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ERIC Number: EJ782047
Record Type: Journal
Publication Date: 2007
Pages: 41
Abstractor: Author
Reference Count: 121
ISSN: ISSN-0034-6543
Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors' Explanations and Questions
Roscoe, Rod D.; Chi, Michelene T. H.
Review of Educational Research, v77 n4 p534-574 2007
Prior research has established that peer tutors can benefit academically from their tutoring experiences. However, although tutor learning has been observed across diverse settings, the magnitude of these gains is often underwhelming. In this review, the authors consider how analyses of tutors' actual behaviors may help to account for variation in learning outcomes and how typical tutoring behaviors may create or undermine opportunities for learning. The authors examine two tutoring activities that are commonly hypothesized to support tutor learning: explaining and questioning. These activities are hypothesized to support peer tutors' learning via "reflective knowledge-building," which includes self-monitoring of comprehension, integration of new and prior knowledge, and elaboration and construction of knowledge. The review supports these hypotheses but also finds that peer tutors tend to exhibit a pervasive "knowledge-telling bias." Peer tutors, even when trained, focus more on delivering knowledge rather than developing it. As a result, the true potential for tutor learning may rarely be achieved. The review concludes by offering recommendations for how future research can utilize tutoring process data to understand how tutors learn and perhaps develop new training methods. (Contains 2 tables and 1 note.)
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Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Diagnostic Reading Test