#4140. Developing Leadership as a Federal Service Academy Peer Tutor

August 2026publication date
Proposal available till 24-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Education;
Developmental and Educational Psychology;
Places in the authors’ list:
place 1place 2place 3place 4
FreeFreeFreeFree
2350 $1200 $1050 $900 $
Contract №4140.1 Contract №4140.2 Contract №4140.3 Contract №4140.4
1 place - free (for sale)
2 place - free (for sale)
3 place - free (for sale)
4 place - free (for sale)

Abstract:
Аcademy students participated in this transcendental phenomenological study regarding their experiences as peer tutors at academies. Outcomes from this article differ from those presented in the literature regarding civilian higher education peer tutors. The following research question provided the framework for this study: What outcomes were realized by participants during their peer tutoring experiences in this setting? Transition theory served as the theoretical framework as it postulates how one transitions during a change in one’s assumptive world. Moustakas’s transcendental phenomenological process was used to analyze data collected from interviews, focus groups, and journaling that revealed the tutoring experience enhanced participant leadership potential.
Keywords:
Academic support; peer tutor; service academy; transcendental phenomenology; transition theory

Contacts :
0