Literaturnachweis - Detailanzeige
| Autor/inn/en | Johnson, Marcus Lee; Burns, Emma |
|---|---|
| Titel | Characteristics of Effective Models for Classroom Demonstrations |
| Quelle | In: Theory Into Practice, 62 (2023) 3, S.207-218 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Johnson, Marcus Lee) ORCID (Burns, Emma) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0040-5841 |
| DOI | 10.1080/00405841.2023.2226552 |
| Schlagwörter | Peer Teaching; Self Efficacy; Demonstrations (Educational); Modeling (Psychology); Observational Learning; Diversity; STEM Education; Teaching Methods |
| Abstract | Use of peer models during classroom demonstrations can be an effective teaching practice to support student learning and self-efficacy. According to social cognitive theory, modeling is a form of vicarious experience: those experiences through which students are able to learn and acquire knowledge through observation. As a critical source of self-efficacy, vicarious experiences involving peer models are likely to support students' efficacy. Although qualities of effective peer models have been identified, there has been less translational work that discusses the tensions between best practice and the practical considerations by educators in identifying, selecting, and using peer models for classroom demonstrations. The aim of this paper is to review the qualities of peer models research and discuss how effective peer models can be implemented in diverse classrooms. Here we pay particular attention to the perceived similarity of ability and identity between the model and student observers. This paper also outlines gaps in the research and identifies pathways for future research. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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