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

David Miller; Keith Topping; Allen Thurston

doi:10.1016/j.sbspro.2009.01.290

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

David Miller
, Keith Topping
, Allen Thurston

Research output: Contribution to journal › Article › peer-review

3 Citations (Scopus)

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
Pages (from-to)	1645-1647
Number of pages	3
Journal	Procedia - Social and Behavioral Sciences
Volume	1
Issue number	1
DOIs	https://doi.org/10.1016/j.sbspro.2009.01.290
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

Access to Document

10.1016/j.sbspro.2009.01.290

Cite this

@article{530b24da1f10404e93aea751ce404ee6,

title = "A randomized trial of paired tutoring in elementary schools: effects on self-esteem",

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.",

keywords = "Peer tutoring, Reading, Primary schools, Primary school pupils",

author = "David Miller and Keith Topping and Allen Thurston",

note = "dc.publisher: Elsevier World Conference on Educational Sciences, Nicosia, North Cyprus, 4-7 February 2009 - New Trends and Issues in Educational Sciences ; World Conference on Educational Sciences - New Trends and Issues in Educational Sciences, WCES 2009 ; Conference date: 04-02-2009 Through 07-02-2009",

year = "2009",

month = jan,

doi = "10.1016/j.sbspro.2009.01.290",

language = "English",

volume = "1",

pages = "1645--1647",

journal = "Procedia - Social and Behavioral Sciences",

issn = "1877-0428",

publisher = "Elsevier",

number = "1",

}

TY - JOUR

T1 - A randomized trial of paired tutoring in elementary schools

T2 - World Conference on Educational Sciences - New Trends and Issues in Educational Sciences

AU - Miller, David

AU - Topping, Keith

AU - Thurston, Allen

N1 - dc.publisher: Elsevier World Conference on Educational Sciences, Nicosia, North Cyprus, 4-7 February 2009 - New Trends and Issues in Educational Sciences

PY - 2009/1

Y1 - 2009/1

N2 - 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.

AB - 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.

KW - Peer tutoring

KW - Reading

KW - Primary schools

KW - Primary school pupils

U2 - 10.1016/j.sbspro.2009.01.290

DO - 10.1016/j.sbspro.2009.01.290

M3 - Article

SN - 1877-0428

VL - 1

SP - 1645

EP - 1647

JO - Procedia - Social and Behavioral Sciences

JF - Procedia - Social and Behavioral Sciences

IS - 1

Y2 - 4 February 2009 through 7 February 2009

ER -

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

Abstract

Keywords

Access to Document

Fingerprint

Cite this