Peer teaching as a strategy for conflict management and student re-engagement in schools

File Size Format
74878_1.pdf 89Kb Adobe PDF View
Title Peer teaching as a strategy for conflict management and student re-engagement in schools
Author Burton, Bruce Victor
Journal Name AER: The Australian Educational Researcher
Year Published 2011
Place of publication Netherlands
Publisher Springer
Abstract This article reports on a major action research program that experimented with the use of cross-age peer teaching in schools to assist teachers to manage conflict issues in their classrooms, and to re-engage disaffected students in learning. The research, which was conducted in a range of elementary and secondary schools in Australia, was part of a larger international project using conflict resolution concepts and techniques combined with drama strategies to address cultural conflict in schools. The use of formal cross-age peer teaching emerged as a highly effective strategy in teaching students to manage a range of conflicts in schools, and especially in learning to deal with bullying. Operating as peer teachers also enabled a number of students in the study, with serious behaviour problems, to re-engage with their learning. The article therefore evaluates the effectiveness of peer teaching in both conflict management and student re-engagement.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1007/s13384-011-0046-4
Copyright Statement Copyright 2011 Australian Association for Research in Education . This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.
Volume NA
Issue Number NA
Page from 1
Page to 14
ISSN 0311-6999
Date Accessioned 2012-01-03
Date Available 2012-06-06T21:51:34Z
Language en_US
Research Centre Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject Curriculum and Pedagogy Theory and Development
URI http://hdl.handle.net/10072/43363
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

Brief Record

Griffith University copyright notice