Significance Of Peer Relationships Research Articles

Investigating the Role of Online Communities in Promoting Collaborative Learning and Peer Interaction

The objective of this research is to investigate the correlation between the level of contentment that students experience in their social interactions with peers and their personal evaluations of academic achievements. Additionally, this study aims to analyze the influence of students' involvement in virtual communities on the effectiveness of their collaborative assignments. The data were collected through surveys administered to a subset of the population that was deemed statistically significant. The statistical analysis involved the utilization of both descriptive and inferential methods. The results indicate a positive association between engagement in virtual communities and effective collaboration. A noteworthy correlation was observed between the perceived level of learning among students and their satisfaction with the degree of participation exhibited by their peers during classroom discussions. The findings of this study enhance the existing knowledge by providing distinct empirical evidence specific to the context of Saudi Arabia. The significance of peer relationships is emphasized, and the promotion of collaborative learning through participation in online communities is underscored. The study's findings offer insights for individuals involved in promoting online community-based peer learning and engagement, including educators, politicians, and academics. Further research could be carried out in the future to investigate the mechanisms that support collaborative learning and peer interaction.

Truancy begins in class: student perspectives of tenuous peer relationships

ABSTRACT Truancy is a longstanding, unresolved educational issue in countries where there are compulsory attendance policies. It represents a long-term cost to society in expenditure on health, well-being and incarceration. Previous research has focused on key demographic variables related to truancy, causal factors, interventions and a variety of viewpoints; however, there is a paucity of evidence about student perspectives that investigates how truancy begins in class. Findings from a grounded theory, qualitative, doctoral New Zealand study show that students detached from peers when they felt unworthy, did not trust their peers, were discouraged from interacting with friends, and felt unsafe in the classroom due to ridicule from peers and ‘wagged’ (truanted) in class. The significance of peer relationships influencing students at-risk of leaving class and truanting from school suggests the possibility for management teams, teacher and counsellor intervention in order to deliver a safe school environment, acknowledge challenging life situations and provide guidance to support students who ‘wag-in-class’ to act strongly in a time of crisis and to facilitate positive peer relationships. These intentional behaviours offer opportunities to improve student well-being and diminish future truancy.

The role of peer relationships and interactions in preschool bilingual children's responses to picture books

In spite of the emphasis on the importance of social contexts in children's literacy development, there is still a startling scarcity of studies examining the role of peer relationships in preschool bilinguals' literary practices. This qualitative case study investigates how peer relationships and interactions among preschool, Korean-English bilingual children affect their responses to picture books during whole group read-alouds. As part of a comprehensive 18-month longitudinal study, this article focuses on data collected over a period of 10 months. Multiple data collection sources were used to enhance the credibility and validity of the study. Results indicated that the children's literary responses were highly influenced by their different social relationships with peers. Thus, in order to create supportive literature environments, it is important for teachers to pay considerable attention to what bilingual students experience with eir peers. With more engrossing narratives and vivid descriptions, the study aims to provide insights into the significance of peer relationships and interactions in early literacy practices in bilingual settings.

Building Norms for Professional Growth in Beginning Teachers: A Learning Consortium Initiative

ABSTRACT One of the goals of Junior/Intermediate Option 2, a preservice and induction program initiated by the Faculty of Education, University of Toronto, and the Learning Consortium (a schoolboard/university partnership), is to explore the formation of peer groups and improve the significance of peer relationships among preservice and induction teachers. The authors report on the specific cooperative learning structure of Base Support Groups used to foster a sense of community in the Junior/Intermediate preservice program (J/I Option 2). The data suggest that the use of the Base Support Group (a valuable cooperative learning strategy in teacher education) is an important component of the process of fostering collegiality and collaboration. The base support group is not only valuable in the preservice program but also is effective as a mechanism for ongoing support in the induction phase. In this study, base support groups are instrumental in facilitating understanding in preservice course work; enhancin...