http://socialfamily535.pbworks.com/f/slavin1996%5B1%5D.pdf

Research on cooperative learning and achievement: What we know, what we need to know.

http://people.tamu.edu/~takashi-yamauchi/Reprints/Chi%20et%20al%20(2000).pdf

Learning from human tutoring

The effects of within-class grouping on student achievement and other outcomes were quantitatively integrated using two sets of study findings. The first set included 145 effect sizes and explored the effects of grouping versus no grouping on several outcomes. Overall, the average achievement effect size was +0.17, favoring small-group learning. The second set included 20 effect sizes which directly compared the achievement effects of homogeneous versus heterogeneous ability grouping. Overall, the results favored homogeneous grouping; the average effect size was +0.12. The variability in both sets of study findings was heterogeneous, and the effects were explored further. To be maximally effective, within-class grouping practices require the adaptation of instruction methods and materials for small-group learning.

https://www.jstor.org/stable/info/1170650

Within-Class Grouping: A Meta-Analysis

A Brief History of the Oregan Model, Gerald R. Patterson et al The Early Development of Coercive Family Process, Gerald R. Patterson Social Contextual Factors and Competence in Early Development, Leslie D. Leve et al Reinforcement and Coercion Mechanisms in the Development of Antisocial Behaviour - The Family, James Snyder and Mike Stoolmiller Reinforcement and Coercion Mechanisms in the Development of Antisocial Behaviour - Peer Relationships, James Snyder Contextual Risk Across the Early Life Span and Association With Antisocial Behaviour, D.M. Capaldi et al A Developmental Model For Early-and Late-Onset Delinquincy, Gerald R. Patterson and Karen Yoerger Coercive Family Processes and Adolescent Depression, Betsy Davis et al Interventions For Antisocial Behaviour, John B. Reid and J. Mark Eddy Multidimensional Treatment Foster Care - Applications of the OSLC Intervention Model to High-Risk Youth and Their Families, Patricia Chamberlain et al Preventative Efforts During the Elementary School Years - The "Linking the Interests of Families and Teachers" Project, John B. Reid and J. Mark Eddy. (Part contents).

Antisocial behavior in children and adolescents: A developmental analysis and model for intervention.

The primary focus of this study was to determine the effectiveness of a classwide peer tutoring program in reading for three learner types: low achievers with and without disabilities and average achievers. Twelve schools, stratified on student achievement and family income, were assigned randomly to experimental and control groups. Twenty teachers implemented the peer tutoring program for 15 weeks; 20 did not implement it. In each of the 40 classrooms, data were collected systematically on three students representing the three learner types. Pre- and posttreatment reading achievement data were collected on three measures of the Comprehensive Reading Assessment Battery. Findings indicated that, irrespective of type of measure and type of learner, students in peer tutoring classrooms demonstrated greater reading progress. Implications for policymaking are discussed.

/pdf/peer-assisted-learning-strategies-making-classrooms-more-7pn49e39b6.pdf

Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity:

This study examined the relative impact of structured peer tutoring and group reward components of the reciprocal peer-tutoring intervention on the mathematics performance of elementary school students at high risk for academic failure. Sixty-four students were selected randomly from a pool of 80 4th- and 5th-grade students. Students were assigned randomly to four conditions: structure plus reward; reward only; structure only; and no structure, no reward. Findings indicated that students who received both components showed the highest levels of accurate mathematics computations

Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis.

The present study examined the effects of the Reciprocal Peer Tutoring (RPT) intervention and a parent involvement intervention on the mathematics achievement of academically at-risk school-age stu...

Lauren Rio Heller

Papers

Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis.

Reciprocal Peer Tutoring and Parent Partnership: Does Parent Involvement Make a Difference?.