Styles and sequences of cooperative interaction in fixed and reciprocal peer tutoring

Durán, David; Font, Carles Monereo i

doi:10.1016/j.learninstruc.2005.04.002

Cited by 97 publications

(102 citation statements)

References 20 publications

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“…The finding that the number of tutor actions provided by the tutor was positively related to subsequent mathematical performance of the tutor is in line with other studies that also pointed out the significance of peer tutoring in CL (Duran & Monereo, 2005;Gillies & Ashman, 1997Topping, 2005). Topping (2005) suggested that for peer tutoring to be effective for both the tutor and the tutee, it has to be stimulated by the teacher.…”

Section: Discussionsupporting

confidence: 89%

“…However, our instructions to the teachers specifically targeted the solicited helping behaviours and not peer tutoring. On the other hand, the study of Duran and Monereo (2005) suggests that peer tutoring is most successful when the tutor and tutee interact on an equal or reciprocal basis. A stronger relation between peer tutoring and posttest mathematical performance might have been found if the teachers had been instructed to stimulate reciprocal tutoring.…”

Section: Discussionmentioning

confidence: 99%

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Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background

Oortwijn

Boekaerts

Vedder

et al. 2008

Learning and Instruction

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Is helping behaviour (i.e., solicited help and peer tutoring) during cooperative learning (CL) related to subsequent learning gains? And can teachers influence pupils' helping behaviour? One hundred one 5th grade pupils from multiethnic schools, 10-12 years old, participated in the study. Forty two pupils (31 immigrant) worked in an experimental condition, characterized by the stimulation of solicited high quality help and 59 (24 immigrant) worked in a control condition. It was found that learning gains were predicted positively by pupils' unsolicited helping behaviour (i.e., peer tutoring) and negatively by solicited help. Furthermore, teachers were able to affect pupils' low quality solicited help only. Lastly, immigrant pupils used less helping behaviour than local pupils, irrespective of CL setting.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background

Oortwijn

Boekaerts

Vedder

et al. 2008

Learning and Instruction

View full text Add to dashboard Cite

show abstract

“…The authors also point to a weakness of tutoring in the case where "two members of the tutoring dyad have low drive powers [...] [a situation which should make them] up his hands to request assistance from the teacher" (Mastropieri et al, 2001, p. 25). In the area of writing activities, as we have seen, Duran & Monereo (2005) are exactly the same remarks.…”

Section: In the Field Of Readingsupporting

confidence: 73%

Reciprocal Teaching for English and Arabic Language Learners in Recent Studies

Hatab¹

2017

IJEL

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The current paper aimed to compile studies of Reciprocal teaching for English and Arabic language learners. We searched in the ERIC and EBSCO Databases, through recent studies. We found that reciprocal teaching is as method rather close and somewhat paradoxical, hence the interest of examining the movement of those who were the promoters. An approach that, indispensable as it is, needs to be complemented by studies on the use, interest, contributions and limitations of this teaching method in the educational field. Comparative analyzes are also needed to identify its distinguishing features and possible commonalities. It was there that appear essential, for example, when one leads a working partner to appropriate text, the other aid in the discovery of an activity. There are many advantages and disadvantages in it but, more profoundly.

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“…Paired Reading focuses the contact and feedback from tutor to tutee on error correction (Topping, 1998). For optimal success during peer tutoring in literacy it seems that there needs to be an attainment differential between tutors and tutees (Duran & Monereo, 2005). Without the appropriate gap both tutor and tutee can be under stimulated (Greenwood, Terry, Arreaga-Mayer & Finney, 1992).…”

Section: Peer Tutoringmentioning

confidence: 99%

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

Tymms

Merrell

Thurston

et al. 2011

School Effectiveness and School Improvement

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2011) 'Improving attainment across a whole district : school reform through peer tutoring in a randomized controlled trial.', School eectiveness and school improvement., 22 (3). pp. 265-289. Further information on publisher's website: This is an electronic version of an article published in Tymms, P. and Merrell, C. and Thurston, A. and Andor, J. and Topping, K. and Miller, D. (2011) 'Improving attainment across a whole district : school reform through peer tutoring in a randomized controlled trial.', School eectiveness and school improvement., 22 (3). pp. 265-289. School eectiveness and school improvement is available online at: http://www.tandfonline.com/openurl?genre=articleissn=0924-3453volume=22issue=3spage=265Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Despite limitations the study demonstrates that it is possible to carry out a clustered RCT on a large scale working with districts and suggests that peer tutoring has promise when scaled up.

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Styles and sequences of cooperative interaction in fixed and reciprocal peer tutoring

Cited by 97 publications

References 20 publications

Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background

Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background

Reciprocal Teaching for English and Arabic Language Learners in Recent Studies

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

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