“We Were Told We’re Not Teachers … It Gets Difficult to Draw the Line”: Negotiating Roles in Peer-Assisted Study Sessions (PASS)

References

• Arendale, D. (1994). Understanding the supplemental instruction model. New Directions for Teaching and Learning, 60, 11–21. doi:10.1002/tl.37219946004
   Google Scholar
• Ashwin, P. (2003). Peer support: Relations between the context, process and outcomes for the students who are supported. Instructional Science, 31, 159–173. doi:10.1023/a:1023227532029
   Web of Science ®Google Scholar
• Berghmans, I., Neckebroeck, F., Dochy, F., & Struyven, K. (2013). A typology of approaches to peer tutoring. Unraveling peer tutors behavioural strategies. European Journal of Psychology of Education, 28, 703–723. doi:10.1007/s10212-012-0136-3
   Web of Science ®Google Scholar
• Bruffee, K. A. (1999). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore, MD: Johns Hopkins University Press.
   Google Scholar
• Capstick, S., & Fleming, H. (2004). The learning environment of peer assisted learning. Paper presented at the Peer Assisted Learning Conference, Bournemouth. Retrieved from http://www.bvdatabank.be/databank/bijlagen/w66_bijlage2.pdf
   Google Scholar
• ten Cate, O., van de Vorst, I., & van den Broek, S. (2012). Academic achievement of students tutored by near-peers. International Journal of Medical Education, 3, 6–13. doi:10.5116/ijme.4f0c.9ed2
   Google Scholar
• Chng, E., Yew, E. H. J., & Schmidt, H. G. (2011). Effects of tutor-related behaviours on the process of problem-based learning. Advances in Health Sciences Education, 16, 491–503. doi:10.1007/s10459-011-9282-7
   PubMed Web of Science ®Google Scholar
• Colvin, J. W. (2007). Peer tutoring and social dynamics in higher education. Mentoring & Tutoring: Partnership in Learning, 15, 165–181. doi:10.1080/13611260601086345
   Google Scholar
• Colvin, J. W., & Ashman, M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring: Partnership in Learning, 18, 121–134. doi:10.1080/13611261003678879
   Google Scholar
• Douglass, A. G., Smith, D. L., & Smith, L. J. (2013). An exploration of the characteristics of effective undergraduate peer-mentoring relationships. Mentoring & Tutoring: Partnership in Learning, 21, 219–234. doi:10.1080/13611267.2013.813740
   Google Scholar
• Entwistle, N. (2000). Promoting deep learning through teaching and assessment: Conceptual frameworks and educational contexts. Paper presented at the Teaching and Learning Research Programme Conference, Leicester, UK. Retrieved from http://www.tlrp.org/pub/acadpub/Entwistle2000.pdf
   Google Scholar
• Gijbels, D., van de Watering, G., Dochy, F., & van de Bossche, P. (2006). New learning environments and constructivism: The students’ perspective. Instructional Science, 34, 213–226. doi:10.1007/s11251-005-3347-z
   Web of Science ®Google Scholar
• Heirdsfield, A. M., Walker, S., Walsh, K., & Wilss, L. (2008). Peer mentoring for first-year teacher education students: The mentors’ experience. Mentoring & Tutoring: Partnership in Learning, 16, 109–124. doi:10.1080/13611260801916135
   Google Scholar
• Hurley, K., McKay, D., Scott, T., & James, B. (2003). The supplemental instruction project: Peer-devised and delivered tutorials. Medical Teacher, 25, 404–407. doi:10.1080/0142159031000136743
   PubMed Web of Science ®Google Scholar
• Jones, A. (1991). Is Madonna a feminist folk-hero, is Ruth Richardson a woman? Postmodern feminism and dilemmas of difference. Sites, 23, 84–100.
   Google Scholar
• Kift, S. M. (2008). The next, great first year challenge: Sustaining, coordinating and embedding coherent institution-wide approaches to enact the FYE as “everybody’s business”. Paper presented at the 11th International Pacific Rim First Year in Higher Education Conference. Retrieved from http://eprints.qut.edu.au/14401/
   Google Scholar
• Lockspeiser, T., O’Sullivan, P., Teherani, A., & Muller, J. (2008). Understanding the experience of being taught by peers: The value of social and cognitive congruence. Advances in Health Sciences Education, 13, 361–372. doi:10.1007/s10459-006-9049-8
   PubMed Web of Science ®Google Scholar
• Martin, D., & Hurley, M. (2005). Supplemental Instruction. In M. Upcraft, J. Gardner, & B. Barefoot (Eds.), Challenging and supporting the first-year student: A handbook for improving the first year of college (pp. 191–203). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Martin, D. C., & Arendale, D. (1993). Foundation and theoretical framework for Supplemental Instruction. In D. C. Martin, & D. Arendale (Eds.), Supplemental instruction: Improving first-year success in high-risk courses (pp. 41–50). Columbia, SC: National Resource Center for the Freshman Year Experience.
   Google Scholar
• Micari, M., & Light, G. (2009). Reliance to independence: Approaches to learning in peer-led undergraduate science, technology, engineering, and mathematics workshops. International Journal of Science Education, 31, 1713–1741. doi:10.1080/09500690802162911
   Web of Science ®Google Scholar
• Morse, J. M. (2006). Insight, inference, evidence, and verification: Creating a legitimate discipline. International Journal of Qualitative Methods, 5, 93–100.
   Google Scholar
• Orner, M. (1992). Interrupting the calls for student voice in “liberatory” education: A feminist poststructuralist perspective. In C. Luke, & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 74–89). London: Routledge.
   Google Scholar
• Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Peterfreund, A. R., Rath, K. A., Xenos, S. P., & Bayliss, F. (2007). The impact of Supplemental Instruction on students in STEM courses: Results from San Francisco State University. Journal of College Student Retention: Research, Theory & Practice, 9, 487–503. doi:10.2190/CS.9.4.e
   Google Scholar
• Petocz, P., Duke, M., Bilgin, A., & Reid, A. (2012). Exploring peer learning: Student to student, lecturer to lecturer. Asian Social Science, 8, 91–96. doi:10.5539/ass.v8n14p91
   Google Scholar
• Riese, H., Samara, A., & Lillejord, S. (2012). Peer relations in peer learning. International Journal of Qualitative Studies in Education, 25, 601–624. doi:10.1080/09518398.2011.605078
   Google Scholar
• Sutherland, K. (2009). Nurturing undergraduate tutors’ role in the university teaching community. Mentoring & Tutoring: Partnership in Learning, 17, 147–164. doi:10.1080/13611260902860091
   Google Scholar
• Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27, 237–246. doi:10.1177/1098214005283748
   Web of Science ®Google Scholar
• Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25, 631–645. doi:10.1080/01443410500345172
   Google Scholar
• van der Meer, J. (2009). I don’t even know what her name is: Considering the challenge of interaction during the first year. Studies in Learning, Evaluation, Innovation and Development, 6, 112–123.
   Google Scholar
• van der Meer, J., & Scott, C. (2009). Students’ experiences and perceptions of peer assisted study sessions: Towards ongoing improvement. Journal of Peer Learning, 2, 3–22.
   Google Scholar
• Young, B. (2013). Case studies of conflict and collaboration: Supporting teaching assistants who work with peer mentors. In T. S. Smith (Ed.), Undergraduate curricular peer mentoring programs: Perspectives on innovation (pp. 191–212). Lanham, MD: Lexington Books.
   Google Scholar