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Peer reviewedGreenwood, Charles R.; And Others – Journal of Educational Psychology, 1989
This longitudinal study assessed differences in classroom arrangements (peer tutoring versus teacher instruction) and student behaviors for students of low versus high socioeconomic status (SES). Results with 94 teachers and 416 students indicate that peer tutoring was more effective in increasing academic engagement of low-SES students than…
Descriptors: Classroom Techniques, Comparative Analysis, Compensatory Education, Economically Disadvantaged
