Implementation integrity in peer tutoring of mathematics

Keith Topping, David Miller, Pauline Murray, Nora Conlin

    Research output: Contribution to journalArticle

    6 Citations (Scopus)

    Abstract

    A two-year randomised controlled trial of peer tutoring in mathematics using the Duolog Math technique was operated in 80 schools. The aim was to achieve adequate implementation quality with modest pre-intervention training for teachers, who received brief didactic training and no process feedback (but they were to train pupils using modelling, practice and feedback). Implementation integrity was observed in Year 1 in 29 randomly selected schools; in Year 2 in 30 randomly selected schools. In both years some observed variables of class-wide context and individual technique were high; however, some were lower. There were deficits in: teachers introducing the problem, suggesting ways to concretise the problem and holding plenary sessions. Crucially, there was very little summarising or generalising. Thus, implementation was partial in both years, but better in Year 2. The implications for future intensity of training are explored.

    Original languageEnglish
    Pages (from-to)575-593
    Number of pages19
    JournalJournal of Educational Psychology
    Volume31
    Issue number5
    DOIs
    Publication statusPublished - 2011

    Keywords

    • mathematics
    • peer tutoring
    • implementation integrity
    • implementation fidelity
    • observation
    • PERFORMANCE FEEDBACK
    • SELF-CONCEPT
    • FIDELITY
    • OUTCOMES
    • CONSULTATION
    • STRATEGIES
    • CURRICULUM
    • STUDENTS
    • SCHOOLS

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