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

Janie McKinstery; Keith J. Topping

doi:10.1080/0266736032000109465

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

Janie McKinstery, Keith J. Topping

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

13 Citations (Scopus)

Abstract

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 language	English
Pages (from-to)	199-217
Number of pages	19
Journal	Educational Psychology in Practice
Volume	19
Issue number	3
DOIs	https://doi.org/10.1080/0266736032000109465
Publication status	Published - 2003

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

Abstract

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