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ERIC Number: EJ1132817
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1045-988X
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.
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
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: H325D130021