Special Peers Research Articles

Students’ peer network quality: effects on academic resilience and intention to persist

ABSTRACT Guided by self-determination theory, this study explored the impact of students’ peer network quality (i.e., student-to-student connectedness, loneliness, and peer relationship types) on resilience and likelihood to persist. Participants (N = 229) reported that they primarily developed collegial or informational peers in the university setting, that loneliness was negatively related to academic resilience, and peer connectedness was positively related to academic resilience, but there were no significant relationships with intention to persist. Although collegial and informational peers were most common, those with special peers were significantly more connected and less lonely. The indicators of peer network quality did not differ significantly based on the course schedule modality of students, but fully online students reported greater academic resilience.

Peers with special educational needs and students’ absences

In the United States, the federal Individuals with Disabilities Education Act (IDEA) specifies that students with disabilities should be educated in the “least restrictive environment,” yet little is known about how successfully schools have been able to apply appropriate supports, practices and resources so that all students benefit from inclusion. Using a quasi-experimental method and a longitudinal data-set provided by the Florida Department of Education that spans an eight-year panel from 2001 through 2009, this paper analyses the relationship between the density and diversity of peers with special educational needs and general education students’ absence rates in grades three through eight. Results show that a one standard deviation increase in the measure of special education peers is associated with an increase in general education students’ absences of .03 to .43 more days per year, depending on the empirical specification chosen. This represents as much as a five percent increase in the average student’s annual absences. Implications are discussed.

An adaptive algorithm for super-peer selection considering peer’s capacity in mobile peer-to-peer networks based on learning automata

Mobile peer-to-peer (MP2P) networks refer to the peer-to-peer overlay networks superimposing above the mobile ad-hoc networks. Heterogeneity of capacity and mobility of the peers as well as inherent limitation of resources along with the wireless networks characteristics are challenges on MP2P networks. In some MP2P networks, in order to improve network performances, special peers, are called super-peers, undertake to perform network managerial tasks. Selection of super-peers, due to their influential position, requires a protocol which considers the capacity of peers. Lack of general information about the capacity of other peers, as well as peers mobility along with dynamic nature of MP2P networks are the major challenges that impose uncertainty in decision making of the super-peer management algorithms. This paper proposes an adaptive super-peer selection algorithm considering peers capacity based on learning automata in MP2P networks, called SSBLA. In the proposed algorithm, each peer is equipped with a learning automaton which is used locally in the operation of super-peer selection by that peer. It has been shown that the suggested algorithm is superior to the existing algorithms. The results of the simulation show that the proposed algorithm can maximize capacity utilization by minimum number of super-peer and improve robustness against failures of super-peers while minimizing selection communication overhead.

A Super-Peer Coordination Scheme for Decentralized Peer-to-Peer Networking Using Mobile Agents

Peer-to-Peer(P2P) systems are generally classified into two categories; hybrid and pure P2P. Hybrid systems have a single central index server keeping the details of shared information, so that undesirable effects such as heavy load on that server and lack of fault-tolerance can be caused. Pure P2P causes the other problems such as message flooding and scalability although it shows high degree of fault-tolerance. Recently, mobile agent-based distributed computing has been receiving wide attention for its potential to support disconnected operations, high asynchrony, and thus saving network bandwidth. In this paper, a new scheme of peer coordination is proposed for a decentralized P2P network with self-organizing structure. We deployed mobile agents for incorporating the advantages of usage of mobile agents into our P2P network. Proposed P2P network has both advantages of hybrid and pure P2P. The problems of heavy load on the server and lack of fault-tolerance are improved by using multiple special peers called super-peers. And the problems of pure P2P can be reduced by using mobile agents.

Differences in Information Seeking Among Organizational Peers: Perceptions of Appropriateness, Importance, and Frequency

The purpose of this study was to explore the differences that may exist among employees when they are seeking different types of information (i.e., technical, referent, social, appraisal, normative, organizational, and political) from their peers in the workplace. Specifically, this study examined whether employees differed in the perceived appropriateness, importance, and frequency of seeking information from information, collegial, and special peers. Participants were 229 working adults who completed one of three versions (reporting on an information peer, a collegial peer, or a special peer) of a survey packet containing a series of measures. Results indicate that employees generally report that they seek information from special peers rather than from collegial peers or information peers.

Peer relationships and information sharing between LIS doctoral students

ABSTRACTDoctoral students rely on their peers as important information sources. However, information behavior studies in academic settings most often describe peers as intermediaries who simply assist individuals’ information seeking for academic resources. To address this issue, the authors interviewed six LIS doctoral students at Florida State University in order to explore the types of peer relationships and information sharing between LIS doctoral students. The preliminary findings confirmed the existence of close, social/academic, and other peers that can be categorized as special, collegial, and information peers using Kram and Isabella's continuum of peer relationships. In addition, it was found that work‐related and everyday life information is shared in all three types of peer relationships, while relational strength influences the scope and depth of information sharing. Future work will investigate the role of peers as mentors and agents of socialization in academic settings, and will further address the types of information shared as part of such mentoring relationships.

Students' Perceptions of College Classroom Connectedness, Assimilation, and Peer Relationships

In this study, we explored peer relationships in the college classroom and how they affected students' perceptions of classroom connectedness and organizational assimilation. Participants were 170 students enrolled in a variety of classes at a large mid-Atlantic university. Students enrolled in a course with information peers reported lower levels of classroom connectedness, familiarity with coworkers, and job competency than students enrolled in a course with either collegial peers or special peers. No differences were found between special and collegial peers on any outcome variable. Results indicated that students with higher-quality peer relationships experience greater feelings of connection with their classmates and are knowledgeable about the tasks they need to perform in the classroom.

Assessing the Role of Peer Relationships in the Small Group Communication Course

Based on the typology posited by Kram and Isabella (1985) that identifies three peer relationships present in organizations (i.e., information, collegial, and special), this assessment examined the association between students' perceptions of their in-class group members and six group outcomes (i.e., grouphate, cohesion, relational satisfaction, consensus, affective learning, and cognitive learning). Participants included 248 undergraduate students enrolled in two sections of an introductory small group communication course. Results revealed that students who rated group members to be information peers, rather than collegial peers or special peers, reported higher levels of grouphate and lower levels of cohesion, relational satisfaction, consensus, and cognitive learning.

Affinity-Seeking Strategies and Open Communication in Peer Workplace Relationships

This study examines peer relationships in the workplace in relation to open communication and the use of affinity-seeking strategies. Findings indicate that special peers use affinity-seeking strategies significantly more often than do informational peers but not significantly more often than collegial peers. Open communication strategies are used significantly more often by special peers than informational peers. Discussion includes why these concepts are critical to understanding friendships in the workplace.

Disclosure of a Cancer Diagnosis in Organizational Peer Relationships

The purpose of this study was to explore types of message content received by peers of cancer survivors (N = 126) during cancer disclosure in the workplace. Coworkers reported cancer disclosure interactions with female (65.5%) and male (34.5%) cancer patients. Based on organizational peer types reported in the literature, coworkers reported differences in specific message content received by informational (36.5%), collegial (52.3%), and special peers (11.1%). Coworker relationships were also examined for perceived interpersonal solidarity based on peer type. Results reveal that messages with a treatment focus were most common with all peer types, followed by nondisclosure. Nondisclosure of a cancer diagnosis between coworkers reinforces cancer patients' needs for privacy boundaries, even within close workplace relationships. Of the three peer types, special peers had the most perceived interpersonal solidarity after a cancer disclosure.

Perceived solidarity, self‐disclosure, and trust in organizational peer relationships

The purpose of this study was to examine how perceived solidarity, self‐disclosure, and trust differ in organizational members’ interactions between information peers and both collegial and special peers. Participants were 392 members of various organizations who completed the Interpersonal Solidarity Scale (Wheeless, 1978), the Revised Self‐Disclosure Scale (Wheeless & Grotz, 1976), and the Individualized Trust Scale (Wheeless & Grotz, 1977) in regard to either an information, a collegial, or a special peer. Results indicate that perceived solidarity and trust, but not self‐disclosure, were found to be lower with information peers than with either collegial peers or special peers. Additionally, perceived solidarity was found to be higher with special peers than with collegial peers. Future research should examine whether participation in an information, collegial, or special peer relationship has an impact on organizational citizenship behaviors.

Special peers’ perceived use of communication openness and functional communication skills in specific organizational contexts

Myers, Knox, Palowski and Ropog's (1999) study evaluated communication openness and affective and non‐affective functional communication skills of information, collegial, and special peers in various organizations. In order to further explore the perceived communication behaviors of special peers, important persons in the work environment who have exceptionally close relationships with co‐workers, the present study focused only on the nature of these relationships within the specific context of two business, two government, and one non‐profit organizations. This study's findings reveal that there were no significant differences in the perceived communication openness of special peers regardless of the organizational context. However, data indicate that there was a significant difference in two affective and three non‐affective functional communication skills of government co‐workers as compared to business and non‐profit employees.

Perceived communication openness and functional communication skills among organizational peers

This study investigated how organizational peer types (information, collegial, special) differ in the act of communication openness and the use of functional communication skills. Participants were 138 members of various organizations who completed the Communication Openness Measure and the Communication Functions Questionnaire regarding either an information, collegial, or special peer. Results indicate that (a) information peers are less open, and engage in a lower usage of functional communication skills, than either coUegial or special peers, and (b) collegial and special peers are not perceived to differ in either the act of communication openness or the use of functional communication skills. Future research should consider exploring the additional differences in communication behaviors that exist among organizational peers.

The Instructional Characteristics of Inclusive Classes for Elementary Students with Severe Disabilities: An Exploratory Study

This exploratory study examined several instructional characteristics of elementary classrooms serving students with severe disabilities including the individuals who provided instruction to students, the instructional behaviors of these teachers, and grouping structures. The analysis focused on the impact of these variables on the academic responding of students and the extent to which they were the exclusive target of instruction by the various teachers. Observation data were collected on six students with severe disabilities participating in general elementary classrooms for reading or math, and at least one other subject area. The academic responding of students was similar across general education teachers, special education teachers, paraprofessionals, and peers; and the instructional behaviors of each of these groups of instructors was similar. Students had higher rates of academic responding during one-on-one and small group instruction, but they also were engaged in instructional tasks during whole class instruction. Finally, academic responding was positively associated with instruction focused on the student, one-on-one instruction, and instructional interactions with teachers. Academic responding was negatively correlated with whole class instruction and instructional behaviors that were not directed at the student.