Different Is Just Different: Considering a Peer Placement Model's Impact on Student Access

• In Event: Contextualizing Issues of Access in Education

Abstract

To meet student needs, XXX implements a peer placement model, where two students are placed together in one classroom the semester before student teaching. Data gathered through surveys at the end of the semester indicate stakeholders feel the peer placement provides support, encourages collaboration, and promotes reflective practice beyond potential gains if placed on their own. Additionally, data collected through interviews 1-3 years after the practicum indicate that participants formed strong communities they continue to rely on; long-lasting friendships provide personal and professional benefits; and their ability to collaborate and respect differences is enhanced as a result. Implications follow regarding how this model promotes greater access and success for students from historically disadvantaged groups.

Authors

• Kathryn Ann Ohle, University of Alaska Anchorage

• Kate Moyers, Programs for Infants and Children