Peer Teaching and Review: A Model for Writing Development and Knowledge Synthesis.
This article outlines an anti-oppressive, egalitarian pedagogical approach that utilizes peer teaching, peer review, and writing activities to improve students' written communication skills and integrate core professional knowledge. This method was implemented as a pilot in a social work senior caps...
| Publicado en: | Social Work Education Vol. 29; no. 1; pp. 6 - 18 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Feb2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=49140750&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 49140750 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Feb2010 vid: 29 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 49140750 10.1080/02615470902810850 ppf: 6 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 86KB tig: atl: Peer Teaching and Review: A Model for Writing Development and Knowledge Synthesis. aug: au: Badger, Karen su: Social work education Professional peer review Teaching Written communication Mentoring College seniors sug: subj: Social work education Professional peer review Teaching Written communication Mentoring Other Individual and Family Services College seniors keyword: Capstone Course Integrative Paper Peer Review Peer Teaching Social Work Writing Capstone Course Integrative Paper Peer Review Peer Teaching Social Work Writing ab: This article outlines an anti-oppressive, egalitarian pedagogical approach that utilizes peer teaching, peer review, and writing activities to improve students' written communication skills and integrate core professional knowledge. This method was implemented as a pilot in a social work senior capstone and writing intensive course designed to showcase students' acquisition of and cumulative development of knowledge and skills through participation in writing an integrative paper. Pedagogical elements such as the course design, an explication of the peer review and mentorship process, and the establishment of the classroom culture and expectations, are discussed. Student responses to the model, suggestions, benefits, limitations, and potential problems are also summarized. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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