Peer-assisted learning interventions with elementary school students: A meta-analytic review.

Rohrbeck, Cynthia A.; Ginsburg-Block, Marika; Fantuzzo, John W.; T, Miller

doi:10.1037/0022-0663.95.2.240

Cited by 439 publications

(335 citation statements)

References 133 publications

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“…Effects were larger on locally developed than on nationally standardized tests. Other studies reiterated these positive outcomes (Kalkowski, 1995;Rohrbeck, Ginsburg-Block, Fantuzzo, & Miller, 2003). Rohrbeck et al (2003) found more positive results for younger students and for those coming from lower income families, urban setting and minorities.…”

Section: Peer Tutoringmentioning

confidence: 91%

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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Section: Peer Tutoringmentioning

confidence: 91%

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

View full text Add to dashboard Cite

show abstract

“…One meta-analysis of several studies of cooperative learning in elementary contexts found that 'peer-assisted learning' was most effective with young, urban, low-income, 'minority' students (Rohrbeck, Ginsburg-Block, Fantuzzo, & Miller, 2003). These generalizations are controversial, though, and the literature contains many counter-examples (see, e.g., Chizhik, 2001;Mulryan, 1995).…”

Section: Ideas and Identities 24mentioning

confidence: 99%

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

162

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This review considers research related to mathematics education and cooperative learning, and discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. I define equity in this context as the fair distribution of opportunities to learn, and argue that identity-related processes are just as central to mathematical development as content learning. I consider the link between classroom social ecologies, the interactions and positional identities that these social ecologies make available, and student learning. I close by considering unresolved questions in the field and proposing directions for future research.

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“…Previous meta-analyses have concluded that peer tutoring had a positive impact on academic achievement (e.g., Cohen, Kulik & Kulik, 1982;Cook, Scruggs, Mastropieri, & Casto, 1985;Leung, in press 2014;Mathes & Fuchs, 1994;Rohrbeck, Ginsburg-Block, Fantuzzo & Miller, 2003). However, it remains unclear whether the type of research design used to study treatment effects may bias the magnitude of effect sizes (ES).…”

Section: Introductionmentioning

confidence: 99%

The influence of experimental design on the magnitude of the effect size -peer tutoring for elementary, middle and high school settings: A meta-analysis

Zeneli

Thurston

Roseth

2016

International Journal of Educational Research

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Peer-assisted learning interventions with elementary school students: A meta-analytic review.

Cited by 439 publications

References 133 publications

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

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

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

The influence of experimental design on the magnitude of the effect size -peer tutoring for elementary, middle and high school settings: A meta-analysis

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