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Peer-Assisted Learning Interventions with Elementary School Studies: A Meta-Analytic Review.
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Rohrbeck, Cynthia A.; Ginsburg-Block, Marika D.; Fantuzzo, John W.; Miller, Traci R. – Journal of Educational Psychology, 2003
A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement. PAL interventions were most effective with younger, urban, low-income, and minority students. Interventions that used…
Descriptors: Achievement Gains, Elementary Education, Elementary School Students, Meta Analysis
A Meta-Analytic Review of Social, Self-Concept, and Behavioral Outcomes of Peer-Assisted Learning
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Ginsburg-Block, Marika D.; Rohrbeck, Cynthia A.; Fantuzzo, John W. – Journal of Educational Psychology, 2006
Meta-analysis was used to examine social, self-concept, and behavioral effects of peer-assisted learning (PAL) interventions with elementary school students. An electronic search of PsycINFO and ERIC databases resulted in 36 relevant PAL studies. Overall, effect sizes were small to moderate across the 3 outcome variable domains. Both social and…
Descriptors: Meta Analysis, Self Concept, Peer Groups, Cooperative Learning
An Evaluation of the Relative Effectiveness of NCTM Standards-Based Interventions for Low-Achieving Urban Elementary Students.
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Ginsburg-Block, Marika D.; Fantuzzo, John W. – Journal of Educational Psychology, 1998
The effects of problem solving and peer collaboration as two instructional methods advocated by the National Council of Teachers of Mathematics (NCTM) were evaluated for enhancing mathematics achievement, motivation, and self-concept of 104 low- achieving third and fourth graders. There were significant positive effects for both approaches, as…
Descriptors: Cooperative Learning, Elementary Education, Elementary School Students, Grade 3
Effects of Parent Involvement in Isolation or in Combination with Peer Tutoring on Student Self-Concept and Mathematics Achievement.
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Fantuzzo, John W.; And Others – Journal of Educational Psychology, 1995
Urban at-risk elementary school students (n=72) who experienced both parent involvement (PI) and reciprocal peer tutoring interventions or the PI intervention alone reported higher self-concept and greater gains in mathematics achievement than students in practice control conditions. (SLD)
Descriptors: Achievement Gains, Elementary Education, Elementary School Students, High Risk Students