Classwide peer tutoring for elementary and high school students at risk: listening to students’ voices

Teaching has become a very challenging profession with the requirements to provide appropriate individualised instruction in large and diverse classes. Problem behaviours displayed by students with special needs exacerbate the difficulties. This is especially true and intense in physical education, where students are exposed to extreme emotional situations under physical demands. Classwide peer tutoring (CWPT) is an evidence‐based teaching strategy that involves programmed interactions between peers and holds promise for the education of students at risk who display antisocial behaviours. This article discusses the implementation and modification of CWPT in third and eighth grades in a K‐12 inner‐city charter school in the USA, directed towards students who have special educational and social needs. First, the two CWPT applications are described. Second, authors share the students’ reactions to the pedagogy. Third, based on students’ responses and the teacher's accumulated experience delivering CWPT, the article discusses how to tailor CWPT better to each of the grade levels.     

Theoretical considerations of peer tutoring

The need for a theoretical analysis of the peer tutoring process has been recognized by reviewers of the research in this area. This paper addresses itself to this need by discussing the process of peer tutoring from the various psychological, educational, and social perspectives. The main areas covered in the paper are: definitions of the peer tutoring process, the psychological and educational processes in peer tutoring as a learning and teaching experience, and the conceptualization of peer tutoring in terms of a cooperative social system and as a group reward structure. This theoretical discussion provides both the researcher and practitioner with a framework for studying and implementing peer tutoring for enhancing specific academic and social goals.     

Implementation integrity in peer tutoring of mathematics

A two-year randomised controlled trial of peer tutoring in mathematics using the Duolog Math technique was operated in 80 schools. The aim was to achieve adequate implementation quality with modest pre-intervention training for teachers, who received brief didactic training and no process feedback (but they were to train pupils using modelling, practice and feedback). Implementation integrity was observed in Year 1 in 29 randomly selected schools; in Year 2 in 30 randomly selected schools. In both years some observed variables of class-wide context and individual technique were high; however, some were lower. There were deficits in: teachers introducing the problem, suggesting ways to concretise the problem and holding plenary sessions. Crucially, there was very little summarising or generalising. Thus, implementation was partial in both years, but better in Year 2. The implications for future intensity of training are explored.     

Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups

Previous research has investigated the efficacy of peer‐mediated repeated reading (RR) interventions carried out by student dyads. This research extends the existing research by investigating the impact of RR on oral reading fluency and comprehension when carried out by a teacher in small groups of fourth‐grade students. Outcomes were analyzed using a multiple baseline single case design across groups in addition to supplementary analyses (dual level and trend criteria, percentage of non‐overlapping data, class box plots). Visual analysis of results indicated that RR was effective in improving levels of reading fluency and reading comprehension skills of four targeted students as well as classwide performance in fluency and comprehension. Acceptability ratings showed that the small group format was easy to implement and acceptable to the teacher and students. Despite positive findings, RR may need to be supplemented by other instructional and practice strategies to promote consistent and comprehensive changes beyond fluency. © 2010 Wiley Periodicals, Inc.     

Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups

We aimed to investigate how metacognitive regulation is characterised during collaborative learning in a higher education reciprocal peer tutoring (RPT) setting. Sixty-four Educational Sciences students participated in a semester-long RPT-intervention and tutored one another in small groups of six. All sessions of five randomly selected RPT-groups were videotaped (70 h of video recordings). Analyses were focussed on identifying time-bound evolutions with regard to (a) the frequency of occurrence of metacognitive regulation, (b) the low-/deep-level approach to regulation, and (c) the initiative (by tutors/tutees) for metacognitive regulation. Logistic regression models allowing change points were adopted to study evolutions over time. The results indicated that RPT-groups increasingly adopt metacognitive regulation (i.e. orientation and evaluation) as the RPT-intervention progressed. Regarding RPT-groups’ regulative approach, the results revealed a significant evolution towards deep-level metacognitive regulation (i.e. orientation and monitoring), despite a dominant adoption of low-level regulation strategies. With regard to the initiative, the results demonstrated that tutees started to initiate RPT-groups’ monitoring significantly more frequently as they became familiar with the RPT-setting. Orientation, planning, and evaluation remained tutor-centred responsibilities.     

Compare the moderator for pre-test-post-test design in peer tutoring with treatment-control/comparison design

European Journal of Psychology of Education - Previous meta-analyses on peer tutoring have mainly included studies using treatment-control/comparison design and excluded studies that adopted...     

‘Shared Reading’: an experiment in peer tutoring in the primary classroom

A 12‐week peer tutoring reading programme named ‘Shared Reading’ was conducted with a class of SPA primary school children. Significant reading gains were shown by the class at the end of the experimental period when compared to a matched control group. The gains were not maintained when the children reverted back to individual silent reading. Before the programme the children had exhibited poor reading behaviours—whilst the class had a splintered social structure. During the programme the level of on‐task reading behaviours rose considerably and more positive social behaviours were noted in the class with more friendliness, cohesion and co‐operation between the children. The belief that the gains of the children informally acting as ‘tutors’ would be adversely affected by them helping their less able peers was not supported since the ‘tutors’ made more reading gain than the Hutees’. It is concluded that peer tutoring is an under‐used teaching strategy which, if used appropriately, can be a valuable and enjoyable one for teachers and pupils.     

西方同辈教学法对我国外语课堂教学的启示

同辈教学,即学生施教而学。同辈教学法,全新地诠释了学生在教学中的角色与地位。这是国内外语教学研究的一个盲点。鉴于西方对此的研究比较成熟,本文从其定义、历史渊源、理论背景等方面进行综合介绍,指出与二语习得的契合,并得出对我国外语课堂教学的几点启示。     

Tutoring interventions within special education settings: A comparison of cross-age and peer tutoring

In two experiments, cross-age and peer tutoring interventions conducted within special education settings were compared. In Experiment 1, learning disabled (LD) and behaviorally disordered (BD) students acted as tutors of younger LD and BD students. In Experiment 2, same-age LD and BD students alternated tutor and tutee roles. In both experiments, tutors and tutees exhibited academic gains. Only in Experiment 1, however, were attitudinal gains observed. Implications for future research and practice are given.     

Primary prevention of reading failure: Effect of universal peer tutoring in the early grades

Reading is typically considered a survival skill in our technology- and literacy-bound culture. Individuals who struggle with learning to read are at significantly elevated risk for a number of negative outcomes, including school failure, under- and unemployment, and special education placement. Thus, those who do not learn to read fluently will likely be a greater drain on society's resources. The authors examined the effects of a universal (school district-wide) implementation of a well-validated peer-tutoring reading intervention as a system-wide prevention measure in kindergarten through Grade 3 in a small metropolitan area in Canada. Results suggest that nearly all children demonstrated improved reading fluency over time. Yet those at highest-risk for poor outcomes, including those living in poverty and those who face learning challenges due to English as a second-language status or special education enrollment, did not make parallel gains to same-age peers in more affluent schools. Implications for educational policy are discussed.     

Reciprocal peer tutoring in a physical education setting: influence of peer tutor training and gender on motor performance and self-efficacy outcomes

Students often do not take full advantage of peer tutoring instructional strategies because they are not sufficiently prepared to fulfill the role of tutor. This study examined whether implementing a peer tutor training program prior to the beginning of reciprocal peer tutoring (RPT) sessions might help overcome this issue. Gender differences were also explored. In a physical education setting, 48 novice ninth-graders were assigned in symmetric dyads to a physical practice associated with trained RPT condition (TRPT; n = 24) or a physical practice associated with spontaneous RPT condition (SRPT; n = 24). Moreover, 24 participants were assigned to a physical practice without any form of RPT control condition (PP). The peer tutor training, based on an original group interview technique, aimed at enhancing the explanatory potential of the tutor and his/her sensitivity to the specific needs of the tutee. Results indicated a superior motor performance for the TRPT condition and no difference between the SRPT and PP conditions. Interestingly, a positive relation between motor performance and self-efficacy beliefs was found for TRPT females. The assumption that the development of metacognitive awareness is one of the mechanisms underlying RPT’s effectiveness was thus supported.     

Cross-age peer tutoring of science in the primary school: influence on scientific language and thinking

The development of deeper understanding and transferable skills in science requires continuous interactive discussion and feedback and extended practice in various contexts for generalisation. In primary schools, these desiderata are difficult to supply through direct teacher instruction, but might be feasible through interactive peer tutoring. This study aimed to evaluate cognitive and affective gains from cross-age peer tutoring for both tutees and tutors in science, using the “paired science” programme. For the first time this programme was used to focus on peer rather than parent tutoring and on junior school rather than early years pupils, and for the first time an objective measure of cognitive gain in science was used. Experimental peer tutees were a whole class (n=32) of seven- to eight-year-olds; tutors a whole class (n=33) of eight- to nine-year-olds in the same school. A parallel composite class of seven- to nine-year-olds (n=24) served as controls for tutees and tutors. A peer tutoring paired science intervention was implemented for two 30-minute sessions per week for eight weeks. Video and observational data indicated implementation integrity was satisfactory. Pre- and post-project assessments of understanding of scientific concepts and keywords of a random sample of tutees, tutors and their respective controls (4×n=10) were conducted. Additionally, the attitudes of all the tutees, tutors and their teachers towards their experiences were explored by post hoc questionnaire. On pre-post assessments of understanding of scientific concepts and keywords, the experimental group made significant gains while the control group made no gains, yielding effect sizes greater than one. Tutees made greater gains than tutors. The attitudes of the paired scientists and their teachers towards their experiences were generally very positive. It was concluded that cross-age peer tutoring of science using the paired science programme offers an effective pedagogical strategy, with both cognitive and affective benefits for both tutors and tutees. Recommendations for future research are made.     

Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates

The present study contributes to the emerging research on socially shared metacognitive regulation (SSMR). It investigates which regulation behaviour (i.e. particular skills and low- versus deep-level regulation) is associated with a socially shared regulation focus and identifies time-bound evolutions in individually-oriented metacognitive regulation, co-regulation, and SSMR. More specifically, higher education reciprocal peer tutoring (RPT) groups are studied. All sessions of a semester-long RPT-intervention of five randomly selected RPT-groups were videotaped (70 h of recordings). Time-bound evolutions are studied by means of mixed models for logistic regression analysis allowing change points, whereas binary logistic regressions are used to examine the relation between RPT-groups' socially shared regulation focus and their regulation skills and approaches. The results indicate that RPT-groups demonstrate a significant positive evolution in SSMR and tutee-prompted co-regulation, and a significant negative evolution in tutor-prompted co-regulation. Their socially shared regulation focus is particularly correlated with orientation, monitoring, and deep-level regulation.     

Raising reading standards — the Reading Partners approach: cross-age peer tutoring in a special school

This article, written by Mary Nugent, an educational psychologist working with the National Educational Psychology Service in Dublin, reviews the work done in a special school, in the Dublin area, to develop a Reading Partners Scheme. The school involved in the project, which will be referred to as St Mark's, is a special school for children with moderate learning difficulties (in Ireland described as mild learning difficulties). The Reading Partner's Scheme involved cross-age peer tutoring in reading, working with students in the 8 to 18 age range. The training, organisation and management of the scheme are outlined here. Evaluation studies indicate multiple benefits of the scheme, accruing to both the learners and the helpers. These benefits include progress in reading, enhanced feelings of self-worth and more positive attitudes to school. Ideas for further development of the scheme are described, as well as future research opportunities.     

The effects of peer tutoring between domestic and international students: the tutor system at Japanese universities

International students often require extracurricular assistance upon arrival in the host country. Many universities operate programs pairing international and domestic students for academic and adjustment assistance. The tutor system operating at Japanese national universities has similar objectives. Although the literature has highlighted several problems with the system, it is viewed as a viable form of educational assistance. This study examined the data from 38 interviews with tutors, international student tutees, and administrators, qualitatively analysing the perspectives of these stakeholders to uncover the main factors determining program effectiveness. Data analysis revealed several main themes relating to tutoring effectiveness, and differences were found in how tutors and tutees perceived their participation in the system. Although tutees tended to focus on the interpersonal relationship, tutors were more concerned about their tutoring ability. Implications of the findings are discussed for enhancing peer‐pairing programs to better accommodate the needs of students.