Peer Tutoring

The purpose of this study was to examine the effects of reciprocal peer tutoring (RPT) on student performance in one of the Environmental Control Systems courses offered by the Department of Construction Science, Texas A&M University. Reciprocal peer tutoring has been used extensively at school level for developing academic skills of the students. It has also been used at college level for different disciplines. In this technique, students occasionally function equally as both tutor and tutee in a classroom situation. It enables the students to gain both from the preparation and instruction in which the tutors engage, and from the instructions that the tutees receive. The study population consisted of the students who attended the course in Summer terms of 1998 and 2000, and Spring semester of 2000. Sample size of the study was 156 students. Relevant data was collected from the Student Information Management System database of the university. Chi-square tests were performed to ascer...

This paper presents on the effects of an educational programme involving peer tutoring at school and family tutoring at home on child reading comprehension achievement. We drew upon a sample of 303 students and 223 family tutors. The methodology combined a quasi-experimental design and a qualitative analysis of texts. Background variables were collected by means of student and parent questionnaires and also teacher and family interviews. An analysis of the family tutoring interactions was also monitored. Overall, the study reveals the effectiveness of peer learning to improve reading comprehension skills and the potential of family involvement for the development of academic skills. .

Salahat, Mohammed, Wade, Steve and Ul-Haq, Izhar ... Application of a Systemic Soft Domain-Driven Design Framework ... Salahat, Mohammed, Wade, Steve and Ul-Haq, Izhar (2009) Application of a Systemic Soft Domain-Driven Design Framework. World Academy ...

Although much interest has been generated regarding the functions speaking centers serve and the effects consultations can have, minimal research has addressed the dynamics of consultations themselves. This study documents what speaking center clients and consultants identify as barriers in consultations and how they address them. Analysis of qualitative survey data obtained from university speaking center clients and consultants shows that emotional intelligence, empathy, and interpersonal trust serve as necessary underlying components of successful consultations.

Background: This research examined the significant main effect of peer tutoring, storytelling, and gender, on the social skills of pupils with mild intellectual disability. Using the Social Development Theory of Lev Vygotsky as the rationale for this study, the acquisition of social skills is viewed as based on a social constructivist view of learning. Methodology: The study sample consisted of thirty-four pupils with intellectual disability, purposively selected from three schools in Ibadan Metropolis, and randomly assigned to one of the peer tutoring, storytelling, or control groups. Thirty sessions were held over ten weeks with the peer tutoring and storytelling experimental groups only. A social skills performance scale was administered before and after the intervention to collect data from these three groups. An analysis of covariance was used to examine the data collected. Results: Findings based on the analysed data revealed that there was a significant statistical difference between pre-test and post-test results of the three groups. The effect of gender on social skills of participants was significant, as was the interaction effect of treatment and gender. Conclusion: Recommendations based on the finding of this study are that peer tutoring and storytelling be adopted for teaching social skills to pupils with mild intellectual disability, and that pictorial illustration be used to enhance their reading skills.

Eila Burns undertook the enquiry that is the subject of this article while studying for her MEd degree at the University of Birmingham. She is now a lecturer in teacher education at Jyvaskyla University of Applied Sciences in Finland. The project she describes here aimed to assess the effectiveness of peer tutoring and the advantages of the structured 'pause, prompt and praise' reading method in improving reading skills among pupils working in Key Stage 4. Action research was undertaken in a secondary level special school catering for pupils with moderate learning difficulties (MLD) in order to ex p l o re the benefits of establishing such interventions within special school environment. The pause, prompt and praise reading sessions w e re conducted at the beginning of lessons, employing same-age peer tutors and using subject-based texts. The findings reveal that, after a slow start, the tutees' rates of self-correction began to rise, indicating improvements in reading skills. Eila Burns also reports growing skills and confidence in the tutors, suggesting benefits for all involved in the peer tutoring process. She describes, in detail, interesting differences between outcomes for the different tutor-tutee pairings in her work and proposes a number of ways in which her small-scale enquiry could be taken forward. The implications of this study are, however, very encouraging for practitioners considering the use of peer tutoring in their own environments.

This study examined general education teachers' implementation of a peer tutoring intervention for five elementary students referred for consultation and intervention due to academic concerns. Treatment integrity was assessed via permanent products produced by the intervention. Following verbal instructions, intervention implementation by four teachers was consistently low or exhibited a downward trend whereas one teacher's moderate implementation co-occurred with student gains. When classroom training was conducted with four teachers exhibiting low integrity, all teachers improved implementation. After accurately implementing the intervention for three training sessions with classroom training, response dependent performance feedback was provided when teachers independently used the intervention below 100% integrity, as determined by review of permanent products. With response dependent performance feedback, three of the four teachers implemented the intervention at levels above the verbal training performance, whereas implementation for one teacher increased following discussion of an upcoming school team meeting. Student math scores improved during intervention.

A qualitative and quantitative content analysis was conducted of all text-based synchronous online chats at an oral communication peer tutoring center throughout a semester. As a comparative benchmark, chats at the same university’s main library were analyzed over the same time period. The library’s chats were much more heavily weighted toward task-oriented research questions. The communication center chats served almost entirely as a portal for making appointments. Suggestions are offered for more robust incorporation of chats to diagnose a center’s operational issues, improve outreach, triage student needs, build a sense of personal connection, and reduce attrition.

A component analysis of the reciprocal peer tutoring (RPT) strategy was performed, which previous research had demonstrated to be effective in producing cognitive gains, lowering subjective distress, and enhancing course satisfaction. One hundred students were randomly assigned to one of four groups designed to systematically compare the RPT strategy with its hypothesized components: dyadic, mutual exchange, and structured-learning format. Pretest analyses revealed no significant group differences in demographic variables or pretest scores on course examinations and self-report inventories of subjective distress. Further analyses supported past findings on the superiority of the RPT strategy. This superiority was attributed to the RPT group's unique combination of elements: preparing to teach a peer, teaching a peer, and accountability for this process. We discuss implications for future research.

Learning in a Social Context — Peer Tutoring as a Way of Supporting Children's Socio-Cognitive Abilities in Social Interactions The article discusses the problem of the relationship between cognitive development and social abilities. The author draws attention to the phenomenon of peer tutoring, which is an example of learning in the social context. The aim of this article is discussion about the potentiality of learning through teaching others in educational situations. The aim of the analysis is the search for the answers to the question concerning the sources of difficulty in the application of tutoring in preschool education. The author shows the internal and external conditions of this issue, points out the socio-cognitive development of children and methods of learning process, described by Dorota Klus-Stańska (2016).

Oggetto della ricerca è il progetto di peer tutoring "Banca del Tempo", che ha l'obiettivo di sensibilizzare gli alunni alla cultura della solidarietà nella comunità scolastica, valorizzare competenze, prevenire situazioni di disagio, abbandono e dispersione scolastica, statisticamente molto rilevanti in Italia (Istat 2014-15). La "Banca del Tempo" prevede azioni di sostegno agli alunni di una scuola secondaria di I grado utilizzando le competenze di studenti di una scuola secondaria di II grado che svolgono la funzione di tutor per i compagni più piccoli. I ragazzi tutor sono il focus della ricerca, che ha lo scopo di scoprire se le risorse trasversali messe in campo possano essere sviluppate attraverso il peer tutoring, di validare l'esperienza come strumento atto alla costruzione di life skill e di competenze metacognitive e verificarne l'efficacia in senso preventivo rispetto al disagio giovanile e in senso orientativo rispetto alle scelte scolastiche e professionali dei ragazzi coinvolti.

In this paper we present data from a case study examining the influence of employing a reciprocal peer tutoring script in an algorithm visualization environment for educational purposes. We discuss the results as occurred in the context of a web-based collaboration activity in the "algorithms analysis", computer science course. For this purpose we have designed and implemented AlCoLab, a web based environment, which provided the platform for our project. In the course of the activity, students interacted with the AV tool and followed the steps of a collaboration script, which led them to play roles as tutors and tutees, setting key questions and urge them to discuss critical issues on the subject of the merge sort algorithm. Based on our literature research on AV systems and CSCL, we claim, as the outcome of our case study illustrates, that an embedded instructional component, which enables student collaboration, is adequate to direct the students' interactions and dialogues on task related subjects and advance the process of algorithms' teaching. Additionally it provided useful information to improve the effectiveness of the AlCoLab tool.

Peer tutoring – il progetto


Il progetto prevede che gli studenti delle prime classi siano affiancate, nel corso di tutto l’anno scolastico, da un gruppo di “Tutor”, studenti più grandi che, con il supporto di docenti tutor, seguono i loro compagni più piccoli attuando strategie di osservazione, prevenzione del disagio e promozione del senso di benessere e aiutandoli nel loro impegno scolastico con interventi pomeridiani di sostegno agli studi.


Destinatari:
In conformità con il PTOF d’Istituto, i destinatari della formazione sono un gruppo ristretto di docenti,  già formati a partire dall'a.s. 2016/2017 un gruppo di alunni delle scuole secondarie di secondo grado e un gruppo di alunni della scuola secondaria di primo grado, da coinvolgere nel progetto d’istituto di Peer-Tutoring , a supporto del progetto Peer education “Banca del tempo”, nato dall’esigenza di accogliere e accompagnare nel percorso di studi alunni stranieri e non che a casa non avevano aiuto nello svolgimento dei compiti.

Tempi e modalità di svolgimento:
a. 1 giornata e mezzo per due volte
b. 1 giornata a metà percorso

Finalità
a. Miglioramento dei livelli di rendimento e diminuzione dei tassi di ripetenza
b. miglioramento del clima scolastico in genere, con contenimento di atti di prepotenza e bullismo difficilmente quantificabili in termini statistici, poiché questo fenomeno, come segnalano ampi studi in merito, è generalmente sommerso, non denunciato e può essere colto e modificato solo se i docenti vengono affiancati e supportati nell’osservazione e nell’intervento dagli studenti, con l’ideazione di strategie di squalifica del comportamento deviante e la congiunta creazione di un clima valoriale positivo

Metodologia/Modalità di svolgimento
1. Utilizzo della clinica della formazione, che partendo dal vissuto esperienziale personale e professionale (la visione che ogni insegnante ha della scuola, del suo ruolo, del ruolo dei singoli attori, delle dinamiche e delle relazioni tra i vari attori) conduca a potere delineare piccoli e significativi cambiamenti incrementali, previsti dal PTOF, e volti a:
a. migliorare le relazioni docenti/studenti, studenti/studenti (anche attraverso attività di tutoraggio)
b. fare della scuola un luogo di accoglienza e benessere per tutti
c. migliorare la proposta formativa in senso laboratoriale
d. appropriarsi di tecniche di gestione di gruppi

2. Utilizzo delle seguenti metodologie e strategie didattiche:
a. Peer tutoring
b. Cooperative learning
c. Mastery learning
d. Laboratori epistemologici operativi
e. Tak – based learning
f. Debate



Contenuti:
a. Ricerca e sperimentazione di strategie comportamentali tra pari, volte a migliorare la qualità della vita nella scuola, incrementare la dotazione valoriale degli studenti, indurre comportamenti di correttezza e rispetto di persone e cose, promuovere senso di autoefficacia e di leadership, abilità sociali, capacità di affrontare e risolvere problemi e fare scelte
b. Individuazione di strategie didattico-educative tra pari per il recupero delle conoscenze, la
promozione del successo scolastico e l’incremento dell’autostima.

Azioni/Modalità operative
a. Creazione di una precisa struttura organizzativa:
• un gruppo che accompagni la progettazione, con compiti di coordinamento e monitoraggio dell’impianto metodologico-organizzativo generale e valutazione e ante, in itinere e finale
e associazioni del territorio;
• gruppi di studenti tutor suddivisi per classi e coordinati ciascuno da un insegnante tutor,
impegnati sia nell’organizzazione che nella sperimentazione dei percorsi operativi;
• coinvolgimento attivo dell’istituzione scolastica, dei genitori e degli stakeholders, per il sostegno alla applicazione, valorizzazione e diffusione del progetto
b. Creazione di interazione tra un gruppo di tutor della scuola secondaria di secondo grado e un gruppo di tutor della scuola secondaria di primo grado che vada ad agire sui compagni delle prime medie e sui compagni della scuola primaria, affinchè i due gruppi di tutor agiscano con le stesse finalità e obiettivi (il benessere e la partecipazione a scuola, l’accoglienza e l’integrazione degli alunni stranieri, le relazioni intergenerazionali e quelle fra pari, la didattica, gli spazi e i tempi della scuola, la prevenzione dell'abbandono scolastico), anche se con tempistiche e insegnanti di riferimento diversi
c. Stimolare e promuovere azioni collegiali sinergiche che assicurino il conseguimento degli obiettivi del progetto attraverso:
• riunioni di raccordo con gli stakeholders territoriali (line committees)
• riunioni di preparazione dello staff di docenti tutor
• riunioni di preparazione dello staff di studenti tutor
• suddivisione degli studenti tutor in gruppi, assegnazione ad ogni gruppo di una classe, con il
coordinamento di uno o due docenti tutor per gruppo per le attività che si svolgono durante la
mattinata
• raccolta delle adesioni di studenti disponibili per le attività di supporto agli studi pomeridiane
(individuali o per piccoli gruppi)
• riunioni organizzative e di monitoraggio periodiche e finali
• somministrazione di questionari di customer satisfaction per ricevere feedback sulla positività delle azioni attuate

Disseminazione:
• costruzione e gestione di un blog all’interno del sito della scuola “Tutor’s Blog” per la circolazione delle informazioni e la visibilità del progetto.
• Disseminazione sul territorio locale, nazionale e internazionale a mezzo stampa,video,supporti
multimediali, contatti personali

Mathematics is a difficult subject, however, the researcher believes that Mathematics teaching can be made easy depending upon several factors like the teaching strategy in Mathematics instruction. This study investigated the effect of peer tutoring strategy on the students' achievement in Discrete Structures of second year college students at the Pangasinan State University Bayambang Campus, Philippines. More specifically, it attempted to determine and compare the achievements of the students exposed to peer tutoring and conventional teaching. The experimental method of research was used in the study particularly the posttest control group design. Two intact classes were randomly assigned to experimental and control group and were subjected to six weeks treatment period. Valid and reliable researcher-made achievement test was used as the data gathering instrument. The mean, standard deviation, skewness and analysis of covariance were computed to determine and compare the achievement of the two groups. The result of the study revealed that the students exposed to peer tutoring significantly achieved better than those exposed to conventional teaching. Based on the finding, it is concluded that the achievement of the students is enhanced when exposed to peer tutoring strategy. It is recommended that peer tutoring strategy should be used by mathematics teachers in order to improve the performance of their students in the subject. Furthermore, further studies should be conducted to find out the effect of peer tutoring in other subject areas.

ABSTRACT
This research work sought to improve on the performance of students with peer teaching approach in integrated science. An Action Research was used in this study to improve student’s performance in integrated science. Form Three General Art Students of Winneba Secondary School numbering 50 was the sample used for the study. The research instruments used were questionnaires and tests. It was observed that these students believed that, integrated science is difficult and boring hence does not attempt to excel in the subject. The students were engaged in activities of peer teaching g. At the pre-intervention stage, diagnostic pretest was used to assess the magnitude of student’s performance and a pre-intervention questionnaire was administered to examine the cause of student’s poor performance in integrated science. It was deduced that lack of activities involving learners affected their interest and performance in integrated science. Duration of six weeks intervention plan was designed and implemented to assist students to improve their performance in integrated science. A number of recommendations have been made based on the findings of the research which include the need for teachers to always use varying teaching methods such as demonstration, practical activities, peer tutoring and discussions to make integrated science lessons interesting. In addition, the performance of Form Three General Art students of Winneba Secondary School improved exceedingly when varying teaching methods, timely marking of students exercises and effective remedial lessons were Conducted. It is hoped that learners will be more engaged in the teaching and learning process to develop and sustain their interest in the subject.

More and more ESL students are seeking writing help at U.S. college and university writing centers. This trend emphasizes the complementary role of the writing center and ESL writing instruction in improving ESL writing skills. Writing center and ESL writing pedagogy share the process and collaborative approaches, which emphasize the writing process using revision and reader feedback. Often difficult to implement in a classroom setting, these approaches can be used successfully with ESL students in the writing center. However, many writing center instructors, unfamiliar with the needs of ESL students, are often illequipped to work successfully with this special population. This has caused writing center faculties to turn to the ESL profession for help in establishing suitable strategies. The growing need for ESL expertise in the writing center has created a variety of capacities to which ESL instructors can contribute.

COVID-19 created unplanned, fully remote educational spaces. One California community college tutor training program
augmented their tutor training practices to pivot to meet the needs of students now confronted with fully online learning.
Using a mixed-methodology approach (e.g., survey and focus groups/individual interviews) over the course of one year,
this program attempted to identify successes and potential gaps in providing equitable online tutoring access and to
investigate possible challenges in meeting student affective needs within new, fully online tutoring spaces. Findings
indicated clear gaps in student knowledge about online tutoring services, a high level of affective satisfaction with online
tutoring, and a demographic mismatch between the proportion of student groups who utilized tutoring services as
compared to the proportion who responded to the survey. Ultimately, it was found that tutor training programs need to
continue to update training practices to meet the needs of students in a post-COVID world.

We investigated the effects of classwide peer tutoring (CWPT) on the classroom behavior and academic performance of students with attention deficit hyperactivity disorder (ADHD). Typical instructional activities were contrasted with CWPT for 18 children with ADHD and 10 peer comparison students attending first-through fifth-grade general education classes. CWPT led to increases in active engagement in academic tasks along with reductions in off-task behavior for most participants. Of students with ADHD, 50% exhibited improvements in academic performance in math or spelling during CWPT conditions, as measured by a treatment success index. Participating teachers and students reported a high level of satisfaction with intervention procedures. Our results suggest that peer tutoring appears to be an effective strategy for addressing the academic and behavioral difficulties associated with ADHD in general education settings.

This paper was written by Analice C. Schwartz for the Global Partnership for Education (GPE), formerly known as The Fast Track Initiative, under the guidance of Helen Abadzi (Senior Education Specialist at the Global Partnership for Education). Special thanks to Collette Chabbott (The George Washington University) who provided valuable insights and comments of earlier drafts. The paper also benefited from feedback from World Bank's country officers, education specialists, and selected program developers. The findings, interpretations, and conclusions expressed in this work are of the author's only and do not necessarily reflect the views of the GPE, the World Bank, its Board of Executive Directors, or the governments they represent.

Il Sociogramma di Moreno e il cooperative learning

IL SOCIOGRAMMA DI MORENO
È uno strumento che permettere di analizzare le relazioni sociali all’interno di un gruppo classe.
Il Sociogramma di Moreno può essere utile per:
1. giungere ad una rappresentazione grafica delle relazioni interpersonali all’interno di un gruppo classe;
2. evidenziare la posizione di ogni alunno all’interno del gruppo;
3. comprendere più facilmente quale debba essere l’azione dell’insegnante, per sviluppare un maggior equilibrio interno e per trovare soluzioni a problemi di socializzazione.

Meta-analysis was used to examine social, self-concept, and behavioral effects of peer-assisted learning (PAL) interventions with elementary school students. An electronic search of PsycINFO and ERIC databases resulted in 36 relevant PAL studies. Overall, effect sizes were small to moderate across the 3 outcome variable domains. Both social and self-concept outcomes were positively correlated with academic outcomes. Specific PAL components-student autonomy, individualized evaluation, structured student roles, interdependent group rewards, and same-gender grouping-were related to effect sizes. PAL interventions were more effective for low-income versus higher income, urban versus suburbanrural, minority versus nonminority, and Grades 1-3 students versus Grades 4 -6 students. Results suggest that PAL interventions that focus on academics can also improve social and self-concept outcomes.

The issue of writer's block has garnered significant interest in writing center scholarship, and countless identifications, strategies, and coping mechanisms have arisen due to its popularity. However, a cross-generational review of the literature illuminates a sizeable oversight that this paper seeks to address: attention to the proprietary student perspective. Blocking is most often assessed on grounds of reduction, but academic trends toward the narrow and abstract have made field insights increasingly inaccessible to the blocked writer or tutor the solution was designed for. For this, an undergraduate survey was conducted to identify where contemporary student perception stands in relation to preexisting academic investigations. Data evaluation was assessed based on (1) the " fitness " of the relationship between student definition and proposed remedy to blocking, and (2) the linguistic proximity of the definition to blocking's fundamental cognitive roots. Findings were promising: the test population identified the general " home " of blockage and offered relevant strategies that can be bridged with academia's theory-ballasted headway. Strategies were then expanded to address deeper issue pragmatically – with technical enhancements to the most frequent survey responses – and academically – with an emphasis on proprietary student conceptions as the foundation for future research.

In this bibliography, writing center professionals can find studies that examine the effects of mandatory writing-center visits on students in basic writing programs, first-year composition, and writing-intensive courses across the curriculum. To one degree or another, writing-center administrators should find all the entries useful as they develop internal programs or respond to externally imposed mandatory visit policies at their particular institutions. Additionally, other writing-program administrators, such as WAC directors and FYC directors, should find these entries useful as a starting point to foster a successful relationship with writing-center professionals and to help create policies and faculty development activities that might involve mandatory visits.

Academic dishonesty (or “cheating”) is a serious, yet common problem in educational institutions across all age levels (Anderman and Murdock, 2007). Research has focused mainly on how many students cheat, why and how they go about it, as well as how to prevent them from doing it (Beasley, 2004; Berry, Thornton, and Baker, 2006; McCabe, 1993; Park, 2003; Staats, Hupp, Wallace, and Gresley, 2009). Additionally, there is an interest in how faculty deal with this problem and why many do not take the required judicial measures expected by their institutions (Keith-Spiegel, Tabachnick, Whitley, and Washburn, 1998; McCabe, 1993).

In the Second Language (SL) classroom, unique and specific types of academic dishonesty occur that are not found in other disciplines, for example 1) assignments initially written in the native language (original or copied from a website) are translated into the target language with the help of online translators, or 2) help provided by native or proficient speakers (anything from asking for a single word, an expression, or a complete review, i.e. “going over the paper”).

For this study an online survey was administered to 81 SL instructors across 22 US colleges and universities. The questionnaire, among other questions, asked teachers to list the types of cheating they have encountered and rate the seriousness of the offense. It also asked what procedures, if any, they follow when encountering acts of academic dishonesty, how they decide the penalties to be imposed and what they do to promote academic integrity.

Results show that, although almost all instructors have encountered several cases of cheating, as many as a third decide to deal with students one-on-one rather than following the institution’s procedures, because: 1) they are not familiar with them, 2) they consider them to be too cumbersome, 3) they think procedures or penalties are too harsh on students, or 4) they believe that first-time offenses can be handled “locally”.

A classwide peer tutoring program in reading, implemented at 12 elementary and middle schools in three contiguous districts in the middle of a southern state, was evaluated for its effectiveness with three learner types: low achievers with disabilities, low achievers without disabilities, and learners of average achievement. Twenty teachers implemented the Peer Assisted Learning Strategies (PALS) program for 15 weeks, and 20 teachers who did not implement it served as controls. The PALS program involves having pairs of students engage in three strategic reading activities: partner reading with retell, paragraph summary, and prediction relay. In each of the 40 classrooms, data were collected systematically on three students representing the three learner types. Pre-and post-treatment reading achievement data were collected on three measures of the Comprehensive Reading Assessment Battery. Findings indicated that, irrespective of type of measure and type of learner, students in peer tutoring classrooms demonstrated greater reading progress than control students. (Contains approximately 120 references.) (DB)

This research work is carried out to investigate the effect of peer-tutoring teaching strategy on secondary school student academic achievement in Mathematics. Three research questions and three hypotheses were formulated to guide the study. The design adopted was a Quasi-Experimental. Two hundred (200) students from four selected schools in Edu Local Government Area were used as research sample. The simple random sampling technique was used to select the sampled schools. The experimental group was exposed to peer-tutoring, while the control group was taught with conventional method. Mathematics Achievement Test (MAT) was used to collect data from both pretest and posttests. A reliability coefficient of 0.71 was obtained. The data were analyzed using t-test. The hypotheses were tested at 0.05 level of significance. The findings of the study are student taught with peer-tutoring strategy performed better than those taught with conventional teaching method and gender has no effect on their mathematics achievement scores. It was recommended that Government agencies whose responsibility is to design and revise the curriculum for secondary schools should incorporate the use of peer tutoring in teaching.

“Peer tutoring” merupakan strategi pengajaran dan pembelajaran (PdP) yang melibatkan
perkongsian ilmu melalui interaksi sosial di kalangan pelajar. Ia adalah berkonsepkan
teori pembelajaran konstruktivis sosial yang dipelopori oleh Vygotsky. Kajian ini
bertujuan untuk mengenalpasti pendapat pelajar terhadap penggunaan “peer tutoring” dan kesan penggunaannya terhadap pencapaian pelajar dalam topik “Introduction to organic chemistry”. Rekabentuk kuasi-eksperimental dan pendekatan kualitatif telah digunakan. Seramai 76 orang pelajar dalam empat buah kelas tutorial di sebuah kolej matrikulasi telah dipilih secara rawak untuk kajian eksperimen. Manakala empat orang pelajar dipilih untuk ditemubual dalam kajian kualitatif. Dapatan kajian eksperimen menunjukkan bahawa penggunaan “peer tutoring” dapat meningkatkan pencapaian pelajar berbanding dengan kaedah PdP berpusatkan pensyarah. Pelajar berpendapat bahawa “peer tutoring” mampu memupuk minat serta motivasi dalam pembelajaran. Kemahiran komunikasi dan hubungan persahabatan antara pelajar juga dapat dipertingkatkan. Implikasi penggunaan “peer tutoring” sebagai teknik alternatif PdP dalam kolej matrikulasi juga dibincangkan.

Youth distress is growing in Italy: statistics for 2014/2015 show an alarming rise of hospitalizations due to depression among young people, as well as a growth of suicides and an increasing percentage of school dropout (15% among natives and 34.4% among students born abroad). Our hyper-technological society seems to provide "easy" practical solutions but, at the same time, generates a disintegrated social and values framework. This unease expresses itself through rejection of rules, indifference towards culture, revolt, various types of psychological disorder and aggressiveness (bullying). In order to come to terms with this set of problems, a high school in Merano (province of Bolzano, Italy) implemented a peer tutoring program (mediated teaching-learning strategies among equals) in cooperation with a middle school. Preliminary results suggest that students benefited from the program in all inquired dimensions. Students still remain one of the main resource of our schools. They have the ability to build informal networks of mutual support and to create cooperative groups that enhance comprehension, which is significant to all pupils, not only in didactic terms

This 2019 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,568 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. [This annotated bibliography is a revised and expanded version of ED565496, ED545639, ED489957, ED574832, and ED586988]

Kajian tindakan yang guru jalankan ini adalah bertujuan untuk meningkatkan prestasi pelajar dalam mata pelajaran Sains bagi pelajar tingkatan tiga yang akan menduduki peperiksaan PMR pada tahun 2011. Seramai 80 pelajar yang terlibat dalam kajian ini. Tinjauan awal telah dilakukan dengan menggunakan pemerhatian dan melalui penilaian keputusan peperiksaan percubaan PMR satu pelajar. Hasil daripada tinjauan, guru
mendapati keputusan pelajar masih tidak mencapai ETR yang telah ditetapkan oleh pihak sekolah. Di samping itu, semua pelajar berkeupayaan rendah turut gagal dalam peperiksaan tersebut. Daripada kertas peperiksaan yang telah diperiksa, mereka tidak menjawab kebanyakan soalan termasuklah soalan berbentuk melabel, mengira dan melukis graf. Memandangkan program peer tutoring yang telah dilaksanakan pada tahun
2010 telah memberi impak yang besar kepada keputusan PMR pelajar, guru telah mengadakan program ini sekali lagi pada tahun 2011 dengan menambahbaik program yang sebelum ini hanya tertumpu kepada topik elektrik kepada topik-topik yang
mengandungi kemahiran proses sains melabel, mengira dan melukis graf. Melalui program ini, pelajar berkeupayaan tinggi diberi latihan untuk menjadi seorang tutor. Tuteenya terdiri
daripada pelajar yang berkeupayaan rendah. Sesi bimbingan pada tahun 2011 diadakan sebanyak 3 kali. Selepas keputusan PMR diumumkan pada akhir bulan Disember 2011,
guru terperanjat dengan keputusan pelajar yang begitu memuaskan kerana daripada 40
orang pelajar yang pada asalnya gagal dalam percubaan PMR, 39 orang yang lulus
dengan 2 orang mendapat gred B dan 2 orang mendapat gred C. Sukacita juga kerana 40 orang pelajar beekeupayaan tinggi, 29 orang mendapat gred A manakala 11 orang mendapat gred B, tiada pelajar yang mendapat gred C,D dan E. Bukan sahaja ETR
sekolah telah tercapai, malah lebih baik daripada apa yang dijangkakan.

Ze zjawiskiem uczenia spotykamy się w każdej sytuacji wymiany informacji między ludźmi. Występowanie zależności między rozwojem społecznym a poznawczym skłania badaczy
do analizowania społecznych uwarunkowań nabywania wiedzy. Jednym z nich jest zjawisko uczenia się w sytuacji wymiany informacji między ludźmi.Szczególnie interesujące wydaje się prześledzenie prób współdziałania, które obserwować
można już w dzieciństwie. Artykuł przedstawia charakterystykę tego zjawiska, a także możliwości interakcji o charakterze tutoringu  dzieci w wieku przedszkolnym.

Writing is the bane of most students" careers. It is a complex, creative, and often difficult process due to its many factors. A piece of writing is not just defined by the language and structure being employed, but also the stance and attitude of the writer and the concepts he or she is attempting to convey. It is no surprise that many students struggle with writing. Writing centers have been academic institutions" solution to this problem. However, there are no set guidelines on how to assist students with their writing. This poses a challenge for writing centers and tutors. To what extent should the tutor aid the student? The writing center could spur an epidemic of academic dishonesty due to tutor appropriation or not produce any successful papers due to lack of tutor instruction. Concern for such extremes prompted the debate between Jeff Brooks and Shamoon and Burns. The reason these authors contrast in every aspect of their writing is due to their different standings within the academic community. While both are within academia, Brooks comes from a much more casual and relaxed background while Shamoon and Burns exist in a more rigid and formal environment. This dictates the presentation and the structure of their pieces and also is a major factor as to why they have separate opinions.

This study aimed to explore the effectiveness of the interactive engagement methods, which is peertutoring to investigate students' learning outcomes towards Physics. In this study two types of teaching method were used; Peer-tutoring and Traditional teaching. Pretest and Posttest were used to assess students' achievement towards Heat and Thermodynamics. Moreover, the study aimed to find out whether or not certain demographic characteristics of the students influence their performance and achievement towards physics. To meet the objectives, quasiexperimental research design was employed. Two sections of four high schools' students of Kabankalan Catholic College, with 25 sample students cooperated and involved in this study. Results of the study shows that there is a significant increase between the control and experimental group using conventional and peer tutoring method. The peer tutoring mean difference is higher than the mean difference of the traditional teaching. The mean of peer teaching which 14.20 is greater than the traditional teaching which is 11.12. The data obtained from the administration of pretest and posttest were analyzed by statistical technique of T-test for correlated samples was used. As to the extent of influence of reciprocal peer tutoring results shows a significant difference between the academic achievement in the pretest and posttest of students taught with reciprocal peer tutoring method of teaching.

The aim of this study was to assess the outcome of a zoo visit in terms of learning and retention of knowledge concerning the adaptations and behavior of vertebrate species. Basis of the work was the concept of implementing zoo visits as an out-of-school setting for formal, curriculum based learning. Our theoretical framework centers on the self-determination theory, therefore, we used a group-based, hands-on learning environment. To address this questions, we used a treatment—control design (BACI) with different treatments and a control group. Pre-, post- and retention tests were applied. All treatments led to a substantial increase of learning and retention knowledge compared to the control group. Immediately after the zoo visit, the zoo-guide tour provided the highest scores, while after a delay of 6 weeks, the learner-centered environment combined with a teacher-guided summarizing scored best. We suggest incorporating the zoo as an out-of-school environment into formal school learning, and we propose different methods to improve learning in zoo settings.

This study investigated the effects of classwide peer tutoring (CWPT) on the acquisition, maintenance, and generalization of science vocabulary words and definitions. Participants were 14 seventh grade students at-risk for failure in a general education science course; 3 students had learning disabilities and 2 had a communication disorder. CWPT was conducted daily for 20 minutes during the last period of the school day. Procedures for CWPT were consistent with the Ohio State University CWPT model. Students were engaged in dyadic, reciprocal tutoring. Tutors presented word cards to tutees to identify the word and definition. Tutors praised correct responses and used a correction procedure for incorrect responses. After practicing their vocabulary words, students completed a daily testing procedure and recorded and plotted data. Many of the study's findings are consistent with previous studies using CWPT to teach word identification. Results of this study indicate a functional relationship between CWPT and acquisition of science vocabulary. All students were able to acquire words and definitions. Results for maintenance and generalization varied. When acquisition criterion was changed, maintenance and generalization scores increased for some students, while other students remained consistently high. All students reported that they enjoyed CWPT, and all but student stated it helped them learn science vocabulary.

Based on the social cognitive learning theory (1997), peer learning can be viewed as an effective way of enhancing learning. In this study, peer tutoring, a form of peer learning, was examined. The current study investigated the influence of a peer tutoring program implemented at Sultan Qaboos University on students' English self-concept. 125 Omani university students participated in the study. The Students English Self-Concept Scale (SESCS) and the Tutorial Programs Factors Scale (TPFS) were utilized to collect the data. The findings demonstrated that peer tutoring has a positive influence on English self-concept. Three tutorial program factors were found to positively predict English self-concept. Implications for EFL teachers, and recommendations for future research were discussed.

This paper presents an integrated model to monitor and evaluate web 2.0 project-based learning through its application in a real higher education environment. Creating communities in the classroom has been the traditional method of engaging students. The web 2.0 technologies are changing the way learning communities interact. We designed a Social Computing Environment to support a community of students coming from Morocco, Tunisia, Egypt and Jordan involved in an International Master's Program. This study suggests that Web 2.0 tools can be integrated in a model to assess learning effectiveness in terms of Learners' Satisfaction, Knowledge Creation and Learning Performance. Preliminary results suggest that the Social Computing Environment helped students to better collaborate with peers, tutors and company's supervisors, and also provided an environment where the learning assessment phase could be much easier to perform.

Las tutorías entre pares son una comprobada estrategia que beneficia tanto al que recibe tutoría como al tutor, debido a que es un sistema de apoyo recíproco en el que el estudiante que asiste se siente más motivado para interactuar que con un profesor. Aunque actualmente las condiciones de enseñanza han privilegiado un aprendizaje menos interactivo, las tutorías de escritura entre pares son un espacio favorable para desarrollar habilidades de escritura académica, por tanto están mediadas por intereses y necesidades reales que son apoyadas por un par. Los beneficios se dan en ambas vías porque el tutor también aprende para enseñar. La Pontificia Universidad Javeriana Cali ha implementado esta estrategia a partir de los writing centers de universidades norteamericanas, con un éxito creciente en toda la comunidad académica. El Centro de escritura javeriano se propone mejorar las destrezas de escritura de todos los miembros de su comunidad, para lo cual se apoya en el trabajo de los tutores de escritura. Cuenta con más de dos años de experiencia y un equipo de trabajo conformado por talentosos estudiantes de todas las disciplinas, que son formados para desempeñar esta labor. Esta formación comprende, entre otros, el proceso de escritura, pues las tutorías se ofrecen en todas las etapas del proceso, para lo cual es necesario que los tutores comprendan a cabalidad lo que ocurre en su propio proceso de escritura. Las tutorías entre pares son un espacio amigable y tranquilo en el que los estudiantes se sienten en confianza para contar sus dificultades de escritura, y a partir de esto los tutores les ayudan a descubrir y desarrollar sus propias estrategias, en lugar de hacer clones de su propio proceso. Una sesión de tutoría es básicamente una conversación sobre escritura, haciendo notorios los aspectos positivos y reforzando aquellos que necesitan más elaboración.

Peer-mediated approaches have been used for years to improve the academic behaviors of students, especially those with disabilities. The most systematized and well researched of the peer-mediated approaches relates to peer tutoring systems, which include specific elements of training, implementation, and evaluation. The purpose of this article is to distinguish peer tutoring systems from incidental tutoring approaches, document the application of peer tutoring within academic and specialized areas (e.g., music or horticulture), show representative examplars of data-based studies that provide varied applications from preschool to secondary levels across a range of students with and without disabilities, suggest adaptations to the system, and offer recommendations for future research.

A classwide peer tutoring program in reading, implemented at 12 elementary and middle schools in three contiguous districts in the middle of a southern state, was evaluated for its effectiveness with three learner types: low achievers with disabilities, low achievers without disabilities, and learners of average achievement. Twenty teachers implemented the Peer Assisted Learning Strategies (PALS) program for 15 weeks, and 20 teachers who did not implement it served as controls. The PALS program involves having pairs of students engage in three strategic reading activities: partner reading with retell, paragraph summary, and prediction relay. In each of the 40 classrooms, data were collected systematically on three students representing the three learner types. Pre-and post-treatment reading achievement data were collected on three measures of the Comprehensive Reading Assessment Battery. Findings indicated that, irrespective of type of measure and type of learner, students in peer tutoring classrooms demonstrated greater reading progress than control students. (Contains approximately 120 references.) (DB)

Writing centers (WCs) occupy a “middle ground” between professors and pupils – instructional sites that aren’t classrooms, operating via individualized sessions in which student writers and tutors collaboratively address writers’ specific projects and/or concerns. These tutors are often students, too, inhabiting middle-ground identities themselves as student-educators. However, I argue that peer WC tutors identifying with Attention-Deficit Hyperactivity Disorder—an under-accounted for population—occupy a special kind of middle space. Grounded in a review of contemporary scholarship in critical disability, WC, and rhetorical studies, this project contends that while ADHD peer tutors’ roles necessitate both rhetorical skill and recognition thereof, the legacy of ableism in higher education nonetheless marginalizes ADHD students (including peer tutors).

While universities today often enroll numerous disabled students, ideas about model scholars do not account for the hyperactive, distraction-inclined, impulsive, and/or oftentimes over- or under-stimulated minds of ADHD individuals. ADHD tutors’ “disabled” faculties complicate their inclusion and capacity to participate as expected in WC work and academia. They need to be able to help others “make sense” (in writing and as writers) as quasi-representatives for institutions in which they themselves aren’t rightfully included. The same institutionally-acknowledged ability to “make sense” that lands one the WC job is a standard against which ADHD individuals are often deemed incompetent, incomprehensible, and somehow unworthy of inclusion. Furthermore, while the writing center is seemingly well-suited for ADHD academics, given the individualized nature of each tutorial session, Center administrators’ and writers’ expectations could present difficulties for them instead. It is clear through these early findings that additional research about the lived experiences of ADHD WC tutors is needed. This project additionally proposes an upcoming qualitative study of undergraduate and graduate peer tutors.