STUDENT TUTORS: AN ANALYSIS OF THE CREATION OF A PEER-LED TUTORING INITITATIVE UTILISING THE IMPLEMENTATION STAIRCASE MODEL

Phil Wade

DOI Number
-
First page
367
Last page
372

Abstract


This article describes the creation of a Peer-led Team Learning tutoring initiative in the English department of a French university. It utilises the implementation staircase model of group steps to provide greater understanding of the progression of the initiative from policy to tutoring sessions down and up the staircase. The feedback findings highlight the success of the initiative and the subsequent recommendations will be of use to teachers considering adopting peer tutor programmes on university courses.


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References


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