Social effects of peer tutoring in elementary schools

Allen Thurston, Victoria Burns, Keith J. Topping, Mhairi Jane Thurston

Research output: Contribution to conferencePaper

Abstract

Reciprocal peer tutoring in mathematics was conducted with 487, 10-12 year-old students from 20 schools in three school districts. The peer tutoring technique was a form of paired mathematics. Student mathematics attainment significantly increased (ES=0.43). Student perception of the social status of their tutoring partner influenced attainment outcomes. Mathematics attainment was predicted by having a lower opinion of the cognitive ability of students’ tutoring partner and by having a mathematics partner that students believed was more popular. After peer tutoring students reported significantly increased social relationships in and out of school. Gains in social relationships were stronger for students with a recorded additional support need/disability. The implications for theory, policy, practice and future research are discussed.
Original languageEnglish
Publication statusPublished - 14 Apr 2012
Event2012 AERA Annual Meeting: Non Satis Scire: To Know Is Not Enough - Vancouver, Canada
Duration: 13 Apr 201217 Apr 2012

Conference

Conference2012 AERA Annual Meeting
CountryCanada
CityVancouver
Period13/04/1217/04/12

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social effects
elementary school
mathematics
student
school
cognitive ability
social status
disability
district

Cite this

Thurston, A., Burns, V., Topping, K. J., & Thurston, M. J. (2012). Social effects of peer tutoring in elementary schools. Paper presented at 2012 AERA Annual Meeting, Vancouver, Canada.
Thurston, Allen ; Burns, Victoria ; Topping, Keith J. ; Thurston, Mhairi Jane. / Social effects of peer tutoring in elementary schools. Paper presented at 2012 AERA Annual Meeting, Vancouver, Canada.
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abstract = "Reciprocal peer tutoring in mathematics was conducted with 487, 10-12 year-old students from 20 schools in three school districts. The peer tutoring technique was a form of paired mathematics. Student mathematics attainment significantly increased (ES=0.43). Student perception of the social status of their tutoring partner influenced attainment outcomes. Mathematics attainment was predicted by having a lower opinion of the cognitive ability of students’ tutoring partner and by having a mathematics partner that students believed was more popular. After peer tutoring students reported significantly increased social relationships in and out of school. Gains in social relationships were stronger for students with a recorded additional support need/disability. The implications for theory, policy, practice and future research are discussed.",
author = "Allen Thurston and Victoria Burns and Topping, {Keith J.} and Thurston, {Mhairi Jane}",
year = "2012",
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note = "2012 AERA Annual Meeting : Non Satis Scire: To Know Is Not Enough ; Conference date: 13-04-2012 Through 17-04-2012",

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Thurston, A, Burns, V, Topping, KJ & Thurston, MJ 2012, 'Social effects of peer tutoring in elementary schools' Paper presented at 2012 AERA Annual Meeting, Vancouver, Canada, 13/04/12 - 17/04/12, .

Social effects of peer tutoring in elementary schools. / Thurston, Allen; Burns, Victoria; Topping, Keith J.; Thurston, Mhairi Jane.

2012. Paper presented at 2012 AERA Annual Meeting, Vancouver, Canada.

Research output: Contribution to conferencePaper

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T1 - Social effects of peer tutoring in elementary schools

AU - Thurston, Allen

AU - Burns, Victoria

AU - Topping, Keith J.

AU - Thurston, Mhairi Jane

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N2 - Reciprocal peer tutoring in mathematics was conducted with 487, 10-12 year-old students from 20 schools in three school districts. The peer tutoring technique was a form of paired mathematics. Student mathematics attainment significantly increased (ES=0.43). Student perception of the social status of their tutoring partner influenced attainment outcomes. Mathematics attainment was predicted by having a lower opinion of the cognitive ability of students’ tutoring partner and by having a mathematics partner that students believed was more popular. After peer tutoring students reported significantly increased social relationships in and out of school. Gains in social relationships were stronger for students with a recorded additional support need/disability. The implications for theory, policy, practice and future research are discussed.

AB - Reciprocal peer tutoring in mathematics was conducted with 487, 10-12 year-old students from 20 schools in three school districts. The peer tutoring technique was a form of paired mathematics. Student mathematics attainment significantly increased (ES=0.43). Student perception of the social status of their tutoring partner influenced attainment outcomes. Mathematics attainment was predicted by having a lower opinion of the cognitive ability of students’ tutoring partner and by having a mathematics partner that students believed was more popular. After peer tutoring students reported significantly increased social relationships in and out of school. Gains in social relationships were stronger for students with a recorded additional support need/disability. The implications for theory, policy, practice and future research are discussed.

M3 - Paper

ER -

Thurston A, Burns V, Topping KJ, Thurston MJ. Social effects of peer tutoring in elementary schools. 2012. Paper presented at 2012 AERA Annual Meeting, Vancouver, Canada.