Effects of the TutorBright tutoring programme on the reading and mathematics skills of children in foster care: a randomised controlled trial

Hickey, Andrea Jane; Flynn, Robert J.

doi:10.1080/03054985.2019.1607724

Cited by 15 publications

(15 citation statements)

References 29 publications

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“…That would explain the differences found with literature reviews and meta-analysis by Alegre-Ansuategui et al (2018) and Alegre et al (2019a). The similar scores reported for tutors and tutees in both educational levels is also consistent with recent peer tutoring research (Leung, 2019b;Shin et al, 2019) as peer tutoring is expected to benefit academic achievement for most of the students independently of the roles they play (Hickey & Flynn, 2019).…”

Section: Discussionsupporting

confidence: 86%

Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education

et al. 2020

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Peer tutoring in Mathematics has reported academic benefits across many educational levels, from Preschool to Higher Education. However, recent literature reviews and meta-analysis state that students experience higher gains in Primary or Elementary Education (ages 7–12 years) than in secondary education or middle school and high school (ages 13–18 years). This study examined the effects of peer tutoring on students’ mathematics achievement in primary and secondary education under similar settings. 89 students from first, fourth, seventh, and ninth grades participated in the study. The design of this research was quasi-experimental with pretest–posttest without control group. The statistical analysis reported significant improvements for both, Primary and Secondary Education. The comparison between these educational levels showed that there were no significant differences in the increments of the students’ marks. The global effect size reported for the experience was Cohen’s d = 0.78. The main conclusion is that Peer Tutoring in Mathematics reports similar academic benefits for both, Primary and Secondary Education. Future research must be conducted as the superiority of Peer Tutoring in Primary over Secondary Education has yet to be proved in the Mathematics subject.

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Section: Discussionsupporting

confidence: 86%

Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education

et al. 2020

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“…The fact that repeating students showed lower effect sizes than their peers who have not repeated a grade is also consistent with recent studies in the field, including research by Hickey and Flynn (2019), Losinski et al (2019), andMoeyaert et al (2020). In fact, repeating condition acted as a significant moderator for mathematics anxiety level and nearly reached the same classification for mathematics achievement.…”

Section: Repeaters Vs Non-repeaterssupporting

confidence: 88%

Peer tutoring in middle school mathematics: academic and psychological effects and moderators

Miravet

2022

Educational Psychology

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In this study reciprocal peer tutoring was implemented in middle school mathematics classes for a six-month period. The effects of this methodology on students' mathematics achievements, mathematics anxiety levels, attitudes toward mathematics, and mathematics self-concepts were examined. Study participants included 768 students in grades 7 to 9 (12 to 15 years old). Statistically significant differences and positive effect sizes were reported for mathematics achievement, mathematics anxiety level, and mathematics self-concept (Hedge's g average value of 0.28). No significant statistical differences were reported for mathematics attitude. Students' repeating condition acted as significant moderators for mathematics anxiety. The main conclusion is that reciprocal peer tutoring can be very beneficial academically and psychologically for middle school mathematics students.

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“…Internationellt sett har även så kallade tutoringprogram med gruppvis eller enskilt stöd från pedagoger eller frivilliga vuxna fått bra resultat vid utvärderingar (Flynn m.fl. 2012;Hickey & Flynn 2019).…”

Section: Diskussionunclassified

Placerade barns utbildningsvägar

Forsman¹,

Stenberg²

2022

SVT

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Såväl svensk som internationell forskning visar att barn som placerats i samhällsvård har sämre skolresultat än andra barn. Däremot är kunskapen om hur deras utbildningskarriärer ser ut över en längre tid begränsad. Med hjälp av en femtioårig uppföljning av en kohort bestående av drygt 12 000 personer födda 1953, av vilka nästan 8 procent varit placerade före 13 års ålder, har vi följt deras utbildningsvägar över nästan hela livsförloppet. Analyserna fokuserade på hur de placerade barnens utbildningsambitioner, prestationer och val från årskurs 6 och framåt skilde sig från barn som haft barnavårdskontakt utan att placeras respektive barn utan barnavårdskontakt. Resultaten visade att de placerade barnen genomgående presterat sämre och gjort mindre ambitiösa utbildningsval än barnen utan barnavårdskontakt. Däremot var de placerade barnens utbildning lik och i vissa fall till och med bättre än utbildningen för de som haft barnavårdskontakt. Våra resultat visade också att möjligheterna att återuppta studier i vuxen ålder tycks ha spelat en viktig roll för alla barn, inte minst de placerade barnen.

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Effects of the TutorBright tutoring programme on the reading and mathematics skills of children in foster care: a randomised controlled trial

Cited by 15 publications

References 29 publications

Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education

Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education

Peer tutoring in middle school mathematics: academic and psychological effects and moderators

Placerade barns utbildningsvägar

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