ABSTRACT

Opportunities for collaborative learning reflect positive peer processes that have strong implications for adolescents’ developmental experiences in afterschool programs (ASPs). However, collaborative learning, which involves considering multiple viewpoints and coordinating actions with peers to accomplish a shared goal, is often difficult for adolescents to navigate. Utilizing qualitative methods, the purpose of this study was to identify ASP mentoring strategies that promote collaborative learning among adolescent participants. Based on the experiences and perspectives of college student mentors who serve as frontline staff of a math enrichment ASP for Latino/a middle school students, we identified four mentoring strategies that promote collaborative learning: (1) nurturing personal connections with and among youth, (2) establishing positive group norms, (3) strategically splitting groups and work, and (4) modeling collaborative behaviors. These strategies reflect best practices that frontline staff can utilize to promote adolescents’ collaborative learning, skill development, and engagement in ASPs. Practical implications and directions for future research are discussed.

摘要

协作学习的机会反映了积极的同伴过程，这些过程对青少年在课外活动 (ASP) 中的发展经历具有重要影响。然而，协作学习涉及考虑多个观点并与同龄人协调行动以实现共同目标，对于青少年来说通常难以驾驭。利用定性方法，本研究的目的是确定促进青少年参与者之间协作学习的 ASP 指导策略。根据作为拉丁裔/中学生数学强化 ASP 一线工作人员的大学生导师的经验和观点，我们确定了四种促进协作学习的指导策略：(1) 培养与青年之间的个人联系，(2) 建立积极的团队规范，(3) 战略性地拆分团队和工作，以及 (4) 建模协作行为。这些策略反映了一线员工可以用来促进青少年协作学习、技能发展和参与 ASP 的最佳实践。讨论了未来研究的实际意义和方向。