Social effects of peer tutoring in elementary schools

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

Social effects of peer tutoring in elementary schools

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

Research output: Contribution to conference › Paper

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 language	English
Publication status	Published - 14 Apr 2012
Event	2012 AERA Annual Meeting: Non Satis Scire: To Know Is Not Enough - Vancouver, Canada Duration: 13 Apr 2012 → 17 Apr 2012

Conference

Conference	2012 AERA Annual Meeting
Country/Territory	Canada
City	Vancouver
Period	13/04/12 → 17/04/12

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 10 Reduced Inequalities

Keywords

Peer tutoring
Elementary mathematics
Pupil status
Additional support needs
Social inclusion

Cite this

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title = "Social effects of peer tutoring in elementary schools",

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{\textquoteright} 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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day = "14",

language = "English",

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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TY - CONF

T1 - Social effects of peer tutoring in elementary schools

AU - Thurston, Allen

AU - Burns, Victoria

AU - Topping, Keith J.

AU - Thurston, Mhairi Jane

PY - 2012/4/14

Y1 - 2012/4/14

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

T2 - 2012 AERA Annual Meeting

Y2 - 13 April 2012 through 17 April 2012

ER -

Social effects of peer tutoring in elementary schools

Abstract

Conference

UN SDGs

Keywords

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Cite this