An evaluation of reciprocal peer tutoring across elementary school settings

Fantuzzo, John W.; Polite, Kenneth; Grayson, Natalie

doi:10.1016/0022-4405(90)90021-x

Cited by 65 publications

(38 citation statements)

References 10 publications

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“…In contrast, studies of methods that used group goals based on a single group product or provided no group rewards found few positive effects, with a median effect size of only +.07. Comparisons of alternative treatments within the same studies found similar patterns; group goals based on the sum of individual learning performances were necessary to the instructional effectiveness of the cooperative learning models (e.g., Chapman, 2001;Fantuzzo, Polite, & Grayson, 1990;Fantuzzo, Riggio, Connelly, & Dimeff, 1989).…”

Section: Empirical Support For the Motivational Perspectivementioning

confidence: 84%

Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. [Aprendizaje cooperativo y rendimiento académico: ¿por qué funciona el trabajo en grupo?]

Slavin

2014

analesps

154

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Título: Aprendizaje Cooperativo y rendimiento académico: ¿Por qué funciona el trabajo grupal? Resumen: El aprendizaje cooperativo hace referencia a los métodos de enseñanza en los que los estudiantes trabajan en pequeños grupos para ayudarse a aprender. En este artículo se revisan cuatro de las principales perspectivas teóricas sobre los efectos del aprendizaje cooperativo en el rendimiento: motivacional, cohesión social, evolutiva y elaboración cognitiva. La evidencia de la investigación práctica en el aula apoya, fundamentalmente, la perspectiva motivacional, que destaca el uso de los objetivos del grupo y la responsabilidad individual para el éxito del grupo. Sin embargo, hay condiciones en las que los métodos, derivados de las cuatro perspectivas teóricas, contribuyen al aumento del rendimiento. En este artículo se reconcilian estas cuatro perspectivas en una teoría unificada de los efectos de aprendizaje cooperativo. Palabras clave: Aprendizaje cooperativo; rendimiento; cooperación; motivación, desarrollo Abstract: Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Four major theoretical perspectives on achievement effects of cooperative learning are reviewed: Motivational, social cohesion, developmental, and cognitive elaboration. Evidence from practical classroom research primarily supports the motivational perspective, which emphasizes the use of group goals and individual accountability for group success. However, there are conditions under which methods derived from all four theoretical perspectives contribute to achievement gain. This chapter reconciles these perspectives in a unified theory of cooperative learning effects.

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Section: Empirical Support For the Motivational Perspectivementioning

confidence: 84%

Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. [Aprendizaje cooperativo y rendimiento académico: ¿por qué funciona el trabajo en grupo?]

Slavin

2014

analesps

154

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“…Fitz-Gibbon (1992) noted greater gains for tutors. Evaluations of peer tutoring programs for mathematics have shown positive impacts on attainment (Fantuzzo, Polite & Grayson, 1990;Greenwood, Delquadri & Hall, 1989;Gyanani & Pahuja, 1995,) and also on student"s self-reported levels of mathematics ability (Fantuzzo, King & Heller, 1992).…”

Section: Peer Tutoringmentioning

confidence: 99%

“…Students doubled their test scores during the intervention (Fantuzzo, Polite & Grayson, 1990). Significant gains in spatial ability were reported in a sample of 214 eleven to sixteen-year-old pupils in a three-month same-age peer learning intervention (Gyanani & Pahuja, 1995).…”

Section: Peer Tutoringmentioning

confidence: 99%

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Improving attainment across a whole district: school reform through peer tutoring in a randomized controlled trial

Tymms

Merrell

Thurston

et al. 2011

School Effectiveness and School Improvement

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2011) 'Improving attainment across a whole district : school reform through peer tutoring in a randomized controlled trial.', School eectiveness and school improvement., 22 (3). pp. 265-289. Further information on publisher's website: This is an electronic version of an article published in Tymms, P. and Merrell, C. and Thurston, A. and Andor, J. and Topping, K. and Miller, D. (2011) 'Improving attainment across a whole district : school reform through peer tutoring in a randomized controlled trial.', School eectiveness and school improvement., 22 (3). pp. 265-289. School eectiveness and school improvement is available online at: http://www.tandfonline.com/openurl?genre=articleissn=0924-3453volume=22issue=3spage=265Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Despite limitations the study demonstrates that it is possible to carry out a clustered RCT on a large scale working with districts and suggests that peer tutoring has promise when scaled up.

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“…Dansereau (1988) and O'Donnell (1996) studied 'cooperative scripts', in which students took turns summarizing and evaluating each other's summaries. Fantuzzo, Polite, and Grayson (1990) developed and evaluated reciprocal peer tutoring strategies to help students study complex material.…”

Section: Cooperative Learning In the Reading Edgementioning

confidence: 99%

The Reading Edge: a randomized evaluation of a middle school cooperative reading program

Slavin

Chamberlain

Daniels

et al. 2009

Effective Education

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This article describes a randomized evaluation of The Reading Edge, a reading program for middle-school students. The Reading Edge was designed to integrate findings of research on cooperative learning and metacognitive reading strategies into a replicable reading instructional package that could be implemented effectively in Title I middle schools. In this study, 788 sixth graders in two cohorts in two high-poverty, rural middle schools were randomly assigned to participate in The Reading Edge or to continue with their existing reading programs. Each cohort participated for one year. In both years, observations of classroom use of metacognitive strategies, cooperative learning, and goal setting/feedback showed moderate levels of implementation in The Reading Edge classes but little use in control classes. Statistically significant differences were found combining across cohorts on the Gates-MacGinitie reading test total (p < 0.01), comprehension (p < 0.05), and vocabulary (p < 0.01) scales. Effects were similar for students who were high, average, and low in pre-test scores. Outcomes for the two cohorts were nearly identical. These findings support a conclusion that effects of The Reading Edge are modest but reliable in high-poverty middle schools.

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An evaluation of reciprocal peer tutoring across elementary school settings

Cited by 65 publications

References 10 publications

Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. [Aprendizaje cooperativo y rendimiento académico: ¿por qué funciona el trabajo en grupo?]

Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. [Aprendizaje cooperativo y rendimiento académico: ¿por qué funciona el trabajo en grupo?]

Improving attainment across a whole district: school reform through peer tutoring in a randomized controlled trial

The Reading Edge: a randomized evaluation of a middle school cooperative reading program

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