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Autor/inn/en | Barahona, Elba; Padrón, Yolanda N.; Waxman, Hersh C. |
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Titel | Classroom Observations of a Cross-Age Peer Tutoring Mathematics Program in Elementary and Middle Schools |
Quelle | In: European Journal of Science and Mathematics Education, 11 (2023) 3, S.515-532 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Barahona, Elba) ORCID (Padrón, Yolanda N.) ORCID (Waxman, Hersh C.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2301-251X |
Schlagwörter | Observation; Peer Teaching; Tutoring; Mathematics Education; Elementary School Students; Middle School Students; Program Implementation; Hispanic American Students; Program Evaluation; Program Effectiveness; Mixed Age Grouping; Teaching Methods; Teacher Behavior; Student Behavior; Classroom Environment Beobachtung; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Mathematische Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Programme evaluation; Programmevaluation; Jahrgangsübergreifende Gruppe; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima |
Abstract | A growing body of research has shown the positive effects of peer tutoring on students' academic achievement, self-concept, attitude, social, and behavioral outcomes. There is, however, a paucity of research that focuses on peer-tutoring interventions for Hispanic students. The current study examined classroom practices, as well as program teachers' and students' behaviors within a cross-age peer-tutoring program implemented in elementary and middle schools that serve predominantly Hispanic students. Classroom observations were used to investigate the implementation of the peer-tutoring program. The results indicated that the program's strengths included the development of positive emotions and relationships among students and a classroom environment that fostered warm and supportive relationships. The findings also indicated several weaknesses in the implementation of the program. Practitioners can use the findings to improve the effectiveness of future peer-tutoring programs in mathematics (As Provided). |
Anmerkungen | European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |