Assessing the Differential Effects of Peer Tutoring for Tutors and Tutees
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In this article, a randomised controlled experimental study was undertaken involving 295, 11- to 13-year-old students, drawn from 12 classrooms, across three secondary/high schools situated in areas of low socio-economic status, in the north east of England.Abstract:
There is strong evidence that peer tutoring, as a form of cooperative learning, has a positive impact on tutor and tutee outcomes. However, little previous research has been reported as to the differential effects of engaging in cooperative learning in dyads for peer tutors and peer tutees, respectively. A randomised controlled experimental study was undertaken involving 295, 11- to 13-year-old students, drawn from 12 classrooms, across three secondary/high schools situated in areas of low-socio-economic status, in the north east of England. In total, 146 students engaged in cooperative learning for a period of 12 weeks, and 149 students served as a comparison group. Gains were significantly greater on independent standardised reading comprehension tests for those engaged in cooperative learning than those in comparison classes, and greater for tutors than tutees. The results are explored by critically reflecting on the underlying theories of education that may be at play in classrooms using this form of cooperative learning.read more
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Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy Perceptions
TL;DR: This article evaluated the effectiveness of explicit reading comprehension strategies instruction, followed by practice in teacher-led whole-class activities (STRAT), reciprocal same-age peer-tutoring activities, or cross-age PTA, on 2nd and 5th graders' reading comprehension and self-efficacy perceptions.
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Styles and sequences of cooperative interaction in fixed and reciprocal peer tutoring
David Duran,Carles Monereo +1 more
TL;DR: Analysis of the interactivity in pairs of students, organized into fixed and reciprocal tutoring, in an authentic written composition task, highlights the emergence of two different patterns: the tutor's active pattern and the tutee's reactive pattern, as well as different styles of cooperative interactions.