Peer education: The untapped potential

Damon, William

doi:10.1016/0193-3973(84)90006-6

Cited by 414 publications

(218 citation statements)

References 14 publications

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“…By contrast, in mathematics as in other subject areas, many have argued that students are best served by solving more ill-structured or complex tasks (Cohen, 1994;Cohen & Lotan, 1997;Cohen, Lotan, Scarloss, & Arellano, 1999;Damon, 1984).…”

Section: Ideas and Identities 40mentioning

confidence: 99%

“…They do not discuss the kind of mathematical tasks that students engaged in. Some have argued that this type of activity encourages rote learning rather than deep conceptual understanding (Damon, 1984). As a result, these kinds of activities may foster inequitable positioning in the group, where some students are positioned as competent teachers, others as less capable (as described in Esmonde, Manuscript submitted for review).…”

Section: Ideas and Identities 41mentioning

confidence: 99%

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Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

173

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This review considers research related to mathematics education and cooperative learning, and discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. I define equity in this context as the fair distribution of opportunities to learn, and argue that identity-related processes are just as central to mathematical development as content learning. I consider the link between classroom social ecologies, the interactions and positional identities that these social ecologies make available, and student learning. I close by considering unresolved questions in the field and proposing directions for future research.

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Section: Ideas and Identities 40mentioning

confidence: 99%

Section: Ideas and Identities 41mentioning

confidence: 99%

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

173

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“…Overall, peer learning has been linked to several potential benefits including increased self-esteem, interest in challenging tasks, scholarly achievement, and prosocial behavior (Damon, 1984b). However, peer learning may take different forms; the two general forms of peer learning that figure most prominently in the literature are peer tutoring and peer collaboration.…”

Section: Facilitation Of Moral Developmentmentioning

confidence: 99%

“…The literature also suggests that peer collaboration may facilitate cognitive development as well as moral reasoning by fostering the kind of autonomous thinking that is necessary for both moral and cognitive development (e.g., see Phelps & Damon, 1991). An example of this is the study finding that peer collaboration is an effective method for helping children acquire conservation skills and the basic reasoning skills that underlie them (Damon, 1984b).…”

Section: Facilitation Of Moral Developmentmentioning

confidence: 99%

“…To identify the unique contributions of peer collaboration and peer tutoring to cognitive development, Damon (1984b) reviewed a number of studies and concluded that each form of peer learning is best suited to a different type of cognitive advancement. He found peer tutoring to be useful for transmitting information and drilling special skills, while peer collaboration was useful for facilitating intellectual discovery and acquiring basic knowledge.…”

Section: Facilitation Of Moral Developmentmentioning

confidence: 99%

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Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

Eby¹,

Molnar²

1998

PsycEXTRA Dataset

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In an effort to reduce the high crash rate and resulting injuries of young drivers, the National Highway Traffic Safety Administration has sponsored research to assess the factors responsible for this heightened crash risk and to determine the implications for traffic safety programs. As part of this research, this review of research literature was conducted to determine what is known about cognitive development and information processing capabilities of youth. The goal of the project was to ascertain how traffic safety programs should be structured to match these cognitive characteristics. The review is divided into 12 sections. This literature review focuses primarily on cognitive development from about 10 to 24 years of age. The first section is about memory; that is, the processes that allow a person to retain knowledge over time. The second section, attention, discusses the factors related to the development of how people focus cognitive resources on perceptual or mental tasks, including selective, divided, and sustained attention. The third section, learning, discusses the processes by which people acquire information. The fourth section, reasoning, discusses types of reasoning and the problems young people have with this type of thinking. The fifth section, motivation, examines the factors that initiate and influence the intensity of behaviors. The sixth section, is a discussion of the development of risk perception and factors that contribute to the misperception of risk. The seventh section discusses the development of problem solving and decision making in a general way. While influenced by all other cognitive factors and their age-related limitations, general deficits of problem solving and decision making ability are discussed. The eight section, social cognition, covers those topics in the development of social cognition that are likely to have an effect on driving: attribution theory and social schemata/scripts. The ninth section, attitude formation and change, discusses several factors related to attitudes and persuasion. The tenth section examines briefly the development of verbal ability, that is, all use of language. Because many traffic safety messages and programs deal with moral issues in driving, the AcknowledgmentsThis project was sponsored by the United States Department of Transportation, National Highway Traffic Safety Administration. Several individuals provided valuable insight and feedback on this literature review. A group of talented people served as subject-matter experts. This group of experts suggested literature review topics and studies, read and commented on several versions of this manuscript, and participated in a 1-day meeting to discuss the issues involved with cognitive development and traffic safety messages and programs for youth. We thank them for their generous and worthwhile efforts. The people in this group were: Allen Bard, Douglas Bierness, Jacquelynne Eccles, John Hagen, Brian Jonah, Patrick O'Malley, John Palmer, David Rosen, J. Frank Yates, and Marc Z...

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?I believe I will go out of this class actually knowing something?: Cooperative learning activities in physical chemistry

Towns

Grant

1997

J. Res. Sci. Teach.

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The purposes of this study were to describe the structure of events during cooperative learning activities-Friday discussion sessions-in a graduate-level thermodynamics course and to understand what these activities meant to the students. First, we describe the structure of Friday discussion sessions in our classroom, which were used to focus student attention on conceptual issues rather than algorithmic problem solving. Second, we delineate findings which emerge from the perspective of the students. We found that cooperative learning activities move students away from rote learning strategies and toward more meaningful strategies which allowed them to integrate concepts over the entire semester. In addition, we discovered that the sharing of insights and ideas between students leads to the development of interpersonal skills and communication skills which the students perceive as an important component of the Friday discussion sessions. Implications for further classroom use, low-status versus high-status students, and assessment are discussed.

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Peer education: The untapped potential

Cited by 414 publications

References 14 publications

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

?I believe I will go out of this class actually knowing something?: Cooperative learning activities in physical chemistry

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