Abstract
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 language | English |
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Pages (from-to) | 1645-1647 |
Number of pages | 3 |
Journal | Procedia - Social and Behavioral Sciences |
Volume | 1 |
Issue number | 1 |
DOIs | |
Publication status | Published - Jan 2009 |
Event | World Conference on Educational Sciences - New Trends and Issues in Educational Sciences - Nicosia, Cyprus Duration: 4 Feb 2009 → 7 Feb 2009 |
Keywords
- Peer tutoring
- Reading
- Primary schools
- Primary school pupils