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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References
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Journal ArticleDOI
Peer tutoring in reading in Scotland: thinking big
TL;DR: A large-scale randomised-controlled trial of reading tutoring in 80 schools in Scotland used the Paired Reading (PR) technique as discussed by the authors, which was significantly better than regular teaching, but same-age was not.
Journal ArticleDOI
Outcomes and Process in Reading Tutoring.
TL;DR: In this article, a two-year study of peer tutoring in reading was undertaken in one local education authority in Scotland, where the relative effectiveness of cross-age versus same-age tutoring, light versus intensive intervention, and reading versus reading and mathematics tutoring were investigated.
Journal ArticleDOI
The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school
TL;DR: In this paper, the authors conducted a study with 487, ten to twelve year-old students from 20 elementary schools in three different school districts and found that students showed increased social relationships in and out of school.
Journal ArticleDOI
Competence and Tutorial Role as Status Variables Affecting Peer-Tutoring Outcomes in Public School Settings.
Journal ArticleDOI
Peer tutoring in schools: cognitive models and organizational typography
Allen Thurston,Keith Topping +1 more
TL;DR: An organizational typography of peer tutoring in school classrooms is presented, and the variables that influence patterns, nature and effectiveness of peer interaction are explored in this paper, where the authors discuss knowledge transfer issues to facilitate the development of effective models of Peer Tutoring in the classroom practice of teachers in schools.