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Year 2016, , 1 - 13, 01.05.2016
https://doi.org/10.17220/ijpes.2016.02.001

Abstract

References

  • Allan, R. (2008). MathsLinks 1; Year 7. Oxford, Oxford University Press.
  • Bar-Eli, Nurit and Raviv, Amiram. (1982). Underachievers as tutors. The Journal of Educational Research, Vol. 75(3), pp. 139-143.
  • Barron. A-M., & Foot. H. (1991). Peer tutoring and tutor training. Educational Research, 33(3), 174-185.
  • Clark, R. E. & Sugrue, B. M. (1991). Research on instructional media, 1978-1988, in Anglin, G. J. (ed.) Instructional technology: past, present, and future. Englewood, Colorado: Libraries unlimited.
  • Cohen, P.A., Kulik, J.A., & Kulik, C-L.C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19, 237–48.
  • Delquadri, J.C., Greenwood, C. R., Stretton, K., & Hall, R.V. (1983). The peer tutoring spelling game: A classroom procedure for increasing opportunity to respond and spelling performance. Education and Treatment of Children, 6, 225- 239.
  • Fantuzzo, J., & Ginsburg-Block, M. (1998). Reciprocal peer tutoring:Developing and testing effective peer collaborations for elementary school students. In K. J. Topping & S. Ehly (Eds.), Peer assistedlearning (pp. 121–144). Hillsdale, NJ: Erlbaum.
  • Fantuzzo, J.W., King, J.A., & Heller, L.R. (1992). Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis. Journal of Educational Psychology, 84 (3), 331-339.
  • Fitz-Gibbon, C.T. (1990). Success and failure in peer tutoring experiments. In Goodland, S., & Hirst, B., (Eds.). Explorations in Peer Tutoring (pp. 26-57), Oxford: Basil Blackwell.
  • Fuchs, S.L., Fuchs, D., Karns, K., Hamlett, C.L., Katzaroff, M., & Dutka, S. (1998). Comparisons among individual and cooperative performance assessments and other measures of mathematics competence. The Elementary School Journal, 99(1), 23-51.
  • Fuchs, S.L., Fuchs, D., Kazdan, S., & Allen, S. (1999). Effects of peer-assisted learning strategies in reading with and without training in elaborated help giving. The Elementary School Journal, 99 (3), 201-219.
  • Ginsburg-Block, M. D., & Fantuzzo, J.W. (1998). An evaluation of the relative effectiveness of NCTM standards-based Interventions for low-achieving urban elementary students. Journal of Educational Psychology, 90 (3), 560-569.
  • Ginsburg-Block, M., Rohrbeck, B., Cynthia, A., Fantuzzo, J. W. (2006). A meta-Analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. Journal of Educational Psychology. 98(4), Nov 732-749.
  • Gisbert , D.D. & Font, C.M. (2008). The impact of peer tutoring on the improvement of linguistic competence selfconcept as a writer and pedagogical satisfaction. School of Psychology International, 29 (4), 481-499.
  • Harrison, G. Von & Cohen, A. M. (1971). Empirical Validation of Tutor-Training Procedures. Annual Meeting of the California Education Association, San Diego, California, April 1971. Retrieved November, 10, 2012, from: http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED0 58283&ERICExtSearch_SearchType_0=no&accno=ED058283.
  • Harter, S. (1985). Competence as a dimension of self-evaluation: Toward a comprehensive model of self-worth. In R. Leahy (Ed.), The development of the self. NY: Academic Press.
  • Hausmann, R.G.M., Chi, M. T. H., & Roy, M. (2004). Learning from collaborative problem solving: An analysis of three dialogue patterns. In the Twenty-sixth Cognitive Science Proceedings.
  • Holland, P. W. (1986). ‘Statistics and Causal Inference’. Journal of the American Statistical Association, 81 (396), 945-960.
  • Howell, David, C. (2010). Statistical Methods for Psychology. Wadsworth: Belmont.Johnson, D.W., & Johnson, R.T. (1987). Learning together & alone: Cooperative, competitive & individualistic learning. New Jersey: Prentice-Hall, Inc.
  • Johnson, D.W., & Johnson R, T. (1989). Cooperation and Competition: Theory and Research. Edina, MN: Interaction Book Company.
  • Leung, K. C., Marsh, H. W., Craven, R. G., Yeung, A. S., & Abduljabbar, A. S. (2013). Domain specificity between peer support and self-concept. Journal of Early Adolescence, 33(2), 227-244.
  • Marsh, H. W. (1990). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82, 623-636.
  • Marsh, H. W., & O’Mara, A. (2008). Reciprocal effects between Academic Self-concept, Self-esteem, Achievement and Attainment over seven adolescent years: Unidimensional and Multidimensional perspectives of Self-concept. Personality and Social Psychology Bulletin, 34, 542-552.
  • Mevarech, Z., & Kramarski, B. (1997). IMPROVE: A multidimensional method forteaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34, 365-394.
  • Miller, D., Topping, K., & Thurston, A. (2010). Peer tutoring in reading: The effects of role and organization on two dimensions of self-esteem. British Journal of Educational Psychology, 80(3), 417–433.
  • Roseth, C. J., Johnson, D.W., & Johnson, R.T. (2008). Promoting early adolescents, achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychology Bulletin, 134 (2), 223- 246.
  • Ryan, R., & Deci, E. (2012). Intrinsic Motivation Scale. Retrieved from Self Determination Theory Website, visited on the 12-11-2012 at: http://selfdeterminationtheory.org/questionnaires/10-questionnaires/50#getScale.
  • Sarbin, T. R. (1976). Cross-Age Tutoring and Social Identity. In Allen, V. L. (Ed.) Students as Teachers: Theory and Research on Tutoring (pp. 27-40). Academic Press, London: INC.
  • Sharpley, A.M., Irvine, J., Sharpley, C.F. (1983). An examination of the effectiveness of a cross-age tutoring program in mathematics for elementary school children. American Educational Research Journal, 2(1), 103-111.
  • Sporer, N., & Brunstein, J.C. (2009). Fostering the reading comprehension of secondary school students through peerassisted learning: Effects on strategy knowledge, strategy use, and task performance. Contemporary Educational Journal, 34 (4), 289-297.
  • Slavin, R. E., & Madden. N. A. (2008). Understanding bias due to measures inherent to treatments in systematic reviews in Education. Retrieved March 20th,2015 from: http://www.bestevidence.org/methods/understand_bias_Mar_2008.pdf.
  • Thurston, A. (2014). Manual to help develop peer tutoring in the school classroom. Retrieved January 15th, 2015 from: http://pure.qub.ac.uk/portal/files/12775117/LT_Mathematics_PackVQUB.pdf.
  • Thurston, A., Duran, D., Cuningham, E., Blanch, S., & Topping, K. (2009). International online reciprocal peer tutoring to promote modern language development in primary schools. Computers & Education, 53 (2), 462–472.
  • Topping, K.J., & Ehly, S. (1998). Introduction to peer learning. In Topping, K.J., & Ehly (Eds.). Peer Assisted Learning. London UK: Lawrence Erlbaum.
  • Topping, K. J., Campbell, J., Douglas, W. & Smith, A. J. (2003). Cross-age peer tutoring in mathematics with 7 & 11 year olds: Influence on mathematical vocabulary, strategic dialogue and self-concept. Educational Research, 45, 287-308.
  • Tymms, P., Merrell, C., Thurston, A., Andor, J., Topping, K. & Miller, D. (2011). Improving attainment across a whole district: School reform through peer tutoring, a randomized controlled trial. School Effectiveness and School Improvement, 22, 265-289.
  • Tymms, P. B. & Merrell, C. (2015). Cross-age Peer Learning. Better Evidence-based Education, 7(1), 18-19.
  • Trochim, W. (2012), Design, the research method knowledge base. Retrieved January, 14th, 2012 from: http://www.socialresearchmethods.net/kb/design.php.
  • Winter, Sam. (1988). Paired Reading: a study of process and outcome. Educational Psychology, 8(3), 135-151. DOI: 10.1080/0144341880080301
  • Webb, N. M. (1991). Task-related verbal interaction and mathematics learning in small groups, Journal for Research in Mathematics Education. 22 (5), 366–89.
  • Yarrow, F., Topping, K. (2001). Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British Journal of Educational Psychology, 71(2), 261-282.
  • Zeneli, M (2015). Developing, Testing and Interpreting a Cross Age Peer Tutoring Intervention for Mathematics: Social Interdependence, Systematic Reviews and an Empirical Study. Doctoral thesis, Durham University. Retrieved January, 10th, 2016 from http://etheses.dur.ac.uk/11367/.
  • Zeneli, M., Thurston. A., and Roseth, C. (2016). The influence of experimental design on the magnitude of the effect size -peer tutoring for elementary, middle and high school settings: A meta-analysis. International Journal of Educational Research. In press.
  • Zeneli, M and Tymms, P., (2015) A Review of Peer Tutoring Interventions and Social Interdependence Characteristics. International Journal for Cross-Disciplinary Subjects in Education. 5(2), 2504-2510.

The impact of interdependent cross-age peer tutoring on social and mathematics self- concepts

Year 2016, , 1 - 13, 01.05.2016
https://doi.org/10.17220/ijpes.2016.02.001

Abstract

Abstract: This paper adds to the limited body of literature and concentrates on investigating the impact of a new peer tutoring framework, ‘Interdependent Cross Age-Peer Tutoring’ ICAT , on the socio-academic process of learning of self-concepts. ICAT is informed by Social Interdependence Theory, a socio-psychological perspective which aims to make cross-age peer tutoring more cooperative. The intervention took place in 2013 with three schools in England: Two of the schools adopted a pre-post-test quasi experimental design and one school school C adopted a single group design. In school A Year 8 students tutored Year 6 n=201 , in school B Year 9 students tutored Year 7 n=115 , and in school C Year 10 students tutored Year 8 n=102 . ICAT was applied once a week for a period of 35-40 minutes across six weeks, covering school-planned mathematic topics. For school A, which implemented ICAT according to programme specifications, some positive and significant effect sizes were observed.

References

  • Allan, R. (2008). MathsLinks 1; Year 7. Oxford, Oxford University Press.
  • Bar-Eli, Nurit and Raviv, Amiram. (1982). Underachievers as tutors. The Journal of Educational Research, Vol. 75(3), pp. 139-143.
  • Barron. A-M., & Foot. H. (1991). Peer tutoring and tutor training. Educational Research, 33(3), 174-185.
  • Clark, R. E. & Sugrue, B. M. (1991). Research on instructional media, 1978-1988, in Anglin, G. J. (ed.) Instructional technology: past, present, and future. Englewood, Colorado: Libraries unlimited.
  • Cohen, P.A., Kulik, J.A., & Kulik, C-L.C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19, 237–48.
  • Delquadri, J.C., Greenwood, C. R., Stretton, K., & Hall, R.V. (1983). The peer tutoring spelling game: A classroom procedure for increasing opportunity to respond and spelling performance. Education and Treatment of Children, 6, 225- 239.
  • Fantuzzo, J., & Ginsburg-Block, M. (1998). Reciprocal peer tutoring:Developing and testing effective peer collaborations for elementary school students. In K. J. Topping & S. Ehly (Eds.), Peer assistedlearning (pp. 121–144). Hillsdale, NJ: Erlbaum.
  • Fantuzzo, J.W., King, J.A., & Heller, L.R. (1992). Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis. Journal of Educational Psychology, 84 (3), 331-339.
  • Fitz-Gibbon, C.T. (1990). Success and failure in peer tutoring experiments. In Goodland, S., & Hirst, B., (Eds.). Explorations in Peer Tutoring (pp. 26-57), Oxford: Basil Blackwell.
  • Fuchs, S.L., Fuchs, D., Karns, K., Hamlett, C.L., Katzaroff, M., & Dutka, S. (1998). Comparisons among individual and cooperative performance assessments and other measures of mathematics competence. The Elementary School Journal, 99(1), 23-51.
  • Fuchs, S.L., Fuchs, D., Kazdan, S., & Allen, S. (1999). Effects of peer-assisted learning strategies in reading with and without training in elaborated help giving. The Elementary School Journal, 99 (3), 201-219.
  • Ginsburg-Block, M. D., & Fantuzzo, J.W. (1998). An evaluation of the relative effectiveness of NCTM standards-based Interventions for low-achieving urban elementary students. Journal of Educational Psychology, 90 (3), 560-569.
  • Ginsburg-Block, M., Rohrbeck, B., Cynthia, A., Fantuzzo, J. W. (2006). A meta-Analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. Journal of Educational Psychology. 98(4), Nov 732-749.
  • Gisbert , D.D. & Font, C.M. (2008). The impact of peer tutoring on the improvement of linguistic competence selfconcept as a writer and pedagogical satisfaction. School of Psychology International, 29 (4), 481-499.
  • Harrison, G. Von & Cohen, A. M. (1971). Empirical Validation of Tutor-Training Procedures. Annual Meeting of the California Education Association, San Diego, California, April 1971. Retrieved November, 10, 2012, from: http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED0 58283&ERICExtSearch_SearchType_0=no&accno=ED058283.
  • Harter, S. (1985). Competence as a dimension of self-evaluation: Toward a comprehensive model of self-worth. In R. Leahy (Ed.), The development of the self. NY: Academic Press.
  • Hausmann, R.G.M., Chi, M. T. H., & Roy, M. (2004). Learning from collaborative problem solving: An analysis of three dialogue patterns. In the Twenty-sixth Cognitive Science Proceedings.
  • Holland, P. W. (1986). ‘Statistics and Causal Inference’. Journal of the American Statistical Association, 81 (396), 945-960.
  • Howell, David, C. (2010). Statistical Methods for Psychology. Wadsworth: Belmont.Johnson, D.W., & Johnson, R.T. (1987). Learning together & alone: Cooperative, competitive & individualistic learning. New Jersey: Prentice-Hall, Inc.
  • Johnson, D.W., & Johnson R, T. (1989). Cooperation and Competition: Theory and Research. Edina, MN: Interaction Book Company.
  • Leung, K. C., Marsh, H. W., Craven, R. G., Yeung, A. S., & Abduljabbar, A. S. (2013). Domain specificity between peer support and self-concept. Journal of Early Adolescence, 33(2), 227-244.
  • Marsh, H. W. (1990). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82, 623-636.
  • Marsh, H. W., & O’Mara, A. (2008). Reciprocal effects between Academic Self-concept, Self-esteem, Achievement and Attainment over seven adolescent years: Unidimensional and Multidimensional perspectives of Self-concept. Personality and Social Psychology Bulletin, 34, 542-552.
  • Mevarech, Z., & Kramarski, B. (1997). IMPROVE: A multidimensional method forteaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34, 365-394.
  • Miller, D., Topping, K., & Thurston, A. (2010). Peer tutoring in reading: The effects of role and organization on two dimensions of self-esteem. British Journal of Educational Psychology, 80(3), 417–433.
  • Roseth, C. J., Johnson, D.W., & Johnson, R.T. (2008). Promoting early adolescents, achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychology Bulletin, 134 (2), 223- 246.
  • Ryan, R., & Deci, E. (2012). Intrinsic Motivation Scale. Retrieved from Self Determination Theory Website, visited on the 12-11-2012 at: http://selfdeterminationtheory.org/questionnaires/10-questionnaires/50#getScale.
  • Sarbin, T. R. (1976). Cross-Age Tutoring and Social Identity. In Allen, V. L. (Ed.) Students as Teachers: Theory and Research on Tutoring (pp. 27-40). Academic Press, London: INC.
  • Sharpley, A.M., Irvine, J., Sharpley, C.F. (1983). An examination of the effectiveness of a cross-age tutoring program in mathematics for elementary school children. American Educational Research Journal, 2(1), 103-111.
  • Sporer, N., & Brunstein, J.C. (2009). Fostering the reading comprehension of secondary school students through peerassisted learning: Effects on strategy knowledge, strategy use, and task performance. Contemporary Educational Journal, 34 (4), 289-297.
  • Slavin, R. E., & Madden. N. A. (2008). Understanding bias due to measures inherent to treatments in systematic reviews in Education. Retrieved March 20th,2015 from: http://www.bestevidence.org/methods/understand_bias_Mar_2008.pdf.
  • Thurston, A. (2014). Manual to help develop peer tutoring in the school classroom. Retrieved January 15th, 2015 from: http://pure.qub.ac.uk/portal/files/12775117/LT_Mathematics_PackVQUB.pdf.
  • Thurston, A., Duran, D., Cuningham, E., Blanch, S., & Topping, K. (2009). International online reciprocal peer tutoring to promote modern language development in primary schools. Computers & Education, 53 (2), 462–472.
  • Topping, K.J., & Ehly, S. (1998). Introduction to peer learning. In Topping, K.J., & Ehly (Eds.). Peer Assisted Learning. London UK: Lawrence Erlbaum.
  • Topping, K. J., Campbell, J., Douglas, W. & Smith, A. J. (2003). Cross-age peer tutoring in mathematics with 7 & 11 year olds: Influence on mathematical vocabulary, strategic dialogue and self-concept. Educational Research, 45, 287-308.
  • Tymms, P., Merrell, C., Thurston, A., Andor, J., Topping, K. & Miller, D. (2011). Improving attainment across a whole district: School reform through peer tutoring, a randomized controlled trial. School Effectiveness and School Improvement, 22, 265-289.
  • Tymms, P. B. & Merrell, C. (2015). Cross-age Peer Learning. Better Evidence-based Education, 7(1), 18-19.
  • Trochim, W. (2012), Design, the research method knowledge base. Retrieved January, 14th, 2012 from: http://www.socialresearchmethods.net/kb/design.php.
  • Winter, Sam. (1988). Paired Reading: a study of process and outcome. Educational Psychology, 8(3), 135-151. DOI: 10.1080/0144341880080301
  • Webb, N. M. (1991). Task-related verbal interaction and mathematics learning in small groups, Journal for Research in Mathematics Education. 22 (5), 366–89.
  • Yarrow, F., Topping, K. (2001). Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British Journal of Educational Psychology, 71(2), 261-282.
  • Zeneli, M (2015). Developing, Testing and Interpreting a Cross Age Peer Tutoring Intervention for Mathematics: Social Interdependence, Systematic Reviews and an Empirical Study. Doctoral thesis, Durham University. Retrieved January, 10th, 2016 from http://etheses.dur.ac.uk/11367/.
  • Zeneli, M., Thurston. A., and Roseth, C. (2016). The influence of experimental design on the magnitude of the effect size -peer tutoring for elementary, middle and high school settings: A meta-analysis. International Journal of Educational Research. In press.
  • Zeneli, M and Tymms, P., (2015) A Review of Peer Tutoring Interventions and Social Interdependence Characteristics. International Journal for Cross-Disciplinary Subjects in Education. 5(2), 2504-2510.
There are 44 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Mirjan Zeneli This is me

Peter Tymms This is me

David Bolden This is me

Publication Date May 1, 2016
Published in Issue Year 2016

Cite

APA Zeneli, M., Tymms, P., & Bolden, D. (2016). The impact of interdependent cross-age peer tutoring on social and mathematics self- concepts. International Journal of Psychology and Educational Studies, 3(2), 1-13. https://doi.org/10.17220/ijpes.2016.02.001