Graduate Research Papers

Availability

Open Access Graduate Research Paper

Keywords

Peer teaching;

Abstract

Traditionally, learning and teaching situations from elementary school through higher education do not provide opportunities for students to use each other as resources. In fact, more often than not the teacher is their main source of information and help. Such traditional modes of teaching has placed emphasis on individualizing instruction, i.e., self-paced instruction and competition. According to Johnson (cited in Waggoner,1971), in such teaching situations which are outcome-based, very little attention has been given to how students should relate to each other while working on instructional tasks. Collaborative learning modes, on the other hand, focus on learning as a cooperative undertaking (Pierce, 1982). People using a collaborative approach share not only the answers but also the processes used to derive the answers as well. Pierce suggests that the collaborative teaching and learning model is not limited to peer and cross-age tutoring for students at elementary and secondary levels, but also includes team teaching, consulting, and professional pairing on the higher education and adult education levels.

Year of Submission

1994

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

First Advisor

Sharon E. Smaldino

Comments

If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

1994

Object Description

1 PDF file (39 leaves)

Language

en

File Format

application/pdf

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Education Commons

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