BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 5 Sayı: 3, 33 - 50, 01.09.2018
https://doi.org/10.17220/ijpes.2018.03.004

Öz

Kaynakça

  • Allan, R. (2008). MathsLinks 1; Year 7. Oxford, Oxford University Press.
  • Allen, V. L. & Feldman, R. S. (1976). Studies on the role of tutor. In Allen, V. L. (ed.) Students as Teachers: Theory and Research on Tutoring (pp. 113-128). Academic Press, INC: London.
  • Argyle, M. (1976). Social Skills Theory. In Vernon L. Allen (eds.) Students as Teachers: Theory and Research on Tutoring. Academic Press, INC: London.
  • Arreaga-Mayer, Carmen., Terry, B.J, & Greenwood, C.R. (1998). Classwide Peer Tutoring. In Topping, K.J., & Ehly (Eds.). Peer Assisted Learning (pp.105-121). London UK: Lawrence Erlbaum.
  • Barron. A-M., & Foot. H. (1991). Peer tutoring and tutor training. Educational Research, 33(3), 174-185.
  • 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.
  • DePaulo. B.M., Tang. J., Webb. W., Hoover. C., Marsh. K. and Litowitz. C., (1989). Age Differences in Reactions to Help in a Peer Tutoring Context. Child Development, 60, (2), 423-439.
  • 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.
  • Fantuzzo. J.W., Polite, K., Grayson, N. (1990). An evaluation of reciprocal peer tutoring across elementary school settings. Journal of School Psychology, 28(4), 309-326.
  • Fitz-Gibbon, C.T. (1985). Peer tutoring projects, social education improves achievement. Journal of the National Organisation for Initiatives in Social Education, 4(2), 5-10.
  • Fitz-Gibbon, C.T. (1992). Empower and Monitor: The Em Algorithm for the creation of Effective schools. In Bashi, J., & Sass, Z. (Eds.). School Effectiveness and Improvement (pp 257-266.). Jerusalem: The Magnes Press.
  • Fitz-Gibbon, C. (2000). Cross-age Tutoring: Should it be required in order to reduce social exclusion? In Walraven, G., Parsons, C., Veen, D., & Day, C. (eds.) Combating Social Exclusion through Education: Laissez-faire, Authoritarianism or Third Way? (pp. 307-315). Leuven: Garant.
  • 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.
  • 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 Education 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), 732-749.
  • 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=ED058283&ERICExtSearch_SearchType_0=no&accno=ED058283.
  • Howell, K.W. (1978). Using peers in drill-type instruction. The Journal of Experimental Education, 46(3), 52-56.
  • Johnson, D. W. (1990). Reaching Out: Interpersonal effectiveness and self-actualisation. Prentice Hall: New Jersey.
  • 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.
  • Johnson, D.W., Johnson, R.T., Holubec, E.J., & Roy. P. (1984). Circle of Learning: Cooperation in the classroom. Alexandria, VA: Associations for supervision and Curriculum Development.
  • Kramarski, B., & Mevarech, Z.R. (2003). Enhancing Mathematical Reasoning in the Classroom: The Effects of Cooperative Learning and Metacognitive Training. American Educational Research Journal, 40(1), 281-310.
  • Lachin, J.M., Matts, J.P., & Wei, L.J. (1988). Randomization in Clinical Trials: Conclusions and Recommendations. Control Clinical Trials, 9, 365–74.
  • Leung, K, C. (2014). Preliminary Empirical Model of Crucial Determinant of Best Practice for Peer Tutoring on Academic Achievement. Journal of Educational Psychology, 107(2), 558-579.
  • Menses, K.F. & Gresham, F.M. (2009). Relative efficacy of reciprocal and nonreciprocal peer tutoring: For students at-risk for academic failure. School Psychology Quarterly, 24 (4), 266-275.
  • Miller, D., Topping, K. J., & 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, 417-433.
  • Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., & Miller, T. R.(2003). Peer-assisted learning interventions with elementary school students:A meta-analytic review. Journal of Educational Psychology, 95(2), 240-257.
  • Roscoe, R.D., and M.T.H. Chi. (2007). Understanding Tutor Learning: Knowledge-Building and Knowledge- Telling in Peer Tutors’ Explanations and Questions, Review of Educational Research, 77(4) 534-574.
  • 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.
  • Sharpley, A.M., & C.F. Sharpley. (1981). Peer tutoring: A review of the literature. Collected Original Resources in Education, 5(3), C-11.
  • Slavin, R. E., & Madden. N. A. (2008). Understanding bias due to measures inherent to treatments in systematic reviews in Education. Retrieved July10th, 2012, From: http://www.bestevidence.org/methods/understand_bias_Mar_2008.pdf.
  • Slavin, R.E., & Madden, N. A. (2011). Measures inherent to treatments in program effectiveness reviews. Journal of Research on Educational Effectiveness, 4(4), 370-380.
  • 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.
  • Topping, K. J. (2001). Peer assisted learning: A practical guide for teachers. Cambridge: Brookline Books.
  • 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.
  • Topping, K.J., & Ehly (1998). Peer Assisted Learning. London UK: Lawrence Erlbaum.
  • Topping, K. J., & Ehly, S. W. (2001). Peer assisted learning: A framework for consultation. Journal of Educational and Psychological Consultation, 12, 113– 132.
  • Topping, K. J., Miller, D., Murray, P., & Conlin, N. (2011). Implementation process in peer tutoring of mathematics. Educational Psychology, 31, 575-593.
  • Trochim, W. (2012), Design, the research method knowledge base. Retrieved January, 14th, 2012 from: http://www.socialresearchmethods.net/kb/design.php.
  • Tymms, P. (2011). Evidence? The impact of large-scale reform in England. Zeitschrift für Erziehungswissenschaft, 13, 105-115.
  • Tymms, P. B. & Merrell, C. (2015). Cross-age Peer Learning. Better Evidence-based Education, 7(1), 18-19.
  • Tymms, P., Merrell, C., Thurston, A., Andor, J., Topping, K.J., & Miller, D.J.(2011). Improving attainment across a whole district: Peer tutoring in a randomised controlled trial. School Effectiveness and School Improvement, 22 (3), 265-289.
  • Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 21-40.
  • Webb, N. M., Troper, J., & Fall, J. R. (1992). Effective helping behaviour in cooperatives mall groups. Paper presented at the Annual Meeting of the American Educational Research Association, April, San Francisco.
  • 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. www.ethesis.dur.ac.uk.
  • Zeneli, M. (2016). Guidance, Regulator and a Rating System for Trials/Experiments in Social Sciences: Consolidated Conduction, Reporting and Evaluation of Trials Entity (CONCRETE). Online Journal of Education. February, 2016, 1-20.
  • 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 Education-al Studies, 3(2), 1-13.
  • 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.
  • Zeneli, M and Tymms, P., (2015). A Review of Peer Tutoring Interventions and SocialInterdependence
  • Characteristics. International Journal for Cross-Disciplinary Subjects in Education, 5(2), 2504-2510.

Interdependent Cross-Age Peer Tutoring in Mathematics

Yıl 2018, Cilt: 5 Sayı: 3, 33 - 50, 01.09.2018
https://doi.org/10.17220/ijpes.2018.03.004

Öz

Peer tutoring is a form of structured peer learning technique. This study develops and tests a new form of peer tutoring technique, ‘Interdependent Cross-Age Peer Tutoring’ ICAT . The method is informed by the ‘what works literature’ within peer tutoring and brings together crucial elements which have been shown to provide high effect sizes. Specifically, ICAT consists of an autonomous/informative structure, with students setting their goals in a cross age peer tutoring mathematics context. ICAT was implemented for six weeks in three different schools across England, with teachers concentrating on teaching their planed topics. School A n=95 Year 8 students tutored Year 6, school B n=65 Year 9 tutored Year 7, and school C n=44 Year 10 students tutored year 8. Schools A and B adopt a pre/post-test quasi-experimental design and school C adopts a single group pre/post-test design. Research made instrument were applied to measure tutees performance gains. Classroom and paired observation were conducted for each school and the ICAT lesson materials for the six weeks were analysed to establish intervention fidelity. School A showed the highest ICAT implementation and effect size, 0.92, significant at p

Kaynakça

  • Allan, R. (2008). MathsLinks 1; Year 7. Oxford, Oxford University Press.
  • Allen, V. L. & Feldman, R. S. (1976). Studies on the role of tutor. In Allen, V. L. (ed.) Students as Teachers: Theory and Research on Tutoring (pp. 113-128). Academic Press, INC: London.
  • Argyle, M. (1976). Social Skills Theory. In Vernon L. Allen (eds.) Students as Teachers: Theory and Research on Tutoring. Academic Press, INC: London.
  • Arreaga-Mayer, Carmen., Terry, B.J, & Greenwood, C.R. (1998). Classwide Peer Tutoring. In Topping, K.J., & Ehly (Eds.). Peer Assisted Learning (pp.105-121). London UK: Lawrence Erlbaum.
  • Barron. A-M., & Foot. H. (1991). Peer tutoring and tutor training. Educational Research, 33(3), 174-185.
  • 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.
  • DePaulo. B.M., Tang. J., Webb. W., Hoover. C., Marsh. K. and Litowitz. C., (1989). Age Differences in Reactions to Help in a Peer Tutoring Context. Child Development, 60, (2), 423-439.
  • 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.
  • Fantuzzo. J.W., Polite, K., Grayson, N. (1990). An evaluation of reciprocal peer tutoring across elementary school settings. Journal of School Psychology, 28(4), 309-326.
  • Fitz-Gibbon, C.T. (1985). Peer tutoring projects, social education improves achievement. Journal of the National Organisation for Initiatives in Social Education, 4(2), 5-10.
  • Fitz-Gibbon, C.T. (1992). Empower and Monitor: The Em Algorithm for the creation of Effective schools. In Bashi, J., & Sass, Z. (Eds.). School Effectiveness and Improvement (pp 257-266.). Jerusalem: The Magnes Press.
  • Fitz-Gibbon, C. (2000). Cross-age Tutoring: Should it be required in order to reduce social exclusion? In Walraven, G., Parsons, C., Veen, D., & Day, C. (eds.) Combating Social Exclusion through Education: Laissez-faire, Authoritarianism or Third Way? (pp. 307-315). Leuven: Garant.
  • 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.
  • 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 Education 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), 732-749.
  • 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=ED058283&ERICExtSearch_SearchType_0=no&accno=ED058283.
  • Howell, K.W. (1978). Using peers in drill-type instruction. The Journal of Experimental Education, 46(3), 52-56.
  • Johnson, D. W. (1990). Reaching Out: Interpersonal effectiveness and self-actualisation. Prentice Hall: New Jersey.
  • 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.
  • Johnson, D.W., Johnson, R.T., Holubec, E.J., & Roy. P. (1984). Circle of Learning: Cooperation in the classroom. Alexandria, VA: Associations for supervision and Curriculum Development.
  • Kramarski, B., & Mevarech, Z.R. (2003). Enhancing Mathematical Reasoning in the Classroom: The Effects of Cooperative Learning and Metacognitive Training. American Educational Research Journal, 40(1), 281-310.
  • Lachin, J.M., Matts, J.P., & Wei, L.J. (1988). Randomization in Clinical Trials: Conclusions and Recommendations. Control Clinical Trials, 9, 365–74.
  • Leung, K, C. (2014). Preliminary Empirical Model of Crucial Determinant of Best Practice for Peer Tutoring on Academic Achievement. Journal of Educational Psychology, 107(2), 558-579.
  • Menses, K.F. & Gresham, F.M. (2009). Relative efficacy of reciprocal and nonreciprocal peer tutoring: For students at-risk for academic failure. School Psychology Quarterly, 24 (4), 266-275.
  • Miller, D., Topping, K. J., & 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, 417-433.
  • Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., & Miller, T. R.(2003). Peer-assisted learning interventions with elementary school students:A meta-analytic review. Journal of Educational Psychology, 95(2), 240-257.
  • Roscoe, R.D., and M.T.H. Chi. (2007). Understanding Tutor Learning: Knowledge-Building and Knowledge- Telling in Peer Tutors’ Explanations and Questions, Review of Educational Research, 77(4) 534-574.
  • 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.
  • Sharpley, A.M., & C.F. Sharpley. (1981). Peer tutoring: A review of the literature. Collected Original Resources in Education, 5(3), C-11.
  • Slavin, R. E., & Madden. N. A. (2008). Understanding bias due to measures inherent to treatments in systematic reviews in Education. Retrieved July10th, 2012, From: http://www.bestevidence.org/methods/understand_bias_Mar_2008.pdf.
  • Slavin, R.E., & Madden, N. A. (2011). Measures inherent to treatments in program effectiveness reviews. Journal of Research on Educational Effectiveness, 4(4), 370-380.
  • 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.
  • Topping, K. J. (2001). Peer assisted learning: A practical guide for teachers. Cambridge: Brookline Books.
  • 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.
  • Topping, K.J., & Ehly (1998). Peer Assisted Learning. London UK: Lawrence Erlbaum.
  • Topping, K. J., & Ehly, S. W. (2001). Peer assisted learning: A framework for consultation. Journal of Educational and Psychological Consultation, 12, 113– 132.
  • Topping, K. J., Miller, D., Murray, P., & Conlin, N. (2011). Implementation process in peer tutoring of mathematics. Educational Psychology, 31, 575-593.
  • Trochim, W. (2012), Design, the research method knowledge base. Retrieved January, 14th, 2012 from: http://www.socialresearchmethods.net/kb/design.php.
  • Tymms, P. (2011). Evidence? The impact of large-scale reform in England. Zeitschrift für Erziehungswissenschaft, 13, 105-115.
  • Tymms, P. B. & Merrell, C. (2015). Cross-age Peer Learning. Better Evidence-based Education, 7(1), 18-19.
  • Tymms, P., Merrell, C., Thurston, A., Andor, J., Topping, K.J., & Miller, D.J.(2011). Improving attainment across a whole district: Peer tutoring in a randomised controlled trial. School Effectiveness and School Improvement, 22 (3), 265-289.
  • Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 21-40.
  • Webb, N. M., Troper, J., & Fall, J. R. (1992). Effective helping behaviour in cooperatives mall groups. Paper presented at the Annual Meeting of the American Educational Research Association, April, San Francisco.
  • 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. www.ethesis.dur.ac.uk.
  • Zeneli, M. (2016). Guidance, Regulator and a Rating System for Trials/Experiments in Social Sciences: Consolidated Conduction, Reporting and Evaluation of Trials Entity (CONCRETE). Online Journal of Education. February, 2016, 1-20.
  • 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 Education-al Studies, 3(2), 1-13.
  • 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.
  • Zeneli, M and Tymms, P., (2015). A Review of Peer Tutoring Interventions and SocialInterdependence
  • Characteristics. International Journal for Cross-Disciplinary Subjects in Education, 5(2), 2504-2510.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Mirjan Zeneli Bu kişi benim

Peter Tymms Bu kişi benim

David Bolden Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 5 Sayı: 3

Kaynak Göster

APA Zeneli, M., Tymms, P., & Bolden, D. (2018). Interdependent Cross-Age Peer Tutoring in Mathematics. International Journal of Psychology and Educational Studies, 5(3), 33-50. https://doi.org/10.17220/ijpes.2018.03.004