A randomized trial of paired tutoring in elementary schools: effects on self-esteem

David Miller, Keith Topping, Allen Thurston

    Research output: Contribution to journalArticlepeer-review

    3 Citations (Scopus)


    This paper reports data on self-esteem collected during a large-scale randomized trial of paired reading and Duolog Maths with primary school children (The Fife Peer-Learning Project). Self-report measures were analysed to assess the effect of a range of organisational variables on measured self-esteem. The presentation reports findings from a sample of reading-only schools in the first year of the project. Statistically significant gains in self-esteem were found across a range of conditions. Patterns of scores pointed to differences between same-age and cross-age conditions, and highlighted the influence of role played (tutor v tutee). In addition to the findings summarized here, it is hoped that preliminary findings from year two of the project – with an increased sample size – will also be shared.
    Original languageEnglish
    Pages (from-to)1645-1647
    Number of pages3
    JournalProcedia - Social and Behavioral Sciences
    Issue number1
    Publication statusPublished - Jan 2009
    EventWorld Conference on Educational Sciences - New Trends and Issues in Educational Sciences - Nicosia, Cyprus
    Duration: 4 Feb 20097 Feb 2009


    • Peer tutoring
    • Reading
    • Primary schools
    • Primary school pupils


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