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Peer reviewed Peer reviewed
ERIC Number: EJ195527
Record Type: CIJE
Publication Date: 1978-Aug
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Competence and Tutorial Role as Status Variables Affecting Peer-Tutoring Outcomes in Public School Settings.
Rosen, Sidney; And Others
Journal of Educational Psychology, v70 n4 p602-12 Aug 1978
One hundred and seven same-sex pairs were formed so that the tutor had greater (the status-congruent condition), equal, or lesser initial math competence than the tutee. Two weeks were devoted to tutoring; then, partners exchanged roles for two weeks. Satisfaction and perceived achievement were greater on becoming the tutor than the tutee. (Author/GDC)
Descriptors: Academic Achievement, Achievement Rating, Elementary School Students, Junior High Schools, Mathematics Instruction, Models, Participant Satisfaction, Peer Teaching, Status, Tutors
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A