Peer tutoring as a means to inclusion: a collaborative action research project

Toulia, Anastasia; Strogilos, Vasilis; Avramidis, Elias

doi:10.1080/09650792.2021.1911821

Cited by 11 publications

(5 citation statements)

References 27 publications

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“…The fact that autonomous learning was increased in the experimental group is also consistent with the findings of other recent studies in the field in which electronic tablets were introduced in mathematics subject learning activities [75][76][77]. Authors in the field argue that when students were able to check their own results and correct their own procedures, they became more independent from a pedagogical perspective, increasing their autonomy and requiring less support from their teachers or instructors [78][79][80]. The fact that students could associate different mathematical concepts in a more complex way is rational considering that these associations were promoted in three ways (teacher's explanations, peer's help, and analytical and graphical developments of the digital tools) instead of just the one way (teacher's explanations) of traditional learning [81][82][83][84].…”

Section: Discussion For Research Question 2: Effects On Way Students ...supporting

confidence: 88%

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

2022

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Peer tutoring in combination with math digital tools was employed with middle school students learning mathematics. A total of 112 students in 9th grade (14 to 15 years old) participated in the study. A pretest–posttest with control group design was used. Students worked with systems of linear equations during the experience. The effects of the intervention of peer tutoring in combination with math digital tools on students’ mathematics achievement were examined using quantitative methods. The way students in the experimental group learned and their motivation towards using digital tools compared with students in the control group were analysed qualitatively. Statistically significant improvements and a large effect size were reported for students’ mathematics achievement in the experimental group. No statistically significant differences were reported between the pretest and the posttest for the control group. The qualitative analyses revealed that students in the experimental group achieved a higher level of autonomous learning, showed a greater association of mathematical concepts, helped their peers more, did more exercises and problems than students in the control group, and enjoyed the experience.

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Section: Discussion For Research Question 2: Effects On Way Students ...supporting

confidence: 88%

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

2022

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“…Marie & Bailey (2023) han resaltado cómo esta estrategia efectiva promueve la expresión emocional, la empatía y las relaciones positivas entre los estudiantes. (Prahl & Gilson, 2023) Creating an inclusive community in your school through Barrier-Free Theatre (Marie & Bailey, 2023) Peer tutoring as a means to inclusion: a collaborative action research project (Toulia et al, 2023) Inclusive education in a refugee camp for children with disabilities: How are school setting and children's behavioral functioning related? (Crea et al, 2022) Investigating the challenges of teaching sex education to autistic learners: A qualitative exploration of teachers' experiences (Bloor et al, 2022) Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings (Vivanti et al, 2022) Estrategias para Habilidades Sociales y Emocionales en la Educación Inclusiva de Estudiantes con Discapacidad.…”

Section: Resultsmentioning

confidence: 99%

“…La colaboración entre compañeros y la tutoría entre pares también se erigen como piedras angulares de la inclusión. Toulia et al (2023) demuestran cómo esta dinámica no solo eleva el rendimiento académico, sino que también potencia el desarrollo de habilidades sociales al fomentar la interacción y la cooperación entre los estudiantes. Este enfoque se vuelve aún más crucial en contextos desafiantes, como campamentos de refugiados, donde la relación entre el entorno escolar y el bienestar conductual de los niños está intrínsecamente entrelazada.…”

Section: Discussionunclassified

“…En la Tabla 3 se evidencia que la colaboración entre compañeros se ha establecido como una herramienta poderosa para la inclusión. Toulia et al (2023) han mostrado cómo la tutoría entre pares no solo mejora el rendimiento académico, sino que también nutre el desarrollo de habilidades sociales al fomentar la interacción y la cooperación. En situaciones desafiantes, como los campamentos de refugiados, la conexión entre el entorno escolar y el comportamiento infantil se entrelaza estrechamente.…”

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Estrategias para Habilidades Sociales y Emocionales en la Educación Inclusiva de Estudiantes con Discapacidad

Arbulu-Ramirez

2024

RTED

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En el actual panorama educativo, el tema referido a la inclusión educativa y social se ha convertido en un aspecto sumamente importante; pues el hecho de educar a un niño desde sus primeros años es prioritario en la sociedad. La presente investigación tuvo como objetivo analizar el impacto de las estrategias de educación inclusiva en el desarrollo de habilidades emocionales y sociales en estudiantes con discapacidad. El estudio presentó como metodología una revisión sistemática, fundamentada en un paradigma humanista, con enfoque cualitativo y de tipo descriptivo. Los resultados revelaron que el uso de estrategias de inclusión por parte del docente es esencial para que los estudiantes consigan interactuar de manera asertiva con su entorno y en todos los ámbitos de sus vidas. A partir de los resultados obtenidos, se llegó a la conclusión de que las estrategias de inclusión impactan de manera significativa en el proceso de aprendizaje de los estudiantes con discapacidad. De hecho, estas habilidades no solo desempeñan un rol crucial en su capacidad para interactuar y relacionarse de manera efectiva con los demás, sino que también generan mejoras sustanciales en la consecución de metas académicas y personales. La interconexión entre las estrategias utilizadas y aprendizaje se vuelve patente, evidenciando cómo el desarrollo de competencias sociales y emocionales puede catalizar el progreso educativo de los estudiantes con discapacidad.

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“…Also drawing on the Index for Inclusion, Kinsella's [34] Action Research critically addressed the paradigmatic dissonance between Psychology and Sociology in relation to SEND, the outcome of this work being the development of a conceptual model for inclusion informed by organizational psychology. The collaborative nature of each Action Research project varies from the formation of a small research team of three (for example, [17]) through to a broader focus on participatory, person-centered inclusion, i.e., the exploration of collaborative peer tutoring (for example, [35]), or the role of collaborative, critically theoretical reflective practice as necessary for the development of the inclusive teacher (for example, [36]). Apart from the latter two papers, which addressed communities of practice and collaborative reflection, this Action Research literature has tended not to focus on the process that takes practitioner researchers towards the creation of knowledge, leading to more inclusive practice.…”

Section: Action Research and Inclusion And Special Educational Needsmentioning

confidence: 99%

Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability

Codina,

Robinson

2024

Education Sciences

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In 2022, the authors of this paper were awarded with three years’ government funding to support seventy-five English schools and Further Education colleges with the running of their own Action Research for inclusion and special educational needs projects (ISEND). Based on the funder’s interest in the identification and scaling-up of the evidence-base for SEND practice, this reflective account analyzes the evidence-base drawn upon and created by the Action Researchers for ISEND and the efficacy of the approach. Adopting an interpretivist, qualitative approach to content analysis, this paper analyzes data from the first seven completed Action Research for ISEND projects. Aligned with Dewey’s scientific model of reflection, analysis shows the Action Researchers for ISEND draw upon a complex synthesis of contextualized understanding, broadened horizons (including collaborative working and study), deepened and/or reshaped understandings, and data analysis to form their theorizations of praxis. Bearing no relation to evidence-based practice, the Action Researchers for ISEND adopt a constructivist ontology towards the inclusion of children with SEND, which challenges positivistic paradigms of “what works” in SEND and embeds a praxis of democracy which frequently includes the voices of learners with disabilities in decision making processes.

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Peer tutoring as a means to inclusion: a collaborative action research project

Cited by 11 publications

References 27 publications

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

Estrategias para Habilidades Sociales y Emocionales en la Educación Inclusiva de Estudiantes con Discapacidad

Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability

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