Peer Support: Relations between the context, process and outcomes for the students who are supported

By Paul Ashwin. 2003

101 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8445133e0c8cb3d9832460bb5189d42dbe335ded

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Peer mentoring for first‐year teacher education students: the mentors’ experience (2008, unknown): “…have included faculty or discipline-specific programs (McInnis, James, & Hartley, 2000) such as academically oriented peer support programmes (e.g., Ashwin, 2003), reciprocal peer tutoring (Rittschof & Griffin, 2001), online support (e.g., O’Reagan, Geddes, Howe-Piening, & Quirke, 2004), and…”
Understanding the experience of being taught by peers: the value of social and cognitive congruence (2008, background): “Ashwin (2003) found that more attendance in peer-assisted learning sessions related to better performance even when controlling for previous performance.”
Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning (2011, background): “In the study of Peer Support, Ashwin (2003) reported that a peer learning strategy was correlated to students’ academic performance. Goldschmid and Goldschmid (1976) reviewed peer teaching models in higher education and asserted that the peer teaching strategy might benefit both student teacher and ”
On the Effectiveness of Supplemental Instruction (2014, background): “However, Ashwin (2003) argued that this is not a safe assumption to make.”
The effect of peer assisted learning support (PALS) on performance in mathematics and chemistry (2009, background): “One other factor that may impact on performance is coaching in the answering of examination questions with evidence (Ashwin, 2003) that peer support may result in a more strategic approach to learning.”