Cross-age peer tutoring of thinking skills in the high school

Janie McKinstery, Keith J. Topping

    Research output: Contribution to journalArticlepeer-review

    11 Citations (Scopus)


    Teaching thinking skills has been characterised by the teacher-directed ‘embedded’, ‘infusion’ and ‘bolt-on’ approaches, for which outcomes have been mixed. Peer tutoring in thinking skills offers a fourth way of wide applicability. This study evaluated such a method (Paired Thinking) in a high school setting. A substantial gain in reading comprehension was found for tutees. Triangulated subjective feedback indicated development in thinking skills, self-esteem and social skills for tutees and tutors. Paired Thinking
    appeared to yield considerable potential impact for minimal time input. Recommendations for refining organisation and for future research and practice were made.
    Original languageEnglish
    Pages (from-to)199-217
    Number of pages19
    JournalEducational Psychology in Practice
    Issue number3
    Publication statusPublished - 2003


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