peer interactions
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AbstractIn this reflective methodological paper we focus on affordances and challenges of video data. We compare and analyze two research settings that use the latest video technology to capture classroom interactions in mathematics education, namely, The Social Unit of Learning (SUL) project of the University of Melbourne and the MathTrack project of the University of Helsinki. While using these two settings as examples, we have structured our reflections around themes pertinent to video research in general, namely, research methods, data management, and research ethics. SUL and MathTrack share an understanding of mathematics learning as social multimodal practice, and provide possibilities for zooming into the situational micro interactions that construct collaborative problem-solving learning. Both settings provide rich data for in-depth analyses of peer interactions and learning processes. The settings share special needs for technical support and data management, as well as attention to ethical aspects from the perspective of the participants’ security and discretion. SUL data are especially suitable for investigating interactions on a broad scope, addressing how multiple interactional processes intertwine. MathTrack, on the other hand, enables exploration of participants’ visual attention in detail and its role in learning. Both settings could provide tools for teachers’ professional development by showing them aspects of classroom interactions that would otherwise remain hidden.

Introduction. E-learning has been known and used in many countries for a long time.It is becoming more and more popular. It is a way of teaching remotely, using the latestinformation technology. It can be used in any age group, starting with pre-school teaching.In the era of the SARS-CoV-2 pandemic, remote learning has been mandatory due to theneed to continue the teaching process whilst at the same time reducing the risk of spreading the virus. This has revealed many advantages, but also the disadvantages of this type of teaching.Aim & methods. The aim of the work is to change the advantages and disadvantagesof remote teaching as one of the modern forms of education. The work attempts to showthe problems related to the risks and diffi culties associated with distance learning and theadvantages of the development of information technology. We reviewed recent literatureon e- learning in Poland. We supplemented it with our own observations.Results & Conclusions. Reviewed empirical studies from Poland suggest that the mainadvantages of distance learning are professional development of teachers, intergenerational experience exchange, time saving, the possibility of learning at a pace adapted tothe student, access to a large quantity of teaching materials as well as the development andexpansion of IT infrastructure. The main disadvantages are lack of peer interactions, theneed to spend a lot of time in front of the computer, lack of physical activity, diffi culties inindependent assimilation of new material, lack of direct contact with the teacher, lack ofcomputer equipment and inadequate housing conditions, lower didactic effects, social andeconomic exclusion.E-Learning is an excellent form of learning, due to its many advantages such as timesavings and access to a wide range of materials, but requires a lot of commitment from thelecturers to encourage students to expand their knowledge and on the part of students selfcontrol and motivation.

Racial-ethnic inequity is deeply entrenched in U.S. social systems, yet adolescents’ voices and understanding around inequity are not often directly examined. The current qualitative study uses focus group data from African American ( n = 21), Chinese- ( n = 17), Indian- ( n = 13), and Mexican- ( n = 17) origin adolescents ( Mage = 12.93 years; SD = 1.23; 51% boys) to provide insight on how youth navigate their attitudes and beliefs about these issues. Using a racial-ethnic socialization lens, we explore proximal (e.g., parents, peers, teachers) and distal (e.g., media, society) ways in which adolescents come to understand racial-ethnic inequity. Three themes characterized adolescents’ discussions. School diversity, of peers and of thought, and messages around egalitarianism were two prominent influences on their perceptions. A third theme related to perceptions of social hierarchies, which appeared to be shaped by stereotypes, peer interactions, and ideas about inequity itself. Emergent themes suggest that the school context is a particularly salient social setting that encompasses multiple sources of socialization (e.g., teachers, classmates, academics, climate), and parents, peers, and the media also play prominent roles.

Abstract Background: Self-management of chronic kidney disease (CKD) is one of the keys in improving CKD outcomes and quality of life. There has been an increased use of online health communities to share the experiences of those living with CKD. By analyzing the CKD online forum data, this study aims to: 1) understand the experiences and challenges of individuals living with CKD, and 2) explore how online communities may help CKD patients in improving CKD self-management. Methods: Publicly available posts of peer interactions on the National Kidney Foundation's online community for people affected by CKD were extracted in April 2021 using computer programming. A total of 20,436 posts were collected, of which 400 posts were analyzed using inductive thematic analysis, and saturation was reached. Two researchers coded each post independently, and discrepancies were discussed to reach consensus. Results: The analysis identified seven themes: 1) Dynamics of CKD status, 2) CKD comorbidities, 3) Managing CKD and symptoms, 4) Life participation and outlook; 5) Navigating healthcare and clinical needs, 6) Medical tests and results; and 7) Support on the forum. The results revealed that comorbidities were common in CKD patients and early-stage CKD was not communicated in a timely manner to patients by the health care community; living with CKD challenged both CKD and caregivers; some common challenges included but were not limited to the management of a diet for CKD and co-morbidities (especially co-morbid diabetes), CKD dynamics and symptoms, and fear of/ways to prevent progression. Individuals living with CKD primarily used the online forum to share and seek information and emotional support for managing CKD (including co-morbidities). Conclusions: Challenges of living with CKD were found not only in those with advanced kidney disease and those on dialysis, but also in those with early and middle stages. Information and emotional support from the online forum serves as a platform to empower CKD patients with the knowledge, skills and confidence for CKD self-management. Proactive and innovative strategies with a combination of virtual and real settings to improve self-management for individuals with all-stage CKD needs to be explored and tailored.

Previous findings demonstrate peer support arrangements improve academic and social outcomes for secondary students with severe disabilities, but further research is needed to determine (a) the degree to which this practice would benefit younger students, (b) the impact on student independence, and (c) how teachers can best support paraeducator implementation. In this multiple-probe-across-participants design study, a teacher trained five paraeducators to facilitate peer support arrangements with four elementary students with multiple disabilities who were eligible for alternate assessment. We identified functional relations between teacher training and paraeducator implementation and between peer support arrangements and peer interactions. Interactions increased to levels similar to those of peers without disabilities. Students decreased their reliance on paraeducators for classroom routines when peers provided support. These findings show that the effectiveness of peer support arrangements extends to elementary students with multiple disabilities and replicate initial evidence for a promising model of teacher-implemented training for paraeducators.

The aims of this study were to examine gender differences in how parent–child discussions on sex issues, peer interactions around sexual issues, and exposure to sexually explicit materials affect the intention to engage in casual sex among adolescents and young adults in Taiwan. This cross-sectional survey study recruited 767 participants (348 men and 419 women) aged 15–24 years. The survey collected data on participants’ intention to engage in casual sex, their attitude toward and perception of casual sex based on the theory of planned behavior (TPB) (favorable attitude, perceiving positive social norms toward casual sex, and perceived control over involvement), parent–child and peer discussions about sexual issues, and exposure to sexually explicit materials. The results of multiple regression analysis revealed that parent–child discussions on sex issues, peer interactions around sexual issues, and exposure to sexually explicit materials were significantly associated with the intention to engage in casual sex. The results of structural equation modeling (SEM) further supported that favorable attitude, perceiving positive social norms toward casual sex, and control over involvement mediated the associations. For men, decreased favorable attitude mediated the negative association between parent–child discussions and casual sex intention; increased favorable attitudes and decreased control over involvement mediated the positive associations between peer interactions and casual sex intention. For women, decreased control over involvement mediated the positive association between exposure to sexually explicit materials and casual sex intention. The associations between peer interaction and subjective norms of acceptance, perceived control over involvement, and casual sex intention were stronger in men than in women; the association of favorable attitudes with casual sex intention was also stronger in men than in women.

Purpose: This clinical focus article presents a review of literature supporting the importance of fostering positive peer interactions for students with complex communication needs (CCN). A resulting template is included to help guide educational teams, including speech-language pathologists (SLPs), in planning for paraeducator training specific to supporting peer interactions for children with CCN. This clinical focus article summarizes the current literature available on inclusion and peer relationships for students with CCN in general education classrooms and paraeducator roles and training. The World Health Organization's International Classification of Functioning, Disability and Health for Children and Youth framework was consulted to help establish considerations relevant to paraeducator training. With many demands on the time of SLPs throughout the school day, paraeducators may offer an often untapped resource to help support positive peer relationships for students with CCN. Conclusions: This clinical focus article provides an overview of challenges that may impede positive peer relationships from developing in inclusive classroom settings, including ones related to (a) the student with CCN, (b) the peers, (c) the augmentative and alternative communication systems, or (d) the environment. The readers will be provided with a template to guide educational teams and SLPs in collaborating with paraeducators to foster positive peer interactions, including the following steps: (1) define goals for the student with CCN and determine supports required from paraeducators, (2) determine content of training for paraeducators, (3) choose an effective instructional approach, (4) establish a feasible training format, and (5) implement the paraeducator training and evaluate outcomes to ensure benefits for students with CCN and their peers.

<p>Research on infants’ and toddlers’ peer interactions in childcare centres shows many benefits for children’s social competence. With increasing participation of under-three year olds in group-based early childhood services worldwide, there is also growing interest in the role played by childcare adults in supporting children’s social competence. In the Malaysian context, where the number of childcare settings is growing rapidly, early childhood research remains limited and is non-existent within the field of understanding the complexity of infants’ and toddlers’ peer interactions. At the same time there has been a mounting discourse by Malaysian economists promoting the benefits of non-cognitive skills to a country, thus focussing attention on social skills, of which peer interactions are a form. This study opens up this under-researched field in Malaysia through three qualitative case studies – one in each of three childcare centres in the state of Selangor. Each case study involved individual semi-structured interviews with the childcare practitioners, video-recorded observations of the children’s peer interactions, and video-stimulated recall interviews. A focus group discussion was conducted too with all of the practitioners after that. The aim of the study was to examine how practitioners perceived peer interactions among children under three years old in their childcare centres, and the kinds of peer interactions that occurred among the children. Drawing on constructs from a range of social constructivist theoretical perspectives, the findings revealed that at the start of the study, the practitioners saw themselves as promoting peer interactions by facilitating group activities and managing interactions between children by responding to their conflicts. The observations of children’s peer interactions revealed complex negotiations by the children who were actively creating a sense of belonging and togetherness at their childcare centres like embracing the centre’s routines, and responding to the needs of others including through humour and laughter. In the process of these interactions, children exercised their agency and learned the skills of becoming socially competent participants in their centre. Through video-stimulated recall interviews and focus group discussion, the practitioners deepened their thoughts on children’s peer interactions and saw peer interactions to be linked with learning around three main themes: learning through play; learning through gaining familiarity with others; and learning about having friends. My findings provide a picture of how the children’s peer interactions were understood by largely untrained practitioners, and how the complexity of children’s lived experiences remained hidden to the practitioners until they took part in the video-stimulated recall interviews; the latter opened up and deepened the practitioners thoughts about children’s peer interactions. This study differs from earlier studies in that it is based in Malaysia where the provision of group-based early childhood care and education services is still a relatively new social and educational endeavour staffed by largely unqualified practitioners. This has implications for future childcare training initiatives in Malaysia.</p>

Students with disabilities (SWDs) are less likely to establish themselves successfully in Science, Technology, Engineering, and Mathematics (STEM) careers. Researchers have identified barriers to participation in STEM, including deficits in mathematics and science, executive functioning skills, self-efficacy, and lack of exposure to STEM experiences. Researchers found students who participate in STEM clubs have higher grades in STEM content areas, have better attitudes toward school, and are more likely to graduate. This study aimed to understand student and parent perceptions about the influences and challenges to participation in STEM clubs. The researchers used a sequential explanatory mixed-methods design that began with a survey, followed by focus groups and interviews with parents and SWDs. We identified four salient meta-themes regarding what influences students to join and stay in a STEM club: fun and the subject matter, social and peer interactions, parent and teacher initiative, and a “semblance of normal.” In addition, we identified meta-themes on the barriers for SWDs to join and stay in STEM clubs. These include being a good fit, having no student interest, others not making accommodations, and overwhelmed parents. The researchers conclude with implications for educators to make STEM clubs more inclusive.