Academic Benefits of Peer Tutoring: A Meta-Analytic Review of Single-Case Research

Autor/inn/en	Bowman-Perrott, Lisa; Davis, Heather; Vannest, Kimberly; Williams, Lauren; Greenwood, Charles; Parker, Richard
Titel	Academic Benefits of Peer Tutoring: A Meta-Analytic Review of Single-Case Research
Quelle	In: School Psychology Review, 42 (2013) 1, S.39-55 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Tutoring; Educational Strategies; Behavior Disorders; Peer Teaching; Grade 1; Educational Benefits; Meta Analysis; Case Studies; Statistical Analysis; Intervention; Disabilities; Educational Research + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Lehrstrategie; Peer group teaching; Peer Group Teaching; School year 01; 1. Schuljahr; Schuljahr 01; Bildungsertrag; Meta-analysis; Metaanalyse; Case study; Fallstudie; Case Study; Statistische Analyse; Handicap; Behinderung; Bildungsforschung; Pädagogische Forschung
Abstract	Peer tutoring is an instructional strategy that involves students helping each other learn content through repetition of key concepts. This meta-analysis examined effects of peer tutoring across 26 single-case research experiments for 938 students in Grades 1-12. The TauU effect size for 195 phase contrasts was 0.75 with a confidence interval of CI[subscript 95] = 0.71 to 0.78, indicating that moderate to large academic benefits can be attributed to peer tutoring. Five potential moderators of these effects were examined: dosage, grade level, reward, disability status, and content area. This is the first peer tutoring meta-analysis in nearly 30 years to examine outcomes for elementary and secondary students, and extends previous peer tutoring meta-analyses by examining disability as a potential moderator. Findings suggest that peer tutoring is an effective intervention regardless of dosage, grade level, or disability status. Among students with disabilities, those with emotional and behavioral disorders benefitted most. Implications are discussed. (Contains 1 figure and 2 tables.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10