This researcher examined an alternative classroom structure for ninth-grade students substantially below grade level (SBGL) in mathematics. This researcher considered whether targeting the academic and social needs of students SBGL in mathematics in a ninth-grade class would increase their self-efficacy and engagement with the mathematics by studying four teaching effects: teacher, teacher-curriculum, peer-curriculum, and peer. The researcher used interviews, observations, and surveys to collect qualitative and quantitative data. The case study (n = 19) employed a QUAL + quan convergent parallel mixed methods case study. Meta-inferences from the analyses of qualitative and quantitative data indicate that the structure of the observed class increased in positive behaviors associated with self-efficacy, cognitive engagement, and behavioral engagement. While the data show an increase in emotional and social engagement, the quantitative data did not show a statistical significance in their increase. These changes illustrated that these ninth-grade students recognized and willingly worked to close the gaps that they acknowledge they had in their mathematics understanding. Findings indicated that the convergent results of self-efficacy, cognitive engagement and behavioral engagement related to all four teaching effects. While qualitative data showed a strong positive change associated with the divergent results of social and emotional engagement, students self-reported little social and emotional peer influence in student interviews and student surveys.

Peer tutoring as an instructional strategy has been used by school personnel to increase academic achievement in the classroom setting. Traditionally, the peer tutoring concept relies on student partnerships linking higher achieving students with lower achieving students for structured reading sessions. Recently, new studies have focused on linking students with comparable reading achievements or cross-age peer tutors. Research suggests that using peer tutors may promote higher reading fluency in at-risk students as compared to teacher instruction. A potential reason for this phenomenon includes students’ comfort level with peers allowing for a more easy development of reading growth. The purpose of this study is to determine the effectiveness, efficiency, and scalability of cross-age peer tutoring on reading fluency and reading comprehension. The study involved 7 fifth grade struggling readers as tutors to 7 third grade struggling readers. Reading to Read was used as the intervention protocol. The dyads met for 5 weeks with progress monitoring conducted at the beginning of each week. Results indicated consistent benefit in improving reading fluency in 13 of the 14 participants. Several implications to the study can be identified. Peer assisted learning can benefit both participants in reading fluency. Participating in the peer assisted learning process improves the attitudes toward reading of below grade level readers. Further implications, limitations, and future research relating to the results of this study are also discussed.

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