Peer teaching as a strategy for conflict management and student re-engagement in schools
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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 con?ict 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 con?ict resolution concepts and techniques combined with drama strategies to address cultural con?ict in schools. The use of formal cross-age peer teaching emerged as a highly effective strategy in teaching students to manage a range of con?icts 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 con?ict management and student re-engagement.
AER: The Australian Educational Researcher
© 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.
Curriculum and Pedagogy Theory and Development