Description
Peer tutoring is the most obvious example of school children consciously assissting others to learn, and in doing so, learning more effectively themselves. However, Peer Assisted Learning (PAL) also encompasses peer modelling, peer education, peer counselling, peer monitoring and peer assessment. These are differentiated from other more general “co-operative learning” methods which are not included in this book. The book blends descriptions of good practice with research findings on effectiveness. It aims to be accessible and useful to educators and other practitioners and should also be of interest to the research community. “Peer Assisted Learning” is presented as a set of dynamic, robust, effective and flexible approaches to teaching and learning, which can be used in a host of different settings. The book describes procedures which can be applied to all areas of curriculum in schools. They can be used with learners of all levels of ability, including gifted, disabled and second language learners. Many of the contributors to the book are from North America, while others are from Europe and Australia. Applicability of these methods is worldwide. For many readers, the general idea of peer tutoring will be familiar. However, reciprocal tutoring, classwide tutoring, paired learning methods and the deployment of students with special needs as tutors may be less familiar. So the reader’s understanding of peer tutoring is likely to be deepened and extended by the book. The establishment of the broader concept of peer assisted learning should enable the reader to see many new possibilities and make new connections to help develop their existing practice. This book should be of interest and use to teachers and those who employ, train, support, consult with and evaluate teachers. Many chapters aim to help teachers to replicate these cost-effective procedures in their own school environment. A practical resources guide is included. The book should also be of interest to those who have an academic and/or research interest in the field, including education and psychology departments in universities and colleges. In addition, community educators might be interested in the implications for action beyond school, as might employers and others interested in post-school training.
