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ERIC Number: ED438267
Record Type: Non-Journal
Publication Date: 2000
Pages: 16
Abstractor: N/A
Reference Count: N/A
Effectiveness of Cross-Age and Peer Mentoring Programs.
Gensemer, Patricia
This paper examines research on peer mentoring programs, highlighting their benefits and noting conditions and components of successful programs. Research shows that elementary peer mentoring programs can increase the use of critical thinking skills, interpersonal skills, and conflict resolution skills. Studies also highlight the benefits of cross-age mentoring and peer tutoring programs. Many studies show positive effects of classwide peer tutoring. Peer mentoring programs have been implemented successfully to help ease the transition from one level of schooling to the next. There is substantial evidence suggesting that peer mentoring can be used successfully to reduce absenteeism and lower dropout rates among high school students. Reciprocal peer tutoring (RPT) has proven beneficial to both tutors and tutees. Even low-achieving older students and mainstreamed special education students can benefit from RPTs programs. Components of successful mentoring programs depend upon the specific procedures that are most effective in each particular circumstance. Successful programs should help teachers become facilitators who oversee their students' mastery of necessary concepts and skills, and guide them toward independent learning. It is important to match tutors and tutees carefully. Tutors must receive systematic training of the proper duration. Teacher supervision is essential. (Contains 32 references.) (SM)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A