Cross-Age Tutoring: How to Promote Tutees' Active Knowledge-Building.
TL;DR: Cross-age tutoring is characterised by status and age differences between tutors and tutees as discussed by the authors. Tutees are often inactive in this setting, because responsibility for effective learning is transferred to tutors.
Abstract: Cross-age tutoring is characterised by status and age differences between tutors and tutees. Tutees are often inactive in this setting, because responsibility for effective learning is transferred ...
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TL;DR: In this paper, the authors explore how to make access to individualized instruction and academic mentoring more equitable by taking tutoring to scale as a permanent feature of the U.S. public e...
Abstract: In this thought experiment, we explore how to make access to individualized instruction and academic mentoring more equitable by taking tutoring to scale as a permanent feature of the U.S. public e...
24 citations
Cites background from "Cross-Age Tutoring: How to Promote ..."
...Tutor qualifications can also vary while maintaining effectiveness, particularly when tutors are supported by adequate training and ongoing coaching (Hänze et al., 2018; Jacob et al., 2016; Kraft, 2015)....
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...…suggests that tutors without formal training as educators can be effective with strong program designs, on-the-job training, and structured curricula (Allor & McCathren, 2004; Hänze et al., 2018; Juel, 1996; Leung, 2015; Lindo et al., 2018; Markovitz et al., 2019; Moore-Hart & Karabenick, 2009)....
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...Evidence suggests that tutors without formal training as educators can be effective with strong program designs, on-the-job training, and structured curricula (Allor & McCathren, 2004; Hänze et al., 2018; Juel, 1996; Leung, 2015; Lindo et al., 2018; Markovitz et al., 2019; Moore-Hart & Karabenick, 2009)....
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TL;DR: The main conclusion of this study is that same-age and reciprocal peer tutoring may be very beneficial for middle school students’ mathematics self-concepts.
Abstract: The effects of peer tutoring on students' mathematics self-concepts were examined. The Marsh questionnaire was used to measure students' mathematics self-concepts before and after implementation of a peer tutoring program. A pretest posttest control group design was employed. Study participants included 376 students from grades 7 to 9 (12 to 15 years old). No statistically significant differences were reported between the pretest and the posttest for any of the control groups. Statistically significant improvements were reported for all grades for the experimental groups. An average increment of 13.4% was reported for students in the experimental group, and the overall effect size was reported to be medium (Hedges' g = 0.48). No statistically significant differences were reported across grades for the experimental group. The main conclusion of this study is that same-age and reciprocal peer tutoring may be very beneficial for middle school students' mathematics self-concepts. Several recommendations for field practitioners emanated from the study: use same-age and reciprocal tutoring over cross-age and fixed peer tutoring; schedule tutoring programs for four weeks or less with two to four sessions of 25 minutes or less per week for each tutoring session; and, include a control group in research studies.
19 citations
Cites background from "Cross-Age Tutoring: How to Promote ..."
...On the other hand, previous research has shown that during fixed peer tutoring, tutees may decrease their self-concept, as they always receive help from their peers, making them feel academically less capable and not as useful as their colleagues [77, 78]....
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TL;DR: In this article, the authors report the academic benefits of peer tutoring in algebra for middle school students, and a total of 380 students enrolled in grades 7th and 8th participated in the study.
Abstract: This study reports the academic benefits of peer tutoring in algebra for middle school students. A total of 380 students enrolled in grades 7th and 8th participated in the study. Two peer tutoring ...
16 citations
TL;DR: In this article, the contributions of the students in the online collaborative knowledge building process are examined in terms of role assignment, sentence opener scaffolds, and self-determination, where 77 teacher candidates, who are registered to Computer II course, are assigned to four groups, in three of which scaffolds are used, and in the remaining one of which they are not used.
Abstract: Scaffolds establish a cognitive connection with the students and what they want to express. Supporting the collaborative knowledge building process with scaffolds is crucial for the participation and continuity in the online discussions. In this research, where a quasi-experimental design is used, the contributions of the students in the online collaborative knowledge building process are examined in terms of role assignment, sentence opener scaffolds, and self-determination. 77 teacher candidates, who are registered to Computer II course, are assigned to 4 groups, in three of which scaffolds are used, and in the remaining one of which scaffolds are not used. The students contribute to the knowledge building process in the first group by using the sentence openers, in the second group by being assigned with roles, in the third group by both being assigned with roles, and using the sentence openers appertaining to the respective roles, and in the fourth group by not making use of any scaffold. Using content analysis and MANOVA, the research results reveal that using scaffolds, especially the combination of sentence openers and role assignment scaffolds encouraged higher cognitive levels of knowledge building. Significant differences with high effects were found between the groups for the dimensions of self-determination: self-awareness and perceived choice. The research points out some suggestions for future research.
14 citations
01 Jan 2020
TL;DR: The I Journal for the Study of Education and Development (IJED) as mentioned in this paper is the new title for the I Infancia y Aprendizaje journal.
Abstract: Dear authors and readers, Fundacion Infancia y Aprendizaje and Taylor & Francis are happy to present I Journal for the Study of Education and Development i as the new title for I Infancia y Aprendizaje i . In 2014, FIA and Taylor & Francis started a publishing partnership that looked to fulfil this project, extending bilingual publication to all journals. Along with bilingualism, FIA's deep and lasting commitment to scientific quality, I savoir-faire i , and rigour, paired with Taylor & Francis' state-of-the-art publishing services and worldwide reach, have helped bring FIA journals to the wider international community. Miguel del Rio Fundacion Infancia y Aprendizaje Journal for the Study of Education and Development: nuevo titulo de Infancia yAprendizaje par...
8 citations
References
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TL;DR: Research guided by self-determination theory has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development, leading to the postulate of three innate psychological needs--competence, autonomy, and relatedness.
Abstract: Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theo~ has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatednesswhich when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy. T he fullest representations of humanity show people to be curious, vital, and self-motivated. At their best, they are agentic and inspired, striving to learn; extend themselves; master new skills; and apply their talents responsibly. That most people show considerable effort, agency, and commitment in their lives appears, in fact, to be more normative than exceptional, suggesting some very positive and persistent features of human nature. Yet, it is also clear that the human spirit can be diminished or crushed and that individuals sometimes reject growth and responsibility. Regardless of social strata or cultural origin, examples of both children and adults who are apathetic, alienated, and irresponsible are abundant. Such non-optimal human functioning can be observed not only in our psychological clinics but also among the millions who, for hours a day, sit passively before their televisions, stare blankly from the back of their classrooms, or wait listlessly for the weekend as they go about their jobs. The persistent, proactive, and positive tendencies of human nature are clearly not invariantly apparent. The fact that human nature, phenotypically expressed, can be either active or passive, constructive or indolent, suggests more than mere dispositional differences and is a function of more than just biological endowments. It also bespeaks a wide range of reactions to social environments that is worthy of our most intense scientific investigation. Specifically, social contexts catalyze both within- and between-person differences in motivation and personal growth, resulting in people being more self-motivated, energized, and integrated in some situations, domains, and cultures than in others. Research on the conditions that foster versus undermine positive human potentials has both theoretical import and practical significance because it can contribute not only to formal knowledge of the causes of human behavior but also to the design of social environments that optimize people's development, performance, and well-being. Research guided by self-determination theory (SDT) has had an ongoing concern with precisely these
29,115 citations
"Cross-Age Tutoring: How to Promote ..." refers background or methods in this paper
...Thus, feelings of competence should be ‘accompanied by a sense of autonomy or, in attributional terms, by an internal perceived locus of causality (deCharms, 1968)’ (Ryan & Deci, 2000, p. 70)....
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...According to the cognitive evaluation theory within the framework of self-determination theory (Deci & Ryan, 1985; Ryan & Deci, 2000) theory, not only the experience of competence or efficacy but also the experience that behaviour is self-determined fosters intrinsic motivation....
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Book•
01 Aug 1975
TL;DR: This chapter discusses the development of Causality Orientations Theory, a theory of personality Influences on Motivation, and its application in information-Processing Theories.
Abstract: I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
21,337 citations
"Cross-Age Tutoring: How to Promote ..." refers methods in this paper
...According to the cognitive evaluation theory within the framework of self-determination theory (Deci & Ryan, 1985; Ryan & Deci, 2000) theory, not only the experience of competence or efficacy but also the experience that behaviour is self-determined fosters intrinsic motivation....
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15,849 citations
TL;DR: In this paper, the authors provide guidelines, guidelines, and simple rules of thumb to assist the clinician faced with the challenge of choosing an appropriate test instrument for a given psychological assessment.
Abstract: In the context of the development of prototypic assessment instruments in the areas of cognition, personality, and adaptive functioning, the issues of standardization, norming procedures, and the important psychometrics of test reliability and validity are evaluated critically. Criteria, guidelines, and simple rules of thumb are provided to assist the clinician faced with the challenge of choosing an appropriate test instrument for a given psychological assessment. Clinicians are often faced with the critical challenge of choosing the most appropriate available test instrument for a given psychological assessment of a child, adolescent, or adult of a particular age, gender, and class of disability. It is the purpose of this report to provide some criteria, guidelines, or simple rules of thumb to aid in this complex scientific decision. As such, it draws upon my experience with issues of test development, standardization, norming procedures, and important psychometrics, namely, test reliability and validity. As I and my colleagues noted in an earlier publication, the major areas of psychological functioning, in the normal development of infants, children, adolescents, adults, and elderly people, include cognitive, academic, personality, and adaptive behaviors (Sparrow, Fletcher, & Cicchetti, 1985). As such, the major examples or applications discussed in this article derive primarily, although not exclusively, from these several areas of human functioning.
7,254 citations
"Cross-Age Tutoring: How to Promote ..." refers background or methods in this paper
...Consistency interrater agreement was ICC = .78 (two-way random consistency, single measures), indicating excellent reliability (Cicchetti, 1994)....
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...Consistency interrater agreement as measured by intraclass correlation coefficients was ICC = .51 (two-way random consistency, single measures), indicating fair reliability (Cicchetti, 1994)....
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...78 (two-way random consistency, single measures), indicating excellent reliability (Cicchetti, 1994)....
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...51 (two-way random consistency, single measures), indicating fair reliability (Cicchetti, 1994)....
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TL;DR: This chapter reviews the training research literature reported over the past decade and suggests that advancements have been made that help to understand better the design and delivery of training in organizations with respect to theory development as well as the quality and quantity of empirical research.
Abstract: ▪ Abstract This chapter reviews the training research literature reported over the past decade. We describe the progress in five areas of research including training theory, training needs analysis, antecedent training conditions, training methods and strategies, and posttraining conditions. Our review suggests that advancements have been made that help us understand better the design and delivery of training in organizations, with respect to theory development as well as the quality and quantity of empirical research. We have new tools for analyzing requisite knowledge and skills, and for evaluating training. We know more about factors that influence training effectiveness and transfer of training. Finally, we challenge researchers to find better ways to translate the results of training research into practice.
1,644 citations
"Cross-Age Tutoring: How to Promote ..." refers methods in this paper
...The training session on knowledge-building tutoring was developed based on the following principles of effective training (Salas & Cannon-Bowers, 2001): (a) present relevant information and concepts, (b) demonstrate appropriate tutor behaviours, (c) have trainees practise the behaviours, and (d)…...
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