ERIC Number: ED066667
Record Type: RIE
Publication Date: 1972-May
Reference Count: 0
Learning through Tutoring: Low-Achieving Children as Tutors.
Feldman, Robert S.; Allen, Vernon L.
Recent evidence suggests that the use of children acting as tutors for their peers may prove beneficial to the tutor as well as to the tutee. There is now abundant, unsubstantiated anecdotal evidence, and some controlled experimental work, which suggests that the tutor benefits greatly from his involvement in teaching. The enactment of the role of "teacher" by a child may explain the positive effects for the tutor. The role demands of teaching require a mastery of the materials to be taught. Thus it is likely that some kind of restructuring of material occurs when a person enacts the role of teacher. This role enactment may be particularly beneficial for low-achieving children. Tutoring may lead to increased motivation and learning for the tutor. This experiment examines the hypothesis that low-achieving children learn better when placed in the role of teacher than when studying alone. It is also expected that the tutee will benefit from tutoring; however, it is likely that the tutor will benefit as much as or more than the tutee. (Author/WS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Wisconsin Univ., Madison.