The Structure and Culture of Developing a Mathematics Tutoring Collaborative in an Urban High School

Walker, Erica

doi:10.1353/hsj.2007.0019

Cited by 6 publications

(5 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…(1997)CRYQN & MB64430YSinha et al. (2015)SRNQN & PPSG245190YWalker (2007)SFNQL & O184390YWorley and Naresh (2014)SFNQL & O28541NAYZeneli et al. (2016b)CFNQN & PPCG5506NA40Y…”

Section: Resultsmentioning

confidence: 99%

Peer tutoring and mathematics in secondary education: literature review, effect sizes, moderators, and implications for practice

Alegre

Miravet

Maroto

et al. 2019

Heliyon

View full text Add to dashboard Cite

A literature review was undertaken to compile all data on peer tutoring in secondary education (7th to 12th grade) mathematics from existing articles. Data from 42 independent studies were included in this research. All data regarding participants' roles (fixed vs. reciprocal), participants' ages (same-age vs. cross-age), the methodological approach taken (quantitative or qualitative), the type of design for those studies that involved a quantitative approach, the variables analyzed, and the organizational matters (number of participants, duration of the program, sessions per week, and duration of the sessions) are included in the article. The effect sizes of the 42 studies were calculated and examined. The main goal of the study was to determine those variables that were moderators of effect size, that is, the variables that significantly influenced students' academic achievement outcomes. Inferential statistical analyses (Student's t-test and ANOVAs) were carried out for the variables. Of the 42 studies examined, 88% showed positive effect sizes with the means being close to medium (Cohen's d = 0.38). Conclusions suggest the implementation of same-age over cross-age tutoring, during programs of fewer than 8 weeks, in sessions of less than 30 minutes is optimal for improving students' academic outcomes. Inclusion of control groups in similar future studies is recommended so effect sizes are not overestimated.

show abstract

“…(1997)CRYQN & MB64430YSinha et al. (2015)SRNQN & PPSG245190YWalker (2007)SFNQL & O184390YWorley and Naresh (2014)SFNQL & O28541NAYZeneli et al. (2016b)CFNQN & PPCG5506NA40Y…”

Section: Resultsmentioning

confidence: 99%

Peer tutoring and mathematics in secondary education: literature review, effect sizes, moderators, and implications for practice

Alegre

Miravet

Maroto

et al. 2019

Heliyon

View full text Add to dashboard Cite

show abstract

“…It's not enough to pair kids and offer them a set of challenges to expect them to perform better. Walker (2007) had the Lowell High School administration and instructors choose six high-achieving students to serve as peer tutors in an after-school tutoring program. She opted to use these kids' expertise to compensate for a lack of understanding of how urban students think about physics, as well as to build and deepen knowledge.…”

Section: Introductionmentioning

confidence: 99%

Effects of Peer Tutoring on Pre-Service Teachers’ Physics Performance in Colleges of Education, Ghana

Osei-Himah¹,

Parker²,

Naah

2022

EJEDU

View full text Add to dashboard Cite

At Atebubu College of Education, the study attempted to determine the impacts of peer tutoring on gender and senior High school background courses of pre-service teachers in physics. To achieve the purpose of the study an action research design was used and a total number of 140 (78 males and 62 females) who are offering primary Education program were purposively selected. The major research tools were accomplishment tests, which were used to collect quantitative data from pre-service teachers. Using the independent sample t-test and one-way ANOVA to analyse the quantitative data. It was found that the male students’ performance in Physics (M = 8.81, SD = 0.927) does not significantly differ from that of the female students’ (M = 8.65, SD = 0.925) as a result of the peer tutoring method adopted for the study. The results of the one-way ANOVA show that there are no differences in the mean score of the pre-service teachers’ performance in Physics and their senior High School course background. It is therefore recommended among other things that the principals and head of science departments of Colleges of Education in Ghana should organise workshops, seminars and in-service training on how to utilize peer tutoring method effectively in teaching scientific concepts to pre-service teachers they training.

show abstract

“…An example of research that carefully examines the relationship between classroom practice and third-grade African American students’ performance on standardized assessments is that of Walker (2007). Walker and colleagues provided professional development specific to using cognitively demanding tasks and formative assessment in instruction (e.g., eliciting and responding to student thinking throughout the lesson).…”

Section: Orientations To Teaching Mathematics and Instructional Practices That Support African American Students’ Participation In Rigoromentioning

confidence: 99%

“…Other studies have focused on the intersection of interpersonal and school forces (Lim, 2008; Moody, 2001; Sheppard, 2006; Walker, 2007a). In a study of successful African American students in schools labeled as unacceptable under NCLB-related legislation, Sheppard (2006) attributed the students’ mathematics success to mathematics teachers and to the personal traits of the students as individuals, given the lack of supports at the school level.…”

Section: African American Students’ Experiences Of Learning Mathematicsmentioning

confidence: 99%

“…In a study of successful African American students in schools labeled as unacceptable under NCLB-related legislation, Sheppard (2006) attributed the students’ mathematics success to mathematics teachers and to the personal traits of the students as individuals, given the lack of supports at the school level. Walker (2007) also pointed to the intersection of the school and interpersonal contexts by focusing on teacher attitudes and school resources. She attributed African American students’ lack of success to a lack of opportunities at school (e.g., rigor of curricula, variety of course options, and the number of enrichment opportunities).…”

Section: African American Students’ Experiences Of Learning Mathematicsmentioning

confidence: 99%

See 1 more Smart Citation

Supporting African American Students’ Learning of Mathematics

Jackson

Wilson

2012

Urban Education

View full text Add to dashboard Cite

This article reports on a review of the mathematics education research literature 1989-May 2011 specific to K-12 African American students’ opportunities to learn mathematics. Although we identify important developments in the literature, we conclude that the existing research base generally remains at the level of broad principles or orientations to teaching and is therefore inadequate for specifying forms of instructional practice that support African American students’ participation in rigorous mathematical activity. We suggest a research agenda focused on specifying forms of practice that are empirically shown to support African American students’ learning of mathematics and development of productive mathematical identities.

show abstract

The Structure and Culture of Developing a Mathematics Tutoring Collaborative in an Urban High School

Cited by 6 publications

References 14 publications

Peer tutoring and mathematics in secondary education: literature review, effect sizes, moderators, and implications for practice

Peer tutoring and mathematics in secondary education: literature review, effect sizes, moderators, and implications for practice

Effects of Peer Tutoring on Pre-Service Teachers’ Physics Performance in Colleges of Education, Ghana

Supporting African American Students’ Learning of Mathematics

Contact Info

Product

Resources

About