Syftet med denna systematiska litteraturstudie är att granska de resultat som kan uppnås genom att elever lär av varandra, samt att genom utifrån tidigare forskning kunna identifiera effekterna av kamratrespons och kamrathandledning inom kooperativt lärande, för utvecklingen av elevers skrivförmåga inom svenskämnet i åk. 7–9. För att besvara detta syfte har följande frågor formulerats; Hur främjar kamratrespons inom kooperativt lärande elevers skrivutveckling och vilka metoder, strukturer och strategier används? För att nå syftet har en systematisk litteratustudie använts för att identifiera och sammanställa relevant litteratur. Resultaten visar att kamratrespons, genom strukturerad och målinriktad ömsesidig feedback, bidrar positivt till elevers lärande både socialt och kognitivt oavsett strategi och åldersgrupp. Lärarens roll i att organisera, vägleda och stödja är central, och bildandet av heterogena grupper understryker vikten av socialt samspel. Studien framhäver behovet av övning och användningen av kriterielistor för att underlätta feedbackprocessen. Kamratrespons inte bara förbättrar skrivfärdigheter utan bidrar även till kritisk textbedömning, vilket är fundamentalt för akademisk och professionell framgång. Denna metod förbereder elever för livslångt lärande, förbättrar kommunikationsförmågan och stärker deras självständighet, ansvarstagande och samarbetsförmåga. Framgången med kamratrespons strategier och strukturer beror på dess implementering och syfte.

DEd / Department of Curriculum Studies / Multi-grade teaching is a situation where one teacher teaches several grades together in one class. This phenomenon is common in both developed and developing countries. However, the problem is, in South Africa there is no multi-grade policy in place, curriculum and materials are written for mono-grade schools, pre-service and in-service training for teachers are geared at a mono-grade classroom. Consequently, teachers are not trained in appropriate multi-grade teaching and learning strategies; this may affect learner performance at such schools. It has been indicated that there is a dearth of research in the teaching and assessment practices in multi-grade setting in the literature, especially in Africa. This mixed methods study is based on the implications of peer tutoring as a teaching and learning strategy in English First Additional Language (FAL) for Grade 5 multi-grade learners’ performance. The purpose of this study was to determine implications of peer tutoring as a multi-grade teaching and learning strategy on Grade 5 learner performance in Vhembe District in Limpopo Province of South Africa. The study used mixed-methods design and concurrent Triangulation approach where both qualitative and quantitative approaches were used to collect data concurrently. Quantitative data were collected through quasi experimental design and surveys while qualitative data were collected using scheduled interviews. The six week one-on-one peer tutoring programme was designed to assist grade 5 learners to read and spell proficiently as a supplemental instruction. The literature review revealed that peer tutoring as a teaching and learning strategy has been effectively used mostly in monograde schools. The study sample consisted of 77 grade 5 learners from four random sampled multi-grade schools whose first language (L1) or home language (HL) is Tshivenda but learnt through English as a Second language (L2) or First Additional Language (FAL), 4 teachers and 4 principals. Two schools served as treatment group v while two served as control group. Both groups took a pre-test and post-test; only the treatment group received peer tutoring intervention. The mixed method approach involved collected quantitative data through learners’ pretests, post-tests and spelling activities during the peer tutoring intervention. This was to compare the grade 5 learners’ results of those who had participated in the peer tutoring intervention with those in the control group. Both teachers and principals and learners completed a questionnaire on multi-grade teaching and peer tutoring. The findings revealed that: 1. The peer tutoring group performed better than the control group. 2. Peer tutoring might possibly be an effective teaching and learning strategy for multi-grade teaching. 3. Both teachers and principals expressed the need for in-service training workshops in teaching and learning strategies specifically for multi-grade teaching. 4. They also revealed that pre-service training should provide training courses on multi-grade teaching to prepare prospective teachers. The study recommended the following: The Department of Education should develop a multi-grade policy. In-service training workshops should train multi-grade teachers in appropriate multi-grade teaching and learning strategies. Institutions of higher learning should provide pre-service training in multi-grade strategies, infuse some multi-grade modules into their teacher training programmes and provide short courses on multi-grade teaching.

On the basis of experiences and studies developed in the last ten years, the contribution aims to discuss some different peculiarities between Cooperative Learning and Peer Tutoring models in Mathematics lesson. These models are specific interpretations of a way of conducting Mathematics lessons which requires the activity of students, their personal participation in the construction of knowledge. In the description of the two teaching-learning models, the analysis will deal in particular with the social aspects these models involve. Describing these two modalities of cooperation, also the importance of the care for the choice of suitable mathematical tasks and for different pedagogical setting they require will appear clearly. The issues described, together with the analogies and differences between the two models, could contribute to suggest more adequate didactical projects for teachers and deeper studies about students’ collaboration based models for researchers.

abstract: More Math Minutes is an action research study, set in a high school in the southwestern United States, designed to examine the effects of collaborative peer-group learning for low-performing Algebra I and low-performing Algebra II students. This study is grounded in Social Cognitive Theory and Constructivist Theory including Bandura’s self-efficacy theory and Vygotsky’s theory of proximal development. Participants are comprised of 20 low-performing Algebra I students as the peer-learners and 20 low-performing Algebra II students as the peer-teachers participating in a peer tutoring intervention. Quantitative and qualitative data was collected through pre- and post-self-efficacy questionnaires, pre- and post-mathematics knowledge assessments, semi-structured student interviews, photo-voice, and observations. A concurrent mixed methods design was used to analyze both types of data simultaneously. Results identified the experimental peer-teachers mathematical performance was impacted more than that of the peer-learners. Students were also more motivated to learn mathematics and to seek assistance from peers. The peer-teachers had a significant increase of self-efficacy for self-regulated learning and acknowledged learning occurred for both the peer-teachers and the peer-learners as a result of the peer instruction intervention. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

Challenges in the South African education system arise from inter alia inadequate training, social and environmental problems, parental inefficiency, insufficient professionalism among teachers, as well as negative attitudes of learners. An urgent need exists to establish “a moral underground, an army of volunteers” (Jansen, 2012) who would be willing to provide another chance to “abandoned children” in poorer schools to develop their full potential for a brighter future. To assist learners to achieve a better future, this study focused on teacher-students and to enhance their learning experiences and consequently their teaching performance. By motivating the teacher-students to develop their potential in order to achieve better, they could, in turn, break the barriers of mediocrity in the learners they taught. The aim of this study was to uncover how a social network service (SNS) like Facebook could be used as an academic tool to support and enhance the affective learning experience of open distance teacher-students in the rural Eastern Cape. The main research question which guided this study was: How can the affective learning of open distance learning teacher-students in the rural Eastern Cape be supported through academic Facebook? The research intervention which elicited data, comprised coaching and scaffolding of the learning content relating to research methodology, as well as guiding the participants to engage with an SNS as a learning technology in an academic environment. The researcher created a support group on Facebook where participants could, at any time, interact with peers and the facilitator. Non-probability purposive sampling selected the participants according to the following criteria: isiXhosa home language speaking teacher-students from the rural areas around Queenstown in the Eastern Cape, enrolled with NWU for a BEd Honours degree, and who owned cellular phones which could connect to the Internet. While 74 teacher-students were invited to participate in the research, only 34 attended some of the coaching and scaffolding sessions, and 22 joined the FaceFunda group page. This qualitative bounded case study was conducted from a postmodern pragmatic view. Data were collected through individual interviews, a focus group interview, text from the FaceFunda group page and the researcher’s reflective diary. The data were analysed with Atlas. ti™. Three patterns emerged which described participants’ affective experiences: (i) emotions while learning with technology, (ii) experiences with technology, and (iii) need for support. In each case, the patterns related to emotions of competence (codes that captured positive and enabling experiences), and emotions of incompetence (codes that captured negative and incapacitating experiences). A secondary analysis of the findings uncovered the guidelines for the academic use of Facebook for rural distance teacher-students. Four themes emerged as guidelines: i) coaching and scaffolding support, (ii) technological support, (iii) peer support, and (iv) communication with the higher education institution. The guidelines highlighted that the affective learning of open distance learning of rural teacher-students in the Eastern Cape can be supported through the academic use of Facebook. ODL teacher-students require support coaching and scaffolding in order to adopt the use of SNSs for academic purposes. Adult learners should be supported to overcome technophobia to enable engagement with learning content. With adequate supportive measures, SNSs can contribute towards positive learning experiences of rural students. / MEd (Learner support), North-West University, Potchefstroom Campus, 2014

Challenges in the South African education system arise from inter alia inadequate training, social and environmental problems, parental inefficiency, insufficient professionalism among teachers, as well as negative attitudes of learners. An urgent need exists to establish “a moral underground, an army of volunteers” (Jansen, 2012) who would be willing to provide another chance to “abandoned children” in poorer schools to develop their full potential for a brighter future. To assist learners to achieve a better future, this study focused on teacher-students and to enhance their learning experiences and consequently their teaching performance. By motivating the teacher-students to develop their potential in order to achieve better, they could, in turn, break the barriers of mediocrity in the learners they taught. The aim of this study was to uncover how a social network service (SNS) like Facebook could be used as an academic tool to support and enhance the affective learning experience of open distance teacher-students in the rural Eastern Cape. The main research question which guided this study was: How can the affective learning of open distance learning teacher-students in the rural Eastern Cape be supported through academic Facebook? The research intervention which elicited data, comprised coaching and scaffolding of the learning content relating to research methodology, as well as guiding the participants to engage with an SNS as a learning technology in an academic environment. The researcher created a support group on Facebook where participants could, at any time, interact with peers and the facilitator. Non-probability purposive sampling selected the participants according to the following criteria: isiXhosa home language speaking teacher-students from the rural areas around Queenstown in the Eastern Cape, enrolled with NWU for a BEd Honours degree, and who owned cellular phones which could connect to the Internet. While 74 teacher-students were invited to participate in the research, only 34 attended some of the coaching and scaffolding sessions, and 22 joined the FaceFunda group page. This qualitative bounded case study was conducted from a postmodern pragmatic view. Data were collected through individual interviews, a focus group interview, text from the FaceFunda group page and the researcher’s reflective diary. The data were analysed with Atlas. ti™. Three patterns emerged which described participants’ affective experiences: (i) emotions while learning with technology, (ii) experiences with technology, and (iii) need for support. In each case, the patterns related to emotions of competence (codes that captured positive and enabling experiences), and emotions of incompetence (codes that captured negative and incapacitating experiences). A secondary analysis of the findings uncovered the guidelines for the academic use of Facebook for rural distance teacher-students. Four themes emerged as guidelines: i) coaching and scaffolding support, (ii) technological support, (iii) peer support, and (iv) communication with the higher education institution. The guidelines highlighted that the affective learning of open distance learning of rural teacher-students in the Eastern Cape can be supported through the academic use of Facebook. ODL teacher-students require support coaching and scaffolding in order to adopt the use of SNSs for academic purposes. Adult learners should be supported to overcome technophobia to enable engagement with learning content. With adequate supportive measures, SNSs can contribute towards positive learning experiences of rural students. / MEd (Learner support), North-West University, Potchefstroom Campus, 2014

Le projet de la recherche est de participer à l’intelligibilité des dispositifs d’interactions tuteur-apprenant afin de soutenir les processus d’appropriation de la technologie et d’apprentissage dans un contexte d’e-learning. Outre l’e-learning, l’analyse de la littérature se focalise donc sur trois champs théoriques : l’apprentissage, l’appropriation et le tutorat en ligne. Ceci nous amène à nous interroger sur les modalités d’interventions tutorales et leurs évolutions ainsi que sur la médiatisation du tuteur dans l’apprentissage des apprenants. Une étude de cas, réalisée dans une formation d’Aix-Marseille Université, nous permet d’identifier les éléments de réponses aux questionnements précédents. Les résultats montrent que le tuteur est principalement perçu dans un rôle d’accompagnement, et qu’il constitue le lien social entre le dispositif technologique et les apprenants. Au-delà de ces activités, nous avons relevé que le tuteur peut aussi occuper deux autres fonctions tutorales : celle de knowledge manager et celle de facilitateur de tutorat entre pairs. Nous suggérons ainsi qu’un objectif des dispositifs d’e-learning est de mettre en place un système tutoral laissant émerger et favorisant un certain degré d’auto-organisation entre apprenants. Notre recherche montre également que l’objectif de « rendre la technologie transparente » est atteint lorsque l’appropriation des technologies par les apprenants est favorisée dès la phase amont du processus d’enseignement. Pour conclure, alors qu’on craignait que l’e-learning ne se substitue aux enseignants, nous relevons que le rôle de ces derniers apparaît en évolution, laissant émerger celui du tuteur ! / The purpose of this research is to contribute to a deeper understanding of tutor-learner interactions within the framework of a supportive process of appropriation of technology and learning in the context of e-learning. In addition to e-learning, the literature review focuses on three theoretical fields: learning, appropriation, and e-tutoring. This leads us to question the modes of e-tutoring and their evolution; and the media coverage of the tutor in the learners’ process of learning. A case study, performed at Aix Marseille University, enables us to identify elements of responses to previous questions. The results show that the tutor is seen primarily in a supporting role, and that he may be the social link between the platform and the learners. Beyond these activities, we found that the e-tutors may also have two other e-tutoring functions: knowledge manager and facilitator of peer-tutoring. This allows us ultimately to suggest that a goal of e-learning systems is to set up an e-tutoring system, while leaving the emergence and fostering of self-organization to the learners themselves. Our research also shows that the goal of "making technology transparent" is reached when the acquisition of technology by students is initiated and promoted from the upstream phases of the teaching process. Finally, while there was a concern that e-learning replaces the need for teachers, we found that the role of the latter is reinforced, although still evolving: in other words, the role of the teacher changes; the e-tutor emerges! They become the critical link between electronics and learning, between " e " and " learning "!

O objetivo deste trabalho foi acompanhar a ação de uma educadora de infância num espaço reorganizado, verificando as alterações que realizou nesse espaço e em sua prática educativa no decorrer do processo de pesquisaação, observando ainda os efeitos dessas alterações nas crianças através do envolvimento nas atividades que realizavam. A pesquisa desenvolveu-se numa Escola Municipal de Educação Infantil (EMEI) que desenvolvia a proposta pedagógica de Reorganização dos Espaços e das Atividades. A escolha justifica-se por três fatores interligados: necessidade de investigação sobre a formação profissional dos educadores de infância; importância de buscar possibilidades de apoio a práticas educativas que se desvinculem de propostas escolarizantes; fragilidade dos processos de formação em serviço desenvolvidos pelos sistemas educacionais na cidade de São Paulo. O trabalho caracteriza-se como um estudo de caso único, na perspectiva da pesquisa-ação e da tutoria entre pares. Foi realizado o acompanhamento da prática pedagógica através de dois eixos complementares: um voltado ao processo formativo da educadora e o segundo relacionado aos efeitos desse processo na prática pedagógica e no envolvimento das crianças na atividade, com base no instrumento criado por Ferre Laevers Escala de Envolvimento da Criança (The Leuven Involvement Scale for Young Children - LIS-YC). Os instrumentos utilizados foram a observação participante, entrevistas semi-estruturadas, gravação e transcrição de áudio, registro e análise de imagens, documentos escritos. A avaliação dos resultados apontou que o processo formativo gerou mudanças efetivas na prática desenvolvida pela educadora, que foi capaz de responsabilizar-se pelos efeitos de sua prática nas ações das crianças, criando uma postura diferenciada da inicial como investigadora de sua própria prática, identificando problemas na ação, criando hipóteses sobre possíveis causas e buscando maneiras de transformar o que observava. Concluiu-se, com o processo de pesquisa-ação / tutoria entre pares, que a educadora pôde distanciar-se de uma pedagogia transmissiva, aproximando-se de uma pedagogia da participação, que valoriza a ação e o protagonismo da criança, ao mesmo tempo em que deixa para a educadora o real papel de mediadora do processo de construção de conhecimento da criança pequena. / The purpose of this work was to follow the actions of a childrens educator in a reorganized space, and to determine the changes created by this educator in that space, as well as in her educational practice during this collaborative research-action process. The effects of such changes on the children through their involvement in the activities were also taken into consideration. The research was conducted in a childrens public school (EMEI) where the Reorganization of Spaces and Activities teaching proposal was developed. This choice was made based on three associated factors: the need to investigate the professional training of childrens educators; the importance of finding potential support for educational practices different from conventional ones; and the weakness of the educational processes currently developed by the educational system in the city of São Paulo. This work is a single case study from the perspective of a collaborative research-action and peer tutoring. The teaching practice was investigated based on two complementary axes: one was aimed at the training process of the educator and the other was related to the effects of such process on both the teaching practice and the childrens involvement in the activities, all according to the tools created by Ferre Laevers - The Leuven Involvement Scale for Young Children - LIS-YC. The tools in hand included participant observation, semi--structured interviews, audio recording and transcript, image recording and analysis, in addition to written documents. The assessment of results showed that the training process brought forth certain effective changes into the practice introduced by the educator, who was then able to hold herself responsible for the effects of her practices on the childrens actions. Through this process, the educator created a different stance as an investigator of her own practices, which enabled her to identify certain issues in the actions, develop hypotheses regarding potential causes, and seek ways to transform what was then observed. The conclusion is that the collaborative research-action and peer tutoring process enabled the educator to get rid of a transmissive teaching approach and become closer to a more participant teaching, thus promoting actions and childrens leadership while assigning the educator the true role of a mediator in the process of building up childrens early knowledge.

Peer tutoring has become well-established in higher education and, with growing interest in peer learning, has started to gain popularity at school level with evident success in a range of settings and subject areas. Specific implementations such as PALS have become commercial successes based on offering attainment gains and social outcomes while reducing teacher workload. However, the impact on children with special educational needs is variable and there remains a lack of consensus on how PALS can affect performance for such students. Similarly, while there are some studies in the Middle East, the supporting literature for peer-tutoring and PALS is highly Western-centric and relies on adoption of constructivist principles in the wider classroom. Such values are uncommon in the Middle East, with the dominance of traditional values presenting a significant barrier to pedagogical innovation in Saudi Arabia. This study is therefore a timely exploration of how peer-tutoring can integrate with a group’s existing traditional pedagogical beliefs, engaging them in more active learning. The study used a mixed methods design to look at three main aspects of the PALS provision: the effectiveness of teacher training as preparation for leading peer tutoring, how fully was the Maths PALS programme implemented, and the impact on students with special educational needs in terms of a range of mathematics attainment and social outcomes. A 3-month intervention model is used to generate comparisons between an intervention and control pupils, helping to locate this study in the context of other quantitative research from Western countries. This is supported by qualitative data looking at the experiences of staff and students to better understand the specific experience of trying such a novel approach in a Saudi Arabian context. It is argued that attainment progress was satisfactory when considered alongside the substantial social progress, suggesting that peer tutoring has the potential to be a long-term learning strategy and, perhaps more importantly, can open the door to Saudi Arabia developing more purposeful and collaborative learning environments. The age grouping common in Saudi Arabia, spanning a much greater age range than is common in other countries, also offers insight into what makes cross-age peer tutoring effective and suggests that measuring progress in such situations requires more advanced statistical techniques. It is also shown that trainee teachers can be efficiently trained in using PALS and highly rate its impact, indicating that teacher training could be a valuable launchpad for pedagogical innovation in Saudi Arabia.

Writing center tutors work in a field with a long tradition of fostering meaningful interaction between tutor and tutee. However, as university demographics change and more and more international students and second language users utilize writing centers, our long-held notions of meaningful interaction have been called into question as tutors struggle to reckon the needs of students with the implicit demands of their field. Using data taken from real writing center sessions, I use qualitative and quantitative methods to explore how tutors negotiate this necessarily changing paradigm, looking in particular at the way these changes manifest themselves in who reads a text aloud, how that influences session content, and who talks and when. Based on the data and analysis, I make suggestions for tutor practice, education, and further research.