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ERIC Number: EJ1223658
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-5698
EISSN: N/A
Peer Tutoring Instructional Practice and Kindergartners' Achievement and Socioemotional Development
Gottfried, Michael; Garcia, Emma; Kim, Hui Yon
Educational Studies, v45 n5 p593-612 2019
This study examines how the use of peer tutoring instructional practices links to students' outcomes during kindergarten. Examining this pedagogical strategy allows us to contribute to the literature in three ways. First, we can study one potential mechanism by which peers might influence the outcomes of other peers in the classroom. Second, in that peer tutoring that is used as an instructional practice, the study can inform the link between instructional factors and student outcomes. Finally, our agenda look at the effects of peer tutoring instructional practices on academic and socioemotional outcomes, thereby broadening the meaning of educational attainment. The study relies on the most current national dataset of kindergarten students (the Early Childhood Longitudinal Study, Kindergarten class of 2010-2011). The findings suggest that a higher frequency of peer tutoring utilisation during instruction predicts greater social skills. However, there is no predictive relationship with behaviour or achievement. Implications are discussed.
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; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A