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ERIC Number: EJ812427
Record Type: Journal
Publication Date: 2008-Oct
Pages: 9
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1359-6748
Straddling the Gap: How Second-Year Peers Empower First-Year Students to Participate in a Community of Independent Learning by Means of the Educative
Green, Alison
Research in Post-Compulsory Education, v13 n3 p241-249 Oct 2008
Transition from school or college to university is a time of great anxiety for many first-year undergraduates: some studies illustrate the emphasis which students place on finding new friends and securing a consistent social life; the importance of which resonates more with peers than with parents or lecturers. This has to be accomplished simultaneously with assimilation of the institutional norms and values of a new environment. In particular, the all-pervasive concept of independent learning, which is often assumed to be a self-evident skill, is a source of concern to many freshers. Portfolios constructed by second-year students employed as peer-assisted learning leaders illustrate how newcomers are inducted into a community of learning by means of the educative: a process of informal socialisation dependent on empathetic reflection.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Students
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom