"Working together as a team really gets them fired up": Afterschool program mentoring strategies to promote collaborative learning among adolescent participants.
Opportunities for collaborative learning reflect positive peer processes that have strong implications for adolescents' developmental experiences in afterschool programs (ASPs). However, collaborative learning, which involves considering multiple viewpoints and coordinating actions with peers to acc...
| Published in: | Applied Developmental Science Vol. 26; no. 2; pp. 347 - 362 |
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| Main Authors: | , , , , , |
| Format: | Article |
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Taylor & Francis Ltd
Apr-Jun2022
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=156475226&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 156475226 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10888691 7LF jtl: Applied Developmental Science issn: 10888691 maglogo: N pubinfo: dt: Apr-Jun2022 vid: 26 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 156475226 10.1080/10888691.2020.1800467 ppf: 347 ppct: 15 formats: tig: atl: "Working together as a team really gets them fired up": Afterschool program mentoring strategies to promote collaborative learning among adolescent participants. aug: au: Yu, Mark Vincent B. Liu, Yangyang Hsieh, Ta-yang Lee, Glona Simpkins, Sandra D. Pantano, Alessandra affil: University of California, Irvine su: Mentoring Teenagers Student attitudes Collaborative learning After school programs sug: subj: Mentoring Teenagers Student attitudes Collaborative learning After school programs ab: Opportunities for collaborative learning reflect positive peer processes that have strong implications for adolescents' developmental experiences in afterschool programs (ASPs). However, collaborative learning, which involves considering multiple viewpoints and coordinating actions with peers to accomplish a shared goal, is often difficult for adolescents to navigate. Utilizing qualitative methods, the purpose of this study was to identify ASP mentoring strategies that promote collaborative learning among adolescent participants. Based on the experiences and perspectives of college student mentors who serve as frontline staff of a math enrichment ASP for Latino/a middle school students, we identified four mentoring strategies that promote collaborative learning: (1) nurturing personal connections with and among youth, (2) establishing positive group norms, (3) strategically splitting groups and work, and (4) modeling collaborative behaviors. These strategies reflect best practices that frontline staff can utilize to promote adolescents' collaborative learning, skill development, and engagement in ASPs. Practical implications and directions for future research are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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