Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity

Abstract

The primary focus of this study was to determine the effectiveness of a classwide peer tutoring program in reading for three learner types: low achievers with and without disabilities and average achievers. Twelve schools, stratified on student achievement and family income, were assigned randomly to experimental and control groups. Twenty teachers implemented the peer tutoring program for 15 weeks; 20 did not implement it. In each of the 40 classrooms, data were collected systematically on three students representing the three learner types. Pre- and posttreatment reading achievement data were collected on three measures of the Comprehensive Reading Assessment Battery. Findings indicated that, irrespective of type of measure and type of learner, students in peer tutoring classrooms demonstrated greater reading progress. Implications for policymaking are discussed.

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

“…Without the appropriate gap both tutor and tutee can be under stimulated (Greenwood, Terry, Arreaga-Mayer & Finney, 1992). In terms of the amount of time required, Fuchs, Fuchs, Mathes and Simmons (1997) indicated positive effects for Peer-Assisted Learning Strategies techniques using class wide reciprocal peer tutoring in reading amongst grade 2-6 students in elementary and middle schools when implemented for 35 minutes per day, 3 days a week over a 15 week period.…”

“…Higher intensity peer tutoring was reported to raise attainment levels in children with additional support needs, but to have a less pronounced effect on those without (Beirne-Smith, 1991). One issue for previous studies of peer tutoring is that levels of intensity of intervention often vary between studies (Fuchs, Fuchs, Mathes & Simmons, 1997). Few studies have specifically set out to examine intensity as a dependent variable in a randomized trial of peer tutoring.…”

“…These processes were adopted on the basis that previous research indicated that an attainment gap was preferable to optimise the interactions and benefit within pairs (Duran & Moreneo, 2005). The matching technique was originally reported and described in some detail by Fuchs et al (1997). It had also been piloted for reading in a number of previous design experiments (Topping, 1987).…”

“…Although three sessions of peer-tutoring have been found to be effective (for example Fuchs et al, 1997), it might be too difficult to sustain in practice, especially with crossage interventions. Intensive interventions might also lead to boredom.…”

Researching at the Intersection of Innovation, Operations Management, and Entrepreneurship

“…For example, high meta-cognitive awareness-a general level of awareness one has concerning his or her own cognitions focused on a specific entrepreneurial task (Haynie, Shepherd, Mosakowski, & Earley, 2010, p. 221)-has been found to facilitate learning and adaptation in schools (Kamp, Admiraal, Drie, & Rijlaarsdam, 2015;Zohar & Barzilai, 2013) and in the entrepreneurial context (Haynie, Shepherd, & Patzelt, 2012). Indeed, superior learning has been associated with numerous cognitive attributes (e.g., learning style [Dunn, Griggs, Olson, Beasley, & Gorman, 1995], higher-order thinking skills [Zohar & Dori, 2003], and age [Cross, 1981]), processes (e.g., approaches to learning [Biggs, 1993], spatial transfer [Capello, 1999], and collective learning [Abrahamson & Fairchild, 1999]), and strategies (e.g., active learning [Meyers & Jones, 1993], self-regulation [Zimmerman & Pons, 1986], and peer assistance [Fuchs, Fuchs, Mathes, & Simmons, 1997]). However, there has been little discussion about decision makers' learning in the stage-gate process.…”