Effects of role and assignment rationale on attitudes formed during peer tutoring.

Bierman, Karen L.

doi:10.1037/0022-0663.73.1.33

Cited by 35 publications

(16 citation statements)

References 11 publications

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“…Student tutors conform to their own (Bierman and Furman 1981) and others' (Hogg and Vaughan 2005) expectations of the tutor role. Open coding of wiki responses revealed tutors' initial perceptions of their role.…”

Section: Analysis Of Findingsmentioning

confidence: 77%

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Peer‐tutoring: what’s in it for the tutor?

Galbraith¹,

Winterbottom

2010

Educational Studies

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Drawing on role theory and socio-constructivist ideas about learning, this study explores how peer-tutoring can support tutors' learning. The sample comprised ten 16-17-year-old biology tutors, working with twenty-one 14-15-year-old students from a science class over eight weeks. Data were collected through an online wiki, tutor interviews, paired tutor discussions and video recordings. Tutors' perceptions of their role motivated them to learn the material, and their learning was supported by discussion and explanation, revisiting fundamentals, making links between conceptual areas, testing and clarifying their understanding, and reorganising and building ideas, rehearsing them, and working through them repeatedly, to secure their understanding. When tutors employed long answer questions, there was evidence of reflection on their learning and links made between conceptual areas. When preparing to tutor, tutors could focus on key points and engage with basic ideas from alternative perspectives. Mental rehearsal of peer-tutoring episodes helped them appreciate weaknesses in their own subject knowledge.

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Section: Analysis Of Findingsmentioning

confidence: 77%

“…A student in a tutor role may conform to tutees' expectations (Hogg and Vaughan 2005), and adopt their own perceived characteristics of the role (Bierman and Furman 1981).…”

Section: Peer-tutoring and Role Theorymentioning

confidence: 99%

Peer‐tutoring: what’s in it for the tutor?

Galbraith¹,

Winterbottom

2010

Educational Studies

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“…Role theory has previously been suggested as a way to frame some peer-tutoring effects (Allen, 1976;Bierman and Furman, 1981). However, it has not yet been used to explain some of the more surprising findings of tutoring studies.…”

Section: Role Theorymentioning

confidence: 96%

“…Also, Bierman and Furman (1981) showed that students randomly assigned the role of tutor rated them selves as smarter, quicker, and more skillful than did peers randomly assigned to the role of tutee, even though the tutees actually did better than tutors on a test. This finding indicates that occupying the role of tutor gives rise to feelings of competence.…”

Section: Role Theorymentioning

confidence: 97%

Peer and Cross-Age Tutoring in Math:Outcomes and Their Design Implications

2005

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This review of the literature on peer and cross-age tutoring emphasizes programs in mathematics and suggests that such programs have positive academic outcomes for African American and other minority students as well as for White students who participate as tutors, as tutees, or both. Such programs also appear to have a positive impact on a variety of attitudinal and socioemotional outcomes, such as students' attitudes towards school, their self-concepts, and their sense of academic efficacy. This review also explores whether specific features of the tutoring programs (e.g., tutor training and amount of tutoring) or characteristics of the students (e.g., academic level prior to tutoring and gender composition of tutor-tutee pairs) affect various outcomes. Role theory is used as a theoretical framework to explain some intriguing and surprising findings (e.g., why tutors show academic gains even when they do not receive additional subject matter instruction, why longer and/or more substantial tutoring programs may not foster greater immediate academic gains than shorter programs, and why mixed-sex pairs do not consistently reap benefits equal to those of same-sex pairs). Finally, implications of the review for the development of peer and cross-age tutoring programs are discussed.

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“…While high status is typically attributed to the tutor's role, the provision of alternative rationales for the role can change this attribution. As demonstrated by Bierman and Furman (1981), such a feeling of high status can be maximized by a competence rationale and minimized by a chance rationale. Within a broader social context, the role of a helper is valued positively.…”

Section: Motivationmentioning

confidence: 99%

Theoretical considerations of peer tutoring

Cohen

1986

Psychol. Schs.

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The need for a theoretical analysis of the peer tutoring process has been recognized by reviewers of the research in this area. This paper addresses itself to this need by discussing the process of peer tutoring from the various psychological, educational, and social perspectives. The main areas covered in the paper are: definitions of the peer tutoring process, the psychological and educational processes in peer tutoring as a learning and teaching experience, and the conceptualization of peer tutoring in terms of a cooperative social system and as a group reward structure. This theoretical discussion provides both the researcher and practitioner with a framework for studying and implementing peer tutoring for enhancing specific academic and social goals.

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Effects of role and assignment rationale on attitudes formed during peer tutoring.

Cited by 35 publications

References 11 publications

Peer‐tutoring: what’s in it for the tutor?

Peer‐tutoring: what’s in it for the tutor?

Peer and Cross-Age Tutoring in Math:Outcomes and Their Design Implications

Theoretical considerations of peer tutoring

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