ERIC Number: EJ1132817
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reexamining the Literature: The Impact of Peer Tutoring on Higher Order Learning
Morano, Stephanie; Riccomini, Paul J.
Preventing School Failure, v61 n2 p104-115 2017
The body of peer-tutoring intervention research targeting higher order learning (HOL) objectives for middle and high school students with disabilities is reviewed. Peer-tutoring outcomes are synthesized and studies are analyzed to examine the influence of tutoring procedures and study design features on intervention efficacy. Findings show that (a) peer-tutoring interventions targeting HOL objectives have had mixed results; (b) positive, statistically significant peer-tutoring effects may be related to researchers' choice of assessments and comparison condition instruction; and (c) requiring tutors to independently evaluate tutee responses to HOL prompts and to carry out complex error-correction procedures may hinder tutoring intervention efficacy. Implications for research and eight recommendations for using peer tutoring to target HOL objectives are presented.
Descriptors: Peer Teaching, Tutoring, Thinking Skills, Middle School Students, High School Students, Outcomes of Education, Intervention, Statistical Significance, Prompting, Learning Disabilities, Student Educational Objectives, Literature Reviews, Student Characteristics, Instructional Design, Student Evaluation, Feedback (Response), Error Correction, Positive Reinforcement, Mathematics Instruction, Mathematics Achievement, Reading Comprehension, Instructional Effectiveness, Search Strategies
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; High Schools
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: H325D130021