Peer and Cross-Age Tutoring in Math:Outcomes and Their Design Implications

This review of the literature on peer and cross-age tutoring emphasizes programs in mathematics and suggests that such programs have positive academic outcomes for African American and otherminority students as well as for White students who participate as tutors, as tutees, or both. Such programs also appear to have a positive impact on a variety of attitudinal and socioemotional outcomes, such as students' attitudes towards school, their self-concepts, and their sense of academic efficacy. This review also explores whether specific features of the tutoring programs (e.g., tutor training and amount of tutoring) or characteristics of the students (e.g., academic level prior to tutoring and gender composition of tutor-tutee pairs) affect various outcomes. Role theory is used as a theoretical framework to explain some intriguing and surprising findings (e.g., why tutors show academic gains even when they do not receive additional subject matter instruction, whylonger and/or more substantial tutoring programs may not foster greater immediate academic gains than shorter programs, and why mixed-sex pairs do not consistently reap benefits equal to those of same-sex pairs). Finally, implications of the review for the development of peer and cross-age tutoring programs are discussed.     

同伴指导在轻度智力落后儿童自我概念发展中的意义初探

自我概念对于智力落后儿童的人格完善和社会发展至关重要,这在客观上要求学校教育必须将儿童自我概念的发展作为重要的教育目标。而在我国,由于客观条件的限制,普通学校对随班就读学生的支持是不够完善的。本文从社会学互动理论出发,认为普通学校中同伴指导是一种能够促进智力落后儿童形成积极自我概念的简便易行的方法,并对其意义进行了初步探讨。     

同伴教学对大学英语学生认知、交际和情感发展的影响

不少研究证明同伴教学是提高学生英语应用能力的有效方法。通过对宁波大学外语学院同伴教学活动研究,结果表明:学生在参加同伴教学活动后,英语技能和交际能力有了提高,学习英语的自信心也增强了。因此,同伴教学活动不仅能有效提高学生的英语学习能力、交际能力,还有利于学生的情感发展。     

“四位一体”朋辈辅导模式在新生适应性教育的应用探讨

当前,我国大学生朋辈辅导缩影在各高校都有显现,已成为增强大学生心理素质、提高自我管理的重要形式。文章基于“四位一体”朋辈辅导模式,归纳已有的朋辈教育资料,分析新时代的新生特点,阐述“四位一体”朋辈模式的有效运用,分析在新生适应性教育中产生的积极作用,进而提高朋辈辅导的现实意义,引导学生自我管理、自我教育。     

融合教育中的同伴作用策略

同伴作用是融合教育中需要予以特别重视的问题,其决定着融合教育的质量,它可以分担教师的工作压力和拓展融合教育的发展。常用的同伴作用策略有同伴指导、合作学习和反向融合。同伴作用策略的实施应着眼于满足残障儿童的特殊需要,形成系统的计划和关注全体学生的发展。     

Peer tutoring in algebra: A study in Middle school

Abstract

This study reports the academic benefits of peer tutoring in algebra for middle school students. A total of 380 students enrolled in grades 7^th and 8^th participated in the study. Two peer tutoring sessions took place during each week (10?weeks). Interactions between peers lasted 20 to 25?minutes for each session. The typology of tutoring was fixed and same-age. A pretest posttest with control group design was used. Statistical significant improvements were reported in the academic achievement variable after the implementation of the peer tutoring program for 7^th and 8^th grade courses separately and altogether. Over 87% of the students in the experimental group improved their marks. The overall effect size for the experience was reported to be medium (Hedge’s g?=?0.48). The main conclusion of this study is that fixed and same-age peer tutoring in algebra may be very beneficial for middle school students.     

导学及其分类——现代远程开放教育导学模式探讨（一）

本文提出,现代远程开放教育中的教学是指导教学,即导学,而不是一般的教学,更不是传统意义上的教学;从工作性质上划分,导学可分为资源编制、专业与计划指导、课程指导与教育指导四类。     

Peer Tutoring, Metacognitive Processes and Multimedia Problem-based Learning: The Effect of Mediation Training on Critical Thinking

The main objective of the study reported was to explore the effect on young children’s critical thinking of a peer-tutoring training embedded with the metacognitive processes required for problem-based learning and, consequently, for critical thinking. The sample consisted of 90 first- and third-grade pupils (45 pairs) randomly assigned to the experimental or control group. The experimental tutors received the Peer Mediation training, an intervention containing embedded metacognitive processes. The control children received a general preparation for peer-assisted learning. Following their respective preparations, all the children participated in a peer-tutoring condition, videotaped for 25 min and subsequently analyzed with an adaptation of the Newman et al. (Interpers Comput Technol 3(2):56–77, 1995) content analysis instrument. Analysis of the discourse conducted during the tutoring session indicated that the tutors and tutees in the experimental groups exhibited greater depth of critical thinking, demonstrated in the higher Quality of Discourse Ratio calculated, than did the tutors and tutees in the control group. The findings supported previous results showing the efficacy of the Peer Mediation for Young Children mediation-training program, with its embedded metacognitive competencies, for reinforcing young children’s higher-order thinking. Implications for educators are discussed.     

Peer Tutoring

An analysis of the ubiquitous but taken-for-granted term “rigorous academic curriculum” reveals that by definition it is not an academically rigorous term. The term contains multiple meanings, negative connotations, and a constricted conception of the school curriculum. It is associated with a discredited learning theory and in practice tends to function more as a status marker than as a substantive educational experience. We should shift our thinking and teaching away from the imprecise and potentially miseducative notion of a rigorous academic curriculum and toward the ideal of a vigorous educative curriculum.     

Integrating Undergraduate Peer Mentors into Liberal Arts Courses: A Pilot Study

This article presents research and narratives on the integration of course-based peer learning assistants into seven courses. A new curricular peer mentoring program was piloted in the 2005–2006 academic year in an interdisciplinary liberal arts college at a large Canadian research university. Undergraduate students enrolled in a practicum course which supported their learning while they collaborated with the “host instructor” of the course in which they served as peer mentor. Assistants’ roles varied and included individual tutoring, help via email, online discussion facilitation, small group facilitation, in-class presentation and discussion facilitation, and extracurricular study groups. Their integration into scheduled class activities resulted in participating students’ perception of enhanced learning. Data included peer mentors’ assignments, host instructor feedback, and student surveys.

The Distribution of Distributed Cognition: Multiple Interpretations and Uses

We argue that greater precision is needed in the use of the term distributed cognition if this perspective is to significantly impact educational research. We describe a continuum of interpretations of distributed cognition ranging from a conceptualization of cognition as an individual phenomenon that is influenced by factors external to the individual, to a conceptualization of cognition as a social phenomenon that cannot be reduced to individual psychological constructs. We discuss the issues raised by the papers in the current volume, and locate the perspectives taken in these papers along the distributed cognition continuum. The relationship between distributed cognition and situated cognition is then examined, as these terms are often used interchangeably. Finally, we discuss key issues for further research in distributed cognition.     

儿童同伴关系的影响因素研究述评

同伴关系在儿童的发展和社会适应中起着重要作用,本文介绍了同伴接纳的类型,从儿童的社会行为和社会认知方面探讨了影响同伴关系的因素,并作了简要评述。     

从教到导的心路历程

远程开放教育是“教”与“导”的转变,这不仅是教学模式的改变,更是一次教育观念的深刻变革,要认真研讨学习者、导学者、教学内容和网络工具等导学过程,处理好面授教学、教材和媒体资源的关系。     

分布式认知理论对当代网络教育的启发意义

互联网情境下的学习具备其独特的时代特征,而学习理论也经历着从行为主义、建构主义到分布式认知的演变过程。当代教育的发展形势使得教育者和研究者们越来越关注知识协同建构的社会本质。文章介绍了"社会-文化观"下的分布式认知理论,并介绍了这种新型认知观对当代网络教育的意义。     

开放教育公共英语课程导学模式初探

学习语言最重要的是实践和应用,最讲究的是语言环境,英语学科的这一学科特点与开放教育倡导的学生自主学习是否有矛盾?如何解决这一矛盾?教师应如何按照开放教育的教育理念对学员进行全方位的、个性化的辅导?本文根据作者开放教育的教学实践和探索,分析了所教课程现有媒体教材的利与弊,扬长避短,尝试了面向全体学生的“综合性”导学、面向不同学生群体的“阶梯式”导学和面向学生个体的“任务型”导学。     

Peer Support: Expectations and Realities

This article describes an evaluation of fourteen peer-support schemes in seven primary schools and seven secondary schools where NSPCC advisers worked closely with the schools. Each school received a questionnaire at the start of their involvement and, after about 12 months, the researcher visited each of the schools to conduct in-depth interviews with the person who had completed the original questionnaire. The evaluation explored why the schools had undertaken this work and what the potential benefits to the schools and the students were. The details of the schemes and the findings specific to primary and secondary sectors are also discussed. In particular, training, unrealistic expectations about behaviour and the uses of staff times are debated. The author concludes that peer-support schemes can be mistakenly seen as a panacea.     

Distributed Cognition in Sports Teams: Explaining successful and expert performance

Abstract

In this article we use a hybrid methodology to better understand the skilful performance of sports teams as an exemplar of distributed cognition. We highlight key differences between a team of individual experts (an aggregate system) and an expert team (an emergent system), and outline the kinds of shared characteristics likely to be found in an expert team. We focus on the way that shared knowledge contributes to expert team performance. In particular, we suggest that certain kinds of shared knowledge (both embodied and declarative) and shared skill, potentially developed through a team’s history of playing and training together, facilitate successful coordination. These kinds of shared knowledge and skill may be less developed in a team of experts without a shared history. Exploring the expert performance of sports teams informs our understanding of distributed cognition and collaboration more generally and creates avenues for further philosophical and empirical investigation.     

远程教育在线教学辅导模式设计研究

本文通过对国内远程教育在线教学辅导实施过程的回顾,对在线教学辅导的优劣势、教师角色定位等内容进行了分析,提出构建远程教育在线教学辅导模式等设计思路,重点分析了＂兴趣激发＂、＂时间优化＂两个控制因子的作用机理。开创性地提出了构建在线教学辅导模式的研究思路,从整体高度提升远程教育在线教学辅导能力与交互效率,为学生支持服务质量的全面提升提供了保障。     

有偿家教的历史与现状——基于文献研究的综述

有偿家教现象引起了社会的共同关注,文章就有偿家教的定义界定、历史研究、现状、形成原因、利弊及管理等方面对文献进行梳理,并作相关评述,以期对我国有偿家教的研究起到一定的启发作用。     

教学何以相长：一个社会学的视角

教学相长作为教学活动中所追求的应然目标,其存在的根源具有一定的必然性,以社会学视角探讨教学相长的可能性,可发现课堂、知识和冲突作为教学可以相长的场域、媒介和动力的客观性。