The two studies reported here investigated the efficacy of peer tutoring offered in the setting of a university tutoring center as an intervention to improve academic performance among students enrolled in a college algebra course. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to investigate the motivational profiles of those who used the tutoring center and those who did not. Motivational profiles were examined in order to determine if a particular profile would predict help-seeking behavior (i.e., utilizing the university tutoring center). This research utilized two samples and was divided into two parts. The sample for study one included 1124 college students who attended a large urban university in the northeastern United States and were enrolled in a college algebra course during the fall semester of 2008. One Hundred Ninety Six of the students in this sample used the university tutoring center at least one time during that semester. The sample population involved in study two included 254 students from the study one sample who volunteered to complete the motivation subscales from the MSLQ. One Hundred Ten of the students in the second sample used the tutoring center at least one time during that semester. Results of an ANOVA demonstrated that the difference in the final algebra grade between students who used the Center and those who did not was not statistically significant. A Pearson correlation computed between the number of times a student visited the tutoring center and final course grade in college algebra was not significant. An ordinary least squared (OLS) regression revealed that high school GPA, SAT Quantitative score, gender, and ethnicity were significant predictors of final course grade. A MANOVA revealed that tutoring center users possessed significantly lower self-efficacy for learning and performance and control of learning beliefs than non- users. A binary logistic regression demonstrated that self- efficacy for learning and performance significantly predicted tutoring center usage above and beyond all demographic variables. An ordinary least squares regression revealed that low self-efficacy for learning, higher task value, higher year in school, and low test anxiety were significant predictors of more frequent tutoring center usage. A MANOVA revealed that those who used the tutoring center most frequently had significantly lower self- efficacy and control of learning beliefs and were significantly higher in age and year in school. / School Psychology

Dieser Beitrag beschreibt ein offenes Peer-Tutoring-Konzept, in dem studentische Tutoren die Betreuung von Studienanfängern im Kontext einer onlinebasierten Einführungsveranstaltung selbstorganisiert gestalten. Nach einem Überblick über Betreuungsbedarfe und alternative Betreuungsmodelle im Hochschulbereich werden konzeptionelle Grundlagen, Kontext, Ziele und Ausgestaltung des tutoriellen Betreuungsmodells vorgestellt. Auf Basis einer explorativen Analyse der Tutorentätigkeiten mit Hilfe eines Tagebuch-Verfahrens werden Implikationen für die Gestaltung offener Tutorenkonzepte diskutiert.

Students with disabilities included in general education settings often require varying levels of supports and services to execute classroom routines effectively while maximizing their learning opportunities. One support that holds potential to increase outcomes for students with disabilities in general education settings is peer tutoring. Therefore, the purpose of this study was to determine the effects that a targeted, unidirectional tutoring intervention had on the math outcomes for students with learning disabilities in a Secondary Mathematics I class. High school students that had advanced skills in mathematics served as interventionists (i.e., peer tutors) and were trained to deliver the unidirectional tutoring intervention to students with learning disabilities who were identified as low achievers in mathematics. All three tutees increased their criterion and normative (i.e., as compared to their peers) performance on teacher-developed weekly mathematics quizzes when receiving the tutoring intervention. Furthermore, all three tutees increased their quantity and quality of mathematics problems completed as well as academic engagement during the tutoring intervention. Finally, tutees, tutors, and a general education teacher indicated that they perceive the unidirectional tutoring intervention as effective and socially desirable.

No description available.

<p>Syftet är att genom en litteraturgranskning av vetenskapligt publicerade forskningsartiklarundersöka vad peer-tutoring som en form av kooperativt lärande kan innebära för möjlighetentill social interaktion och lärande när elever med funktionsnedsättning inkluderas i enidrottsundervisningssituation. Många elever med funktionsnedsättning är inte inkluderade iidrottsundervisningen som de skulle önska, detta begränsar deras påverkansmöjlighet till godhälsa genom fysisk aktivitet. Kooperativt lärande och peer-tutoring har visat sig gemöjligheter till ökad social interaktion och lärande. Sökmetod: Tio vetenskapligt publiceradeartiklar granskades och tre återkommande områden kunde skönjas. Dessa var socialinteraktion, lärande hos eleverna och lärarens roll i undervisningssituationen. Fem artiklarbaserades på särskild interventionsstudie, fem baserades på tidigare forskning.Artikelsökningen gjordes under våren år 2010 i vetenskapliga databaser: Science direct,SAGE journals, Academic search elite, PsycINFO och ERIC under med kompletterandehandsökning. Krav var att artiklarna skulle handla om kooperativt lärande eller peer-tutoring iinkluderad idrottsundervisning, gälla grundskoleelever och vara engelskspråkig. Resultat: Treområden kunde skönjas i artiklarna, dessa var den sociala interaktionen effekter, lärandegenom peer-tutoring och lärarens roll. Sammanfattning: kooperativt lärande och peertutoringökar möjligheterna till social interaktion mellan eleverna då uppgifternas lösning ärberoende av social interaktion. Kooperativt lärande främjar social interaktion mellan elevermed och utan funktionsnedsättning. Kooperativt lärande och peer-tutoring ökar ävenmöjligheterna för lärandet då den sociala interaktionen gynnar lärande hos elever. Lärarensroll inför och under undervisningen är viktig för utfallet. Inkludering innebär heterogenaklasser vilket är positivt för kooperativt lärande.</p>

Syftet är att genom en litteraturgranskning av vetenskapligt publicerade forskningsartiklarundersöka vad peer-tutoring som en form av kooperativt lärande kan innebära för möjlighetentill social interaktion och lärande när elever med funktionsnedsättning inkluderas i enidrottsundervisningssituation. Många elever med funktionsnedsättning är inte inkluderade iidrottsundervisningen som de skulle önska, detta begränsar deras påverkansmöjlighet till godhälsa genom fysisk aktivitet. Kooperativt lärande och peer-tutoring har visat sig gemöjligheter till ökad social interaktion och lärande. Sökmetod: Tio vetenskapligt publiceradeartiklar granskades och tre återkommande områden kunde skönjas. Dessa var socialinteraktion, lärande hos eleverna och lärarens roll i undervisningssituationen. Fem artiklarbaserades på särskild interventionsstudie, fem baserades på tidigare forskning.Artikelsökningen gjordes under våren år 2010 i vetenskapliga databaser: Science direct,SAGE journals, Academic search elite, PsycINFO och ERIC under med kompletterandehandsökning. Krav var att artiklarna skulle handla om kooperativt lärande eller peer-tutoring iinkluderad idrottsundervisning, gälla grundskoleelever och vara engelskspråkig. Resultat: Treområden kunde skönjas i artiklarna, dessa var den sociala interaktionen effekter, lärandegenom peer-tutoring och lärarens roll. Sammanfattning: kooperativt lärande och peertutoringökar möjligheterna till social interaktion mellan eleverna då uppgifternas lösning ärberoende av social interaktion. Kooperativt lärande främjar social interaktion mellan elevermed och utan funktionsnedsättning. Kooperativt lärande och peer-tutoring ökar ävenmöjligheterna för lärandet då den sociala interaktionen gynnar lärande hos elever. Lärarensroll inför och under undervisningen är viktig för utfallet. Inkludering innebär heterogenaklasser vilket är positivt för kooperativt lärande.

During the past few years, mainstream education has become more and more inclusive all over the world. This fact calls for effective teaching methods, supporting the participation and learning of all the students in a class. Such methods are the ones that occupy peer-mediated learning and methods related to them. This study aims to investigate strategies of interventions involving peer-mediated learning between children in need of special educational support and typically developing children 3-12 years of age and their effects on them. In order to achieve that, a systematic literature review was conducted, for which five databases were researched. Eight articles came up, each describing a different strategy occupying peer-mediated learning or a strategy related to it, which had multiple benefits for the participating children on engagement, social and cognitive level. Further research is needed, though, to address the gaps in literature.

The Gazebo Project is an open ended, generative, model eliciting project that was designed to allow students to develop their own understanding of fractions rather than receiving direct instruction. The students were placed in three different sections to work on the project, a group section that allowed for collaborative work, a peer tutoring section and an individual section. All students were given a pre-project clinical interview to assess their knowledge prior to beginning The Gazebo Project. They were then separated into one of the three sections for the project. The Gazebo Project charged the students with the task of designing a gazebo that would maximize the amount of seating and minimize the size of the entrance, which needed to be a whole side length. By challenging the students to minimize the entrance they were guided to explore the relationship between side length and number of sides. Upon completion of the project all students were then given a post-project clinical interview to determine the growth in their understanding of fractions. The study suggested that The Gazebo Project was effective in helping students develop their understanding of fractions, but only when the students worked in the group section or the peer tutoring section. The element of student discourse created an environment where students could create, and critique each other’s plan and in the process student discourse contributed to revised thinking. This study challenges educators to consider the benefits of open ended generative activities and discourse in student learning and also encourages the use of regular clinical interviews to assess student reasoning. / text

The cost of remediation is high, for both postsecondary institutions (Pain, 2016) and the students who are enrolled in developmental math courses (Attewell et al., 2006). Academic support services such as tutoring, have been associated with positive student outcomes in developmental math (Bonham & Boylan, 2012). The Learning Center is a fee for service program at a four-year postsecondary institution that provides comprehensive academic support services for students with learning and attention challenges. Little is known, however, if these types of support services are effective for students with learning and attention challenges. Thus, a program evaluation study was conducted on the effectiveness of tutoring services at the Learning Center. Specific research questions are (a) What is the effect of peer tutoring on the incidence of passing developmental math? (b) How do students with learning and attention challenges engage with on-campus academic support services? Four cohorts of developmental math students from fall semesters 2012 through 2015 were examined in this cross-sectional study, which consisted of 182 complete cases. Variables to conduct this program study included a binary outcome of passing the developmental math course, and the primary independent variable of math tutoring usage at the Learning Center. Controls variables included student demographic information, prior academic achievement in mathematics, and student usage of additional available academic support services on campus and at the Learning Center. A logistic regression analysis revealed that usage of math tutoring at the Learning Center was not an effective intervention. Nearly half of the students did not engage in math tutoring services at the Learning Center. Engagement with tutoring for other subjects at the Learning Center was significantly related to the outcome with an eight percent increase in the likelihood of passing the developmental math course for each additional hour of usage χ2 (1, n = 182) = 10.43, p = .001. Prior academic achievement in math also was significantly related with the likelihood of passing developmental math χ2 (1, n = 182) = 10.1, p = .001 with an increased odds of 78 percent for every one standard deviation increase in math performance on a standardized math exam. Thus, student characteristics such as prior academic achievement in math and engagement with other academic support services were indicators of passing developmental mathematics. Recommendations for adjusting future academic support intervention efforts at the Learning Center for developmental math based upon the unique characteristics of these students are provided as a result of these findings.

This study investigates the effect of the helping relationship in cross-age tutoring upon the attitude toward school, self-concept, and grade average of elementary and middle-school students.The data measuring attitude toward school of those in the tutor-pupil relationship imply that this variable is the most sensitive to the tutoring program. The program resulted in a definitely superior attitude toward school for eighth graders and one sub-group of third graders. Therefore, it is concluded that cross-age tutoring can be expected to result in an improved attitude toward school on the part of children in specific age levels. Since no significant difference in self-concept was found, cross-age tutoring cannot be supported as an indirect means of improving the self-concept of children. Generally, the experimental condition of the tutor-pupil relationship did not result in higher grade averages for the experimental tutors and pupils in grades three, five, and six; however, the grade averages of lower-ability eighth-grade students showed highly significant gains over the control group. Therefore, although cross-age tutoring cannot be expected to improve academic standing of all elementary students, lower-ability eighth-grade students acting as tutors can be expected to improve their academic standing.