. Peer-led support models may be an effective, self-sustaining method of providing pregnancy-specific peer support for SUD.
7
Villanueva-Vilchis, María Del Carmen, Jolanta Aleksejuniené, Benjamín López-Núñez, and Javier De la Fuente-Hernández. "A peer-led dental education program for modifying oral self-care in Mexican children." Salud Pública de México 61, no. 2, Mar-Abr (January 23, 2019): 193. http://dx.doi.org/10.21149/9273.
Full textAbstract:
Objective. To compare peer-led dental education (PLDE) versus conventional dental instruction (CDI) in modifying children’s oral self-care. Materials and methods. The intervention group (two schools) received PLDE and the control group (two schools) received CDI. The quality of oralself-care practice (OSC-P) and oral self-care skills (OSC-S) were indicated by dental plaque levels (%) and compared before and after the dental education. Results. There were no baseline OSC-P differences between the control (55.8 ± 12.8%) and intervention (55.5 ± 14.6%) groups or OSC-S differences between the intervention (38.5 ± 13.2%) and control (38.1 ± 12.5%) groups. At the three-month follow-up we observed OSC-P deterioration in the control group (63.2 ± 15.0%) and OSC-P improvement in the intervention group (52.2 ± 15.6%). The OSC-P/OSC-S regression models found these predictors: baseline oral self-care, group affiliation, and mother’s education (p<0.05). Conclusion. The hypothesis was confirmed and significant predictors were baseline oral self-care levels, group affiliation, and mother’s education.
8
Potter, C. L. "Systematic literature review of the use of lay support models in postnatal depression." European Psychiatry 26, S2 (March 2011): 1105. http://dx.doi.org/10.1016/s0924-9338(11)72810-3.
Full textAbstract:
AimsGrowing interest has been shown in the use of peers as lay health workers in maternal healthcare. This review aimed to examine published evidence on the effectiveness of lay support models for the management of postnatal depression (PND).MethodsMEDLINE, EMBASE, PsycINFO and the Cochrane Library were searched for randomised controlled trials (RCTs) of interventions conducted by lay health workers in postnatal women, published between 1980 and August 2010. The search revealed seven studies, totaling 16,095 participants, which reported outcomes in PND and mothers’ mental health/self-esteem.ResultsThe value of lay support models depends on the intervention type and the population targeted. Telephone based peer support, for women identified as high-risk for PND, showed a statistically significant reduction in Edinburgh Postnatal Depression Scale (EPDS) scores at 12 weeks. Universal provision of peer mentoring has been shown to significantly improve self-esteem at one year postpartum, but no studies have shown statistical significance on PND or mental health outcomes (measured by EPDS/SF-36). In poor populations, women's groups led by peer facilitators have been shown to reduce moderate depression by 57%, compared to controls. However, another study, which evaluated community group support showed a low uptake (19%) resulting in no statistical significance. Similarly there was no significant improvement in PND with self-help manuals, despite one study reporting favorable feedback.ConclusionsThere is some evidence from RCTs that high-risk groups and specific demographics can benefit from targeted peer support. However, no particular model can be strongly recommended, and further research is required.
9
Kunwar, Ramesh Raj. "Airbnb: Understanding the Concept, Recognizing the Values." Journal of Tourism and Hospitality Education 10 (May 4, 2020): 132–69. http://dx.doi.org/10.3126/jthe.v10i0.28764.
Full textAbstract:
Peer-to-peer (P2P) accommodation into the tourism market through a model of disruptive innovation is going to be very popular in the world. This has been coined as network hospitality led by Airbnb platform which will work as a mediator between the hosts and guests. Trust plays the major role for decision making to buy the shelter. The objective of studying this new area is to understand in better way through the help of secondary sources. Academic research is generally guided by the theories. Therefore, the researcher aimed to know which kind of concepts and models were applied by previous scholars. The study is confined to the Airbnb and Couchsurfing. For this study, the researcher has followed umbrella type of review research which will shed light on the knowledge of peer-to-peer accommodation and sharing economy.
10
Stamou, Elina. "Reclaiming user leadership in peer support practice." Journal of Mental Health Training, Education and Practice 9, no. 3 (September 2, 2014): 167–76. http://dx.doi.org/10.1108/jmhtep-02-2014-0003.
Full textAbstract:
Purpose – The purpose of this paper is to explore user leadership in peer support practice by reviewing existing evidence and models of delivery, investigating the recently developed term of “authentic” peer support and reflecting on challenges and opportunities for the future. Design/methodology/approach – The paper presents and discusses views and evidence on peer support policy and practice, found in the current literature, grass roots peer support experts’ presentations and contributions to conferences, a national peer support network, key policy documents and the work of Together for Mental Wellbeing. Findings – Peer support benefits are widely documented as is its history, rooted in user leadership. More recently, peer support is acknowledged in a number of key mental health policy documents as seen to be key in the response to current quality and cost agendas. There has been a simultaneous increase of “formal” peer support as practiced by large service providers and a gradual shift away from its “user led” origins. Against the background of the current economic climate and implications for mental health services, there seems to be a need to pause and reflect on current peer support practice and rethink the way forward. Originality/value – This paper's emphasis on the authenticity of peer support covers new ground in relation to an important topical debate.
Dissertations / Theses on the topic "Peer-led models"
1
Buchan, Kerry. "Recipient Experiences of a Peer-Led Abstinence Programme at the University of the Western Cape." Thesis, Online Access, 2008. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_8335_1260527059.pdf.
Full text
2
Kulatunga, Ushiri Kumarihamy. "Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4712.
Full textAbstract:
This dissertation work entails three related studies on the investigation of Peer-Led Guided Inquiry student discourse in a General Chemistry I course through argumentation. The first study, Argumentation and participation patterns in general chemistry peer-led sessions, is focused on examining arguments and participation patterns in small student groups without peer leader intervention. The findings of this study revealed that students were mostly engaged in co-constructed arguments, that a discrepancy in the participation of the group members existed, and students were able to correct most of the incorrect claims on their own via argumentation.
The second study, Exploration of peer leader verbal behaviors as they intervene with small groups in college general chemistry, examines the interactive discourse of the peer leaders and the students during peer leader intervention. The relationship between the verbal behaviors of the peer leaders and the student argumentation is explored in this study. The findings of this study demonstrated that peer leaders used an array of verbal behaviors to guide students to construct chemistry concepts, and that a relationship existed between student argument components and peer leader verbal behaviors.
The third study, Use of Tolumin's Argumentation Scheme for student discourse to gain insight about guided inquiry activities in college chemistry, is focused on investigating the relationship between student arguments without peer leader intervention and the structure of published guided inquiry ChemActivities. The relationship between argumentation and the structure of the activities is explored with respect to prompts, questions, and the segmented Learning Cycle structure of the ChemActivities. Findings of this study revealed that prompts were effective in eliciting arguments, that convergent questions produced more arguments than directed questions, and that the structure of the Learning Cycle successfully scaffolded arguments.
A semester of video data from two different small student groups facilitated by two different peer leaders was used for these three related studies. An analytic framework based on Toulmin's argumentation scheme was used for the argumentation analysis of the studies.
This dissertation work focused on the three central elements of the peer-led classroom, students, peer leader, and the ChemActivities, illuminates effective discourse important for group learning. Overall, this dissertation work contributes to science education by providing both an analytic framework useful for investigating group processes and crucial strategies for conducting effective cooperative learning and promoting student argumentation. The findings of this dissertation work have valuable implications in the professional development of teachers specifically for group interventions in the implementation of cooperative learning reforms.
3
Zambuto, Valentina. "Peer led models to prevent bullying and cyberbullying: how and for whom they can be effective." Doctoral thesis, 2018. http://hdl.handle.net/2158/1130546.
Full textAbstract:
This dissertation aims to improve our knowledge of the effectiveness of peer-led models within the literature on anti-bullying programs.
Previous studies highlighted discordant positions on the effectiveness of involving peers in antibullying interventions (Ttofi and Farrington, 2011; Smith et al. 2012; Lee et al., 2015) and invited scholars to study this model more deeply in order to understand “what works, for whom and under what circumstances.” In order to answer to this issue, we hypothesized that recruitment of peer educators might influence the characteristics of the group of students, and, above all, the effectiveness of the entire program.
The First chapter describes the theoretical framework of the research. The social nature of bullying, what is known about antibullying interventions, and the evaluation and the characteristics and strengths of peer-led models within health psychology and prevention of risk behaviours.
In the Second Chapter we presented a pilot research on the characteristics of the peer educators in the NoTrap! anti-bullying program (edition 2011/2012). Specifically, we found that, compared with classmates (N= 406; males= 46%), peer educators (N= 118; males= 51%) have higher levels of victimization, perceived support from friends, and prosocial and defending behaviour.
In Third chapter we presented two studies from a unique research design carried out within the 2015/2016 edition of the NoTrap! program. Specifically, we used two different recruitment strategies (volunteering vs peer nomination) with a sample of classes with voluntary peer educators (N=500) and a group of classes with peer educators nominated by classmates (N=466). The two studies aimed to understand how peer educators were different in the two groups and how the different methods can affect the results of the intervention.
In study 1 we found that voluntary peer educators are more involved in victimization, whereas nominated ones are the most popular and accepted by classmates. In study II, we tried to answer the questions: “under which circumstances and for whom” is NoTrap! effective. A set of linear mixed-effect model (MIXED) procedures showed that the program was effective only in the “voluntary recruitment condition,” in which there was a decrease of bullying and victimization, and a concurrent increase of defending behavior for the whole class (peer educators and their classmates). In the final chapter results are discussed highlighting their implications for future studies.
4
PALLADINO, BENEDETTA EMANUELA. "Evidence-based intervention against bullying and cyberbullying: measurement of the constructs, evaluation of efficacy and mediation processes." Doctoral thesis, 2014. http://hdl.handle.net/2158/856713.
Full textAbstract:
The present dissertation tried to provide an answer to the need of high-quality evaluations of theoretically grounded antibullying interventions (Baldry & Farrington, 2007; Ttofi & Farrington, 2011). Literature of the last ten years shows that aggressive behaviours carried out by peers may be experienced in both face-to-face and online interactions (Tokunaga, 2010; Wingate, Minney, & Guadagno, 2013); for this reason adopting a specific focus both on bullying and cyberbullying appears to be more suitable (Menesini, 2012). The general aim of the present dissertation was to evaluate Noncadiamointrappola! program 3rd Edition by adopting an evidence-based approach in analyzing aspects related to the intervention’s efficacy. Three empirical studies are presented. They cover three main issues: 1) measurement of the cyberbullying constructs; 2) efficacy of the Noncadiamointrappola! program in reducing bullying, cyberbullying, and internalizing symptoms; 3) mediational mechanisms involved in the explanation of the efficacy of the program in reducing cybervictimization.
In the first study we analyzed the psychometric properties of a revised instrument (FCBVSs; Menesini, Nocentini, & Calussi, 2011) devoted to measure cybervictimization and cyberbullying constructs. The analyses were conducted on a sample of 1142 adolescents (54.5% males) enrolled in 9th, 10th 11th grades of high schools in Tuscany. Results support a gender-invariant model based on 14 items and four factors both for cybervictimization and cyberbullying. The subscales cover four types of behaviours and describe different attacks made by peers in the cyber context (written-verbal, visual, impersonation and exclusion). The second order CFA confirmed that a “global”, second-order measure of cyberbullying and cybervictimization fits well with data. Overall the scales showed both good validity (construct, concurrent and convergent) and reliability (internal consistency and test-retest).
In the second study we evaluated the effects of the Noncadiamointrappola! program in two quasi-experimental trials that involved different samples of adolescents attending the first year of Italian high schools. We found that the program in the experimental group significantly predicted a decrease in all targeted variables (victimization, bullying, cybervictimization, and
4
cyberbullying) in both quasi experimental trials. Looking at the first quasi experimental trial results (Control group, N=171; Experimental group, N=451), we found significant long-term effects of the program (six months); the outcomes did not decay over time. At the same time, we found that the program was efficacious in reducing internalizing symptoms in the experimental group through the decrease in cybervictimization above and beyond the mediational effect of the decrease in victimization. In the second independent trial (Control group, N=227; Experimental group, N=234) we tested for potential moderating effects of gender; we found that it did not have interactive effects with the efficacy of the program.
In the third study, using data about the first quasi experimental trial, we analyzed the mediational mechanisms that explain the efficacy of the program in reducing cybervictimization. We found that the program predicted the increase over time in seeking support coping strategy, both on informational and instrumental aspects (distal advice) and on the more emotional way of getting help from people (close support). Noncadiamointrappola! program had significant indirect effects, through distal advice and close support, in reducing cybervictimization.
Results are discussed highlighting their contributions to the literature both on evidence-based interventions and on bullying and cyberbullying phenomena. Finally, the overall strengths, limitations and implication for future studies are pointed out.
Books on the topic "Peer-led models"
1
Head, Paul D. The Choral Experience. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.3.
Full textAbstract:
Much has changed in the choral rehearsal room over the past two generations, particularly in regard to the role the choral conductor assumes—or commands—in the rehearsal process. This chapter discusses the ever-evolving stereotypical roles of the conductor, while examining alternatives to traditional leadership models with particular emphasis on the encouragement of student engagement and peer-based learning. In addition to the facilitation of collaborative learning exercises, the chapter outlines a specific process of written interaction with the choral ensemble. This section is inspired by the renowned “Dear People” letters of Robert Shaw. Finally, in response to the recently revised National Standards for Music Education in the United States, the author discusses possible implementation of the Standards in a performance-based classroom. In the shadow of the relatively recent phenomena of collegiate a cappella groups, these student ensembles have created a new paradigm for peer-led instruction.
Book chapters on the topic "Peer-led models"
1
Anbu, Deepika, Alistair Robson, Octavia Kurn, Charles Taylor, Oliver Dean, December Payne, Eva Nagy, Charlotte Harrison, Samuel Hall, and Scott Border. "Evaluating the Efficacy and Optimisation of the Peer-Led Flipped Model Using TEL Resources Within Neuroanatomy." In Advances in Experimental Medicine and Biology, 1–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76951-2_1.
Full text
2
Saam, Nicole J., and David Sumpter. "Intergovernmental Negotiations." In Social Simulation, 192–206. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-522-1.ch015.
Full textAbstract:
Concession behavior is typically seen in bargaining processes, e.g. in intergovernmental negotiations. In traditional bargaining theory, especially in game-theoretic models, concessions to opponents are interpreted as actions in which the conceding party looses face. In this article, we propose a new approach to bargaining: peer coordination. Rather than loosing face on conceding to opponents, focal governments will increase their reputation among peers when adjusting to the present positions of the peers. Relying on a data set on the EU Intergovernmental Conference of 1996 which led to the Amsterdam treaty, we test and corroborate the hypothesis that a peer coordination model which assumes peer coordination in intergovernmental policy networks makes better predictions for negotiation outcomes than a random model which we interpret as a kind of null model.
3
Papadimitropoulos, Vangelis. "Introducing the Commons." In The Commons: Economic Alternatives in the Digital Age, 1–30. University of Westminster Press, 2020. http://dx.doi.org/10.16997/book46.a.
Full textAbstract:
This introduction outlines peer production (P2P) as a type of social relations, a technological infrastructure and a new mode of production and property, whereby participants have maximum freedom to co-operate and connect. In the last decades, the author notes that the rise of peer production has been driven by three main factors: the sustainability crisis, neoliberalism and low cost information and communication technologies (ICTs). These factors have led to three main streams of peer production: firm-hosted peer production or platform capitalism (user-centric open innovation business models; the so-called sharing and gig economy); the commons (local and digital commons, the solidarity economy); and a hybrid commons-based peer production operating on the models of platform and open cooperativism. In turn, the author establishes his post-hegemonic perspective, focusing on commons-based P2P which is facilitated today by the architectural design of the Internet. To conclude, Vangelis proposes the book’s intention as to produce a critical dialogue between the different approaches to the commons, putting forth a postcapitalist commons-orientated transition beyond neoliberalism. freedom to co-operate and connect. In the last decades, the author notes that the rise of peer production has been driven by three main factors: the sustainability crisis, neoliberalism and low cost information and communication technologies (ICTs). These factors have led to three main streams of peer production: firm-hosted peer production or platform capitalism (user-centric open innovation business models; the so-called sharing and gig economy); the commons (local and digital commons, the solidarity economy); and a hybrid commons-based peer production operating on the models of platform and open cooperativism. In turn, the author establishes his post-hegemonic perspective, focusing on commons-based P2P which is facilitated today by the architectural design of the Internet. To conclude, Vangelis proposes the book’s intention as to produce a critical dialogue between the different approaches to the commons, putting forth a postcapitalist commons-orientated transition beyond neoliberalism.
4
Chiocchi, John, Paula Slevin, Lisa Evans, Catriona Gray, Nicola Armstrong, and Kerry Anderson. "Working with Families and Carers." In Structured Clinical Management (SCM) for Personality Disorder, edited by Stuart Mitchell, Mark Sampson, and Anthony Bateman, 198–212. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780198851523.003.0012.
Full textAbstract:
This chapter describes a personal journey from a carer perspective that led to the development of a co-produced Peer-Led Training Programme (a carer education approach). It then provides an overview of three different models of carer programmes and family intervention sessions for people diagnosed with borderline personality disorder (BPD), as part of a structured clinical management (SCM) pathway. All three programmes were co-created by service users and their supporters and it is likely that drawing on the knowledge of both experts by experience and experts by occupation will blend helpful interventions whatever the dominant therapeutic model. Attending to both the needs of the service user’s wider support system and the resources they offer is integral to any SCM programme.
5
Snow, Kim. "Earning a Hoodie, Voyager Capital." In Leaving Care and the Transition to Adulthood, 315–28. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190630485.003.0017.
Full textAbstract:
Most children in Ontario, Canada, who are involved in child protection services receive services while living with their family or kin; are temporarily placed in the custody of child protection services and live in foster homes, group homes, or kinship care homes; or are placed permanently in the care of child protection services. Until April 2018, this last group of young people were legally designated Crown Wards. This chapter describes a peer-led strategy which sees current and former Crown Wards in Ontario, Canada, plan their own educational journey while at the same time reaching out to other young Crown Wards to encourage them to do the same. Bourdieu’s field theory—specifically the concepts of social capital and habitus—are applied to the project. Fostering social capital, network mapping, and peer-centered practice are emergent models useful to the engagement process and essential as relational practice methods.
6
Chen, Xiaojun, Jea H. Choi, Ji Hyun Yu, and Timothy Newby. "The Teaching Assistants’ Community of Practice Facilitates Undergraduate Online Learning in a Blended Course." In Cases on Online Learning Communities and Beyond, 88–112. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1936-4.ch005.
Full textAbstract:
This chapter describes a peer-led community of teaching assistants. The aim is to illustrate ways in which peer-led mentored training enables the creation of a teaching assistant community in which all actors are encouraged to contribute to the establishment of a body of knowledge and expertise about the effective use of technology for educational purposes. There is an expectation that instructors would be taking the lead in the use of technology, as well as establishing a body of knowledge and experience about the effective use of technology. Little scholarly research, however, has been conducted in either the training or support of faculty and graduate teaching assistants in their methods to teach within the online learning environment. The community of practice model supports this shift in roles and activities for teaching assistants and faculty by increasing peer-to-peer engagement and offering new opportunities to engage with experts and expert practice. Specifically, this chapter will illustrate these ideas by referencing one undergraduate blended course (combining online and face-to-face settings).
7
Etkind, Masha, Ron S. Kenett, and Uri Shafrir. "Learning in the Digital Age with Meaning Equivalence Reusable Learning Objects (MERLO)." In Handbook of Research on Applied Learning Theory and Design in Modern Education, 310–33. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch015.
Full textAbstract:
In this chapter we describe a novel pedagogy for conceptual thinking and peer cooperation with Meaning Equivalence Reusable Learning Objects (MERLO) that enhances higher-order thinking; deepen comprehension of conceptual content; and improves learning outcomes. The evolution of this instructional methodology follows insights from four recent developments: analysis of patterns of content and structure of labeled patterns in human experience, that led to the emergence of concept science; development of digital cyber-infrastructure of networked information; research in neuroscience and brain imaging, showing that exposure of learners to multi-semiotic inductive problems enhance cognitive control of inter-hemispheric attentional processing in the lateral brain, and increase higher-order thinking; research in evolutionary dynamics on peer cooperation and indirect reciprocity, that document the motivational effect of knowledge of being observed, a psychological imperative that motivate individuals to cooperate and to contribute to the common good.
8
Oflaz, Nihal Kalayci. "Blockchain Ecosystems in the Sharing Economy." In Handbook of Research on Strategic Fit and Design in Business Ecosystems, 520–44. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1125-1.ch023.
Full textAbstract:
In the 21st century, the free movement of information became quite important with the increase of internet technology. The fact that people can exchange money or data with each other without the need for any intermediary has led to the development of a new economic area under the name of the sharing economy. One of the most important features of the sharing economy is that the parties of the economic transaction establish this relationship through a technological platform. Similarly, allowing peer-to-peer transactions and seeing them as a reliable and public platform has made blockchain technology the focus of attention as a digital business technology in various sectors. In this study, blockchain technology, which is considered as the future technology of the sharing economy, is explained within the framework of a health sector model that deals with the partnership between the sharing economy and blockchain technology.
9
Shahriar, Saleh. "Literature Survey on the “Belt and Road” Initiative." In Foreign Business in China and Opportunities for Technological Innovation and Sustainable Economics, 79–115. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8980-8.ch005.
Full textAbstract:
The purpose of this chapter is to analyze some peer-reviewed publications to find out the key research journals, contents, and emerging issues of the “B&R” Initiative led by China. Based on the tools and techniques of bibliometric approach, a total of 210 research papers were extracted systematically from the Scopus, Science Direct, and the Web of Science databases. The research methods integrated in this chapters are systematic literature review, bibliometric citation, authorships and affiliations, and contents analyses. This chapter argues that there are growing academic interests and attentions in the B&R research across the world. The principal reasons for the increase in research with regard to the B&R Initiative are the appearance of publications in prestigious journals, the global economic rise of China and its model of development, and the policy priorities of the government of China. The results show that a total of 32 peer-reviewed research papers were published in 10 prestigious journals.
10
Dzur, Albert W. "Democratic Innovation in K-12 Education." In Democracy Inside, 43–66. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190658663.003.0003.
Full textAbstract:
Civic engagement and service learning are now part of mainstream American education, but such programs are normally embedded in hierarchical, rule-bound, and inegalitarian institutions. Even while called to service outside, most students are excluded from meaningfully shaping the social environment inside their schools. This chapter examines schools embracing a different model. Democratic schools involve students in curriculum design, teaching, and institutional governance. Regular all-school advisory meetings, student-led inquiry, peer juries, and other forms of participatory conflict resolution are common in these schools. Historically linked to progressive education reforms and to student power efforts in the 1960s, contemporary democratic innovators in mainstream K-12 education are motivated by three factors seen as under threat: professional identity, academic engagement, and genuine civic education. Drawing on interviews with teachers and principals working in democratic schools across different regions, this chapter describes barriers to growth as well as available resources for sustaining long-term reform.
Conference papers on the topic "Peer-led models"
1
Nagah, Mostafa, and Mohamed Shaaban. "A Transactive Energy Microgrid Model using Blockchains." In International Technical Postgraduate Conference 2022. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.141.31.
Full textAbstract:
The price of technology used in the production of renewable energy (RE) has come down significantly, and end users' roles have shifted from that of simple energy consumers to that of active participants in the creation of their energy. This new function is known as a prosumer, and it has led to the change in electricity markets by enabling prosumers to resell energy excess to electricity suppliers and other prosumers. As a result, there is a need for a peer-to-peer (P2P) energy trading network that makes use of the Ethereum blockchain and a smart contract mechanism to operate as an interface between prosumers and consumers. This paper develops a microgrid model incorporating Blockchain technology to simulate peer-to-peer energy transactions. In the simulation setup, solar panels are employed as the primary source of electrical energy. In addition, energy storage batteries when the sun sets, complement the energy provided by the solar PV in the simulation developed. Furthermore, an automated bidding system to facilitate energy transactions is implemented. The bidding system consists of a full interface that shows houses supply, demand, batteries, and the bid on the energy. The simulation is carried out for 20 days, with 15 houses connected to the grid. Full transaction simulation resulted in peak prices that were more than 25 percent lower than real-life energy tariff coming from the electric utility company.
2
Jayaraman, J. D. "A Peer-Led Teaching Model for Improving Financial Literacy Among Elementary and Middle School Children." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583527.
Full text
3
Shayesteh, Seemein, Zachary Cochran, Raj Dhavalikar, Ian Huelsman, Akul Madan, Taylor Peters, Ahmed Yago, Grant Wible, and Maher Rizkalla. "Enhancing Course Objectives for a Sophomore Electronic Devices Class via Peer-Led Team Learning (PLTL) Model and Attached Projects." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9097311.
Full text
4
Renelle, Amy, Stephanie Budgett, and Rhys Jones. "Active Online; Not Actively Learning." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.khesv.
Full textAbstract:
Imagine, a keen university tutor, excited to help revamp the statistics tutorials for a first-year course into one focused on student-led learning… only to need to rapidly adjust to online teaching thanks to Covid-19. I have been involved in small-class tutorials for two first-year university courses (150 and 2000 students each), with a few modes of learning implemented – in-person, compulsory and non-compulsory tutorials, asynchronous peer discussion videos and tutor videos, as well as live online tutorials. Covid-19 highlighted difficulties implementing active learning in an online environment. With reduced attendance, blank screens, and silence in response to questions, motivating students to actively learn proved difficult. While the adoption of online teaching required rapid adjustments, we can now make improvements to help maintain quality teaching and social connection within our classes. It is important we spend time investigating how to better encourage active learning, with empirical evidence needed to guide future practices.
5
Zhao, Li, and Yan Jin. "Work Structure Based Collaborative Engineering Design." In ASME 2003 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/detc2003/dtm-48681.
Full textAbstract:
Collaborative engineering design requires multiple people working together to achieve a common goal. Data sharing approach and workflow management approach have been developed to support collaborative design, but the disconnection of these two approaches has led to problems of efficiency and adaptability. In this paper, we propose a work structure based approach for collaborative design. Our goal is to improve process efficiency and adaptability by integrating management processes with engineering details and allowing designers to make certain managerial decisions through peer coordination. For a specific task, a work structure is a network of engineering work items connected by dynamically acquired engineering dependencies. It is used to generate multiple processes from which the one that best fits the current situation is dynamically determined through coordination among team participants. In order to capture engineering dependencies and associate engineering details, an adaptive work process model is developed that explicitly represents engineering work, work structure, and processes. Based on this model, a set of operations and algorithms are developed for intelligent agents to provide coordination support. Experiments have shown that by following this approach, engineering design processes can dynamically adapt to both requirement and resource changes, and the process efficiency can be significantly improved.
6
Foroudastan, Saeed, and Brigette Thompson. "Experimental Vehicles Program Aides in Innovative Hands-On Learning Experiences." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66100.
Full textAbstract:
The Experimental Vehicles Program (EVP) was created in 2004 as an umbrella program for five different undergraduate experimental vehicle design teams. These projects consist of the Solar Vehicle, Moonbuggy, Baja SAE, Formula SAE, and Solar Boat. The goal of the EVP is to foster undergraduate student development through hands-on construction of experimental vehicles with the guidance of faculty mentors and partnerships with both national and international industry leaders. Each EVP project performs a vital function in the professional development of students. The projects provide a forgiving environment in which students can test their classroom knowledge in a real-world setting and learn important skills such as leadership, effective communication, and working as a team member. Furthermore, the students in the EVP develop highly versatile and qualified skill sets that will allow them to fill various positions within the workplace. In the past 90% of EVP graduates have been able to obtain highly regarded national and international positions upon graduation due to their real-world hands-on experience gained throughout their involvement in the EVP. Each year the EVP sponsors up to sixty interdisciplinary students that come together in peer-led teams to combine and expand upon their classroom knowledge in building innovative vehicles. The successes of the MTSU EVP have been recognized by becoming the national model for hands-on engineering education; helping engineering students take classroom knowledge and apply it to real-world situations. Students work in teams to annually design, construct, and test novel vehicle designs for participation in national and international competitions. Due to the competitive nature of each of the events, students must use cutting edge technology and design methods in order to create the best entries possible. Often times this means creating partnerships with industry leaders who help mentor the students from the design conception, the fabrication, through the manufacturing of each vehicle. These partnerships benefit both the students and the companies; students are able to create real-world contacts and gain a working knowledge of the industry that they cannot learn in the classroom. Furthermore, the students are able to use the contacts to garner equipment like solar panels and wheels. Likewise, the companies are able to receive recognition at national and international competition as program sponsors are advertised on the competition vehicles. Moreover the industries are able to build relationships with future employees who have real-world experience and who have become intimately involved with specialized technology such as “green energy”.