Peer Education

This article explores the experiences of six college students learning and using feminist leadership techniques for the creation and implementation of a performance-based, peer education, sexual assault prevention program. The program was established and governed through the use of two models for feminist leadership, Visions; Building a Feminist Community and Theatre for Community, Conflict, and Dialogue. Both models emphasize a collaborative leadership style and process, which includes a strengths focus, ethic of care, and modeling responsibility to the group. Data were collected via in-depth interviews, field notes, and written evaluations focusing on the group experience. Data reveal how the creation and implementation of this program impacts students' engagement with feminist leadership practices and how this shapes them as leaders. Data also illustrate valuable implications for future practice, policy, and research development. Keywords Embodied knowledge, feminist community building, feminist leadership, peer education, qualitative research, sexual assault prevention, student leadership I have composed this article to illustrate the experiences of six college students with learning and using feminist leadership techniques in the creation and implementation of a performance-based, peer-led, sexual assault prevention program at a large state university. This illustration explores how participation in this process fosters the students' identification with feminist leadership practice and constructing embodied knowledge. I utilized a feminist leadership model as described in Visions; Building a Feminist Community (Hawxhurst and Morrow, 1984) to provide

Slide presentate durante gli interventi "Una 'scaena' digitale per il 'Miles gloriosus'„ (Seminario di Didattica del Latino, UNIPI - 7 novembre 2017; prof.ssa Elena Rossi Linguanti) e "Dal PNSD alla Didattica per Competenze„ (Corso di Storia della Lingua Italiana A, UNIPI - 22 novembre 2017; prof.ssa Roberta Cella).

Una serie di incontri, rivolti agli studenti della prima classe di un Liceo Linguistico di Viareggio, finalizzati a reinventare la didattica del latino grazie all’ausilio della gamification - spesso in BYOD -, del cooperative learning e della peer assessment. Dalla scoperta dell’augmented reality alla possibilità di esercitarsi in blended learning, dallo studio delle declinazioni in modalità flipped classroom ai modellini del Colosseo stampati in 3D, l’intento è stato quello di sviluppare nuovi processi cognitivi e nuove competenze capaci di coniugare cultura umanistica e cultura tecnologica. Nell’ottica di un sapere “multicanale e orizzontale”, questa sperimentazione ha consentito una progressiva riflessione sul metodo e un costante aggiustamento del percorso, dimostrando che la didattica di materie apparentemente “morte” come il latino può e deve reinventarsi per adeguarsi agli standard sociali e comunicativi del XXI secolo.

Priručnik za rad u projektu "Uključi kreativnost - isključi drogu" Elitne studentske unije PMFa u Novom Sadu, čiji je cilj bio da se podnigne svest mladima iz oblasti  štetnosti zloupotrebe psihoaktivnih supstanci  i  koristi zdravih stilova života

Trovare strumenti digitali efficaci per una didattica del latino che coinvolga le nuove tecnologie non è un’impresa semplice. In assenza di un sistema funzionante di valutazione qualitativa delle risorse, questo contributo offre un’analisi basata su quattro criteri: il rapporto con il modello teorico SAMR (Puentedura, 2016), i progressi nell’apprendimento, il feedback degli studenti e la facilità di costruire sinergie funzionali con altri strumenti.
L’analisi fa riferimento ai risultati ottenuti in seguito alla sperimentazione di un percorso pensato per ridefinire la didattica del latino nel liceo linguistico e strutturato per unità di apprendimento progettate per lo sviluppo di competenze anche trasversali.

Πανταζίδης, Σ. (2021). Παιδικές συνελεύσεις στην εκπαίδευση για μια βασισμένη στα κοινά διακυβέρνηση. Στο Θάνος Θ. & Ζάγκος Γ., Κοινωνία-Πολιτική και Εκπαίδευση. Κοινωνιολογία της Εκπαίδευσης και Εκπαιδευτική πολιτική, Ερευνητικές τομές. Αθήνα: Πεδίο

H παρούσα έρευνα επικεντρώθηκε σε τρεις διαφορετικές δομές που αξιοποιούν το εργαλείο των παιδικών συνελεύσεων και απώτερος σκοπός ήταν να γεφυρωθούν με τη διακυβέρνηση βασισμένη στα κοινά. Δηλαδή, οι παιδικές συνελεύσεις γίνονται η ιδανική αφορμή για τη συμμετοχή των παιδιών στην ομότιμη διακυβέρνηση (peer
governance) της σχολικής κοινότητας. Σκοπός ήταν να εξερευνηθούν οι προοπτικές, οι δυνατότητες και οι οπτικές των επιλεγμένων δομών στα ζητήματα που σχετίζονται με τις συνελεύσεις. Για τον λόγο αυτόν, πραγματοποιήθηκε θεματική ανάλυση σε δύο εγχειρίδια συνελεύσεων, το πρώτο αφορούσε την Πρωτοβουλία για το Άρθρο 12 και το δεύτερο το Ελληνικό Κέντρο Σοσιοκρατίας, αλλά και στο υλικό που είχε συλλεχθεί από μία εθνογραφική μελέτη σε ένα αυτο-οργανωμένο παιδαγωγικό εγχείρημα, το Μικρό Δέντρο. Η ανάλυση επικεντρώθηκε σε καθεμία δομή ξεχωριστά, καθώς και στις επιδιώξεις που αφορούν τα παιδιά και την παιδική ηλικία, τον/την εκπαιδευτικό και την εκπαίδευση. Στα αποτελέσματα φανερώθηκε ότι, παρόλο που εντοπίζονται διαφοροποιήσεις στις τρεις δομές όσον αφορά τη διεξαγωγή τους και τον απώτερο σκοπό της χρήσης τους, αποκαλύφθηκαν πολλές ομοιότητες. Πιο συγκεκριμένα, γίνεται
επανανοηματοδότηση της εκπαίδευσης μέσα από τις έννοιες της βιωσιμότητας, της δικαιοσύνης, της συνεργασίας και της φροντίδας. Επιπλέον, τα παιδιά αντιμετωπίζονται ως άτομα με ευθύνες και ο ρόλος του εκπαιδευτικού παρουσιάζεται πιο ισότιμος με αυτόν των παιδιών.

Racconto di un percorso formativo che ha visto l’applicazione delle tecnologie educative in un ambito generalmente lontano dall’innovazione, "Idee per una nuova didattica del latino nel liceo linguistico" è suddivisa in due parti.
La prima, teorica, descrive la pedagogia di riferimento, il perché della scelta di una didattica blended e per competenze, le metodologie e gli strumenti impiegati. La seconda, più pratica, propone un curriculum di lingua e letteratura latina strutturato in venti Unità di Apprendimento (Uda) basate sull'impiego del digitale e supportate da un ambiente di e-learning realizzato con Moodle. Il percorso ha coinvolto una classe del biennio del liceo linguistico "G. Carducci" di Viareggio.

Il contributo illustra un'esperienza di didattica del latino che è intervenuta sullo scarso rilievo dato alla materia con la nuova configurazione del liceo linguistico, cercando di fornire agli studenti non solo conoscenze disciplinari ma anche abilità digitali e metacognitive da poter spendere nei nuovi contesti lavorativi creatisi in seguito alla rivoluzione digitale. La programmazione didattica, strutturata per sviluppare specifiche competenze, ha previsto l'impiego di un insieme di metodi e strumenti finalizzato a un approccio innovativo allo studio del latino. Sono state realizzate attività di immersive education (VR, AR), di peer assessment, di gamification e di digital storytelling, all’interno di una cornice pedagogica che non ha mai abbandonato gli insegnamenti del metodo induttivo-contestuale. L’esperienza ha quindi verificato la fattibilità di un percorso diverso da quello offerto dalla didattica tradizionale, dimostrando il potenziale della didattica ibrida (blended learning) in un'area disciplinare ritenuta ancora lontana dall'innovazione.

This study investigated the effects of peer tutoring instructional strategy on academic achievement of senior secondary school slow learners in biology in Anambra State. Quasi – experimental research design was adopted; specifically the pretest posttest non – equivalent control group design. The sample consisted of 42 senior secondary year two biology slow learners drawn from four randomly sampled secondary schools in Awka Education zone of Anambra State. Four research questions and four research hypotheses guided the study. Treatment consisted of teaching biology concepts to slow learners in the experimental group using peer tutors while the slow learners in the control group were taught by the regular biology teacher. Biology Achievement Test (BAT) was the instrument used for data collection. The BAT was subjected to both content and face validity. The test – retest reliability coefficient was computed using Pearson product moment correlation co-efficient which yielded reliability coefficient of 0.85. Mean and standard deviations were used to answer the research questions while the t-test was used to test the hypotheses at 0.05 level of significance. Results revealed that slow learners in the experimental group taught using peer tutors performed significantly better than those in the control group taught by the regular biology teachers. There was no significant difference in the mean gain scores of male and female slow learners exposed to peer tutoring instructional strategy. Based on the findings of this study, it was recommended among others that teachers should adopt peer tutoring as an innovative and effective strategy for teaching biology to male and female slow learners in secondary schools. Curriculum planners should include peer tutoring as an instructional strategy for enhancing academic achievement of slow learners.

Nous nous intéressons à une forme de militantisme en ligne aux caractéristiques nouvelles et à la diffusion fulgurante : les vlogs intimistes qui problématisent la sexualité dans un but de changement social.Cette catégorie de vlogs semble configurer un nouveau type de féminisme : juvénile, créé et diffusé entre pairs, profondément ancré dans l’expérience intime, en particulier sexuelle. Grâce à la visibilité médiatique acquise sur YouTube, des jeunes femmes éduquées mais amatrices luttent pour la libération sexuelle des femmes et des hommes, faisant de la plateforme un espace de critique sociale et de dénonciation des normes de genre.
Thématisant la sexualité à partir d’un dialogue entre expérience intime, format collaboratif et savoirs experts, ces vlogs ont pour vocation « d’être utiles », de faire « passer un message » et de combler ce qui est perçu comme un manque institutionnel. C’est l’articulation entre la visibilité médiatique acquise par ces vidéos, la légitimité accordée par les publics et la force symbolique de l’intimité mise en scène et thématisée qui en fait des supports de formation et de diffusion de l’opinion.

Helpdesk Question: Please identify examples of integrated programmes that support adolescent girls.

Helpdesk response:
This rapid review provides examples of integrated programmes that support adolescent girls. The programmes have positive impacts on girls’ empowerment, livelihoods, health and education. Evaluations found that girls especially appreciated having a nearby safe space of their own and being educated by their peers. Girls who participate in integrated programmes may experience the greatest overall gains from programme participation.

The literature suggests that a number of factors contribute to a programme’s success and sustainability. They include:
•Community and parental involvement: The evidence strongly highlights the importance of gaining the support of parents and the community for the programme’s success and long-term sustainability. A number of programmes took the time to explain the programme to parents and had regular meetings with parents/community. The livelihood training component was found in some cases to win parents over to the programmes other aims. A number of programmes went on to include boys and carry out advocacy activities in the local community.
•Government involvement: Having a relationship with local and national government was found in some cases to be beneficial to the scale-up and sustainability of programmes.
•Programme design: Some programmes found that elements of successful programme design include: a long and thorough design process; thorough needs and opportunities assessments; a focus on contextual and relevant skills and information for girls’ everyday lives; programme flexibility in terms of scheduling; support for girls’ participation (e.g. transport allowance and free childcare); and fun activities to motivate participation in awareness raising activities.
•Monitoring and Evaluation: One programme evaluation felt that rigorous evaluation of the programme allowed for effective learning and was critical for making the case for scale-up.
•A number of programmes also highlight that it is important to specifically target the most vulnerable girls to ensure their participation. Continued support for girls who have left programmes is important for ensuring the long-term effectiveness of the programmes aims.

Dès le départ, le terme d’éducation par les pairs a été utilisé pour décrire « l’éducation des
jeunes par les jeunes », pourtant derrière cette description simpliste se cache une diversité
d’approches et d’enjeux5. Ainsi, on peut déjà remettre en question l’idée que l’appartenance
à une même classe d’âge suffirait à définir le fait d’être pair, dans la mesure où, en effet, les inégalités entre jeunes sont fortes6, où la diversité des parcours de vie n’est plus
à démontrer et où le processus de construction identitaire passe également par l’existence
de groupes d’appartenance marqués par des affinités, des styles de vie, etc. parfois distincts
les uns des autres.

La presentazione intende fare il punto sul progetto "Spazi Medievali" ad un anno dal suo avvio. Partendo dalla sua ideazione da parte dell'Associazione "Culturalmente", del Comune e dell'Associazione Turistica Pro Loco di Candelo e dalla sua attivazione grazie ad un contributo della Compagnia di San Paolo, le slide illustrano le azioni realizzate, delineandone punti di forza e di debolezza, cercando, infine, di indicare le prospettive future di sviluppo.

Objective: The aim of this article is to extend and elaborate ways of conceptualising, enabling and practising peer leadership in whole-school alcohol education programmes. Design: Qualitative study involving individual and group interviews. Setting: The AlcoLOLs project took place in six secondary schools in North East Edinburgh (Scotland) from 2013 to 2015. Methods: A total of 21 individual and 4 group interviews with young people aged 14–18 who acted as peer leaders in the AlcoLOLs project. Interviews were conducted throughout the duration of the project as a means of hearing peer leaders’ individual voices, monitoring progress and evaluating the intervention. Data were analysed using the principles of thematic analysis. Results: The intervention demonstrates transformative multilevel learning (i.e. cognition, civic/communal attitudes, self-identity, self-efficacy, specific communication/team skills) for peer leaders resulting from the shared leadership process. Results indicate ...

Der folgende Beitrag stellt die Ergebnisse der Evaluation des Berliner Projekts „HEROES – Gegen Unterdrückung im Namen der Ehre“ vor. Das Projekt bildet junge männliche, überwiegend muslimische Peer Educators aus, die in Schulklassen Workshops zu den Themen Männlichkeit und Ehre durchführen. Unsere Evaluation konnte positive Wirkungen nachweisen – nicht nur bei Peer Educators, sondern auch auf Workshop-Teilnehmer_innen.

Peer sexuality educators’ accounts of their work reveal two approaches to empathy with their students: affinity and alliance. ‘Affinity-based empathy’ rests on the idea that
the more commonalities sexuality educators and students share (or perceive they share), the more they will be able to empathise with one another, while ‘alliance-based empathy’ is an analytical process of considering the social contexts that shape others’ lives. We assess the potential for each source of empathy to equip peer sexuality educators to counter hierarchical models of teaching and learning, effect social change and promote the interests of youth. Because shared identity categories prove difficult to
manage and sustain, we find affinity alone does not offer peer sexuality educators lasting opportunities to work with young people. In contrast, developing alliance-based
empathy prepares peer educators – indeed, all sexuality educators – to identify inequalities or barriers that others face and seek ways to foster social change. We conclude with recommendations for future research.

Παπαγεωργίου, Βασιλική, Νέες τεχνολογίες και διαπολιτισμική επικοινωνία. Διερεύνηση των δυνατοτήτων χρήσης κοινωνικού λογισμικού στην εκπαίδευση διαπολιτισμικών μεσολαβητών: η διαδικτυακή πλατφόρμα συνεργατικής μάθησης Sonetor, 17ο Διεθνές Συνέδριο, Εκπαίδευση και Ετερότητα, Παν/μιο Πατρών, Κέντρο Διαπολιτισμικής Εκπαίδευσης, Πάτρα, 27-29 Ιουνίου 2014.

Background Evidence on peer educators’ experiences of implementing the school-based educational interventions on malaria prevention would be used as inputs for malaria eliminating efforts. This study explored the acceptability of the school-based peer-learning and education approach on malaria prevention (PLEA-malaria) among peer educators in Ethiopia. Methods This process evaluation study was aimed to examine the success of the school-based PLEA-malaria that was implemented in 75 primary schools in Jimma from 2017 to 2019. A mixed research method was employed to collect post-intervention data from 404 peer educators and key stakeholders. Data were collected using a structured questionnaire and interview guide. Multivariable linear regression modelling was performed using SPSS software version 26.0. Atlas ti 7.5 for windows was used to analyse the qualitative data. The result was presented by triangulating the findings of the qualitative and quantitative methods. Results The mean sc...

Peer education has long been seen as a key health promotion strategy and an important tool in preventing HIV infection. In South African schools, it is currently one of the strategies employed to do so. Based on both a recent research study of peer education across 35 schools and drawing on multiple previous studies in South Africa, this paper examines the key elements of peer education that contribute to its effectiveness and asks how this aligns with current educational and health policies. From this research, it summarises and proposes shared goals and aims, minimum standards of implementation and reflects on the necessary infrastructure required for peer education to be effective. In light of these findings, it offers policy recommendations regarding who should be doing peer education and the status peer education should have in a school’s formal programme.

BACKGROUND AND OBJECTIVE: Peer education is a useful method for clinical skill learning. Students play as instructor and learner roles simultaneously and help each other in learning process. This is an effective method in providing students for their future roles. This study was performed to evaluate the effect of peer education on practical skills learning of nursing students in clinical skill lab (CSL). METHODS: In this quasi-experimental study 73 nursing students were randomly allocated to intervention (37 students) and control (36 students) groups, for different entrance years. Students who educated in 5 and 6 semester (mentors) were performed peer education. All of two groups were educated by one academic member. Intervention group and control group were practiced by mentors and academic member, respectively. Evaluation was done by one academic member who had no information about students groups through the same checklist. This checklist had 20 scores. Validity and reliability were obtained by content validity and observer agreement (r=0.79) methods, respectively. FINDINGS: The mean age of 73 female students was 18.28 years. Mean age in control group was 18.2 years and in intervention group was 18.27. There was no significant difference in the mean age between the two groups. The mean scores were 15.78±2.91 in the intervention group and 15.37±3.48 in the control group. There was no significant difference in the mean scores between the two groups (p=0.59). CONCLUSION: There was no significant difference in the mean scores between the two groups, this indicates that peer education is effective like instructor education.Therefore, it is suggested to use of junior students as mentors in clinical skill labs in nursing education.

o presente  artigo  busca  analisar  de  que  maneira os  princípios  da  educomunicação  foram  aplicados  ao  projeto  DiverSUS (idealizado pela Coordenação Geral de Saúde de Adolescentes e Jovens do Ministério da Saúde em parceria com o UNFPA Brasil), além de identificar e compreender o papel de pessoas e instituições envolvidas na realização do projeto.

This paper gives a summary of a research in 1994 on the organization of 34 volunteer groups who offer education about homosexuality to Dutch secondary schools. From other representative research, its is known these volunteer groups reach about 13% of all Dutch schools. The Netherlands have a quite elaboratèsystem' of education on homosexuality. The organisation of the education groups can be characterized as a four-phase cycle, which may turn to being a positive, self stimulating cycle or to a negative self destructive cycle. In a positive cycle the first phase is to formulate what the group wants. Thinking this through and involving the volunteers are the keys to passing through this phase. The second phase is preparation of the product: making the mailing lists, programmes and materials. The key features here are securing funds and guarding the process. The third phase is implementation: conducting the acquisition and the sessions. Availability, strong coordination and good feedback are key aspects of this phase. The last phase is evaluation. An adequate archive and willingness to change the product in the light of effects are crucial here. In positive cycles, groups strive to increase the quality by keeping an eye on the long term objectives and by holding on to the mentioned keys as crucial instruments to maintain that quality. In negative cycles, the keys are lost or are not used and the group gradually deteriorates or sometimes collapses overnight.