期刊名称：Kentucky Journal of Higher Education Policy and Practice
印刷版ISSN：2164-5140
出版年度：2011
卷号：1
期号：1
页码：3
出版社：University of Kentucky
摘要：As peer tutoring programs have become pervasive on college campuses, it has become common to hear their benefits extolled. The goal of this paper is to examine the literature to determine in what ways accessing peer tutoring may impact college students. Specifically, the dual lenses of cognitive development and the generation and conversion of academic and social capital are employed to limit the scope of the research and focus the analysis. Conclusions include that while “peer tutoring” lacks a commonly accepted definition, students may receive intellectual benefits and their social networks may be broadened when accessing services that are intentionally structured. These ideas are connected to institutional mission statements and stated goals.
关键词：peer tutoring; academic support; student development; cognitive development; academic capital
