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

D. Miller, K. Topping, A. Thurston

    Research output: Contribution to journalArticle

    2 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.
    LanguageEnglish
    Pages1645-1647
    Number of pages3
    JournalProcedia - Social and Behavioral Sciences
    Volume1
    Issue number1
    DOIs
    Publication statusPublished - 01 Jan 2009

    Fingerprint

    Self Concept
    self-esteem
    elementary school
    Reading
    tutor
    schoolchild
    Sample Size
    Self Report
    primary school
    Learning
    school
    learning

    Cite this

    @article{a9a28652e78e43bb9d968ef6653fcc8d,
    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.",
    author = "D. Miller and K. Topping and A. Thurston",
    year = "2009",
    month = "1",
    day = "1",
    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 BV",
    number = "1",

    }

    A randomized trial of paired tutoring in elementary schools : effects on self-esteem. / Miller, D.; Topping, K.; Thurston, A.

    In: Procedia - Social and Behavioral Sciences, Vol. 1, No. 1, 01.01.2009, p. 1645-1647.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - A randomized trial of paired tutoring in elementary schools

    T2 - Procedia - Social and Behavioral Sciences

    AU - Miller, D.

    AU - Topping, K.

    AU - Thurston, A.

    PY - 2009/1/1

    Y1 - 2009/1/1

    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.

    UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-67649292173&partnerID=8YFLogxK

    U2 - 10.1016/j.sbspro.2009.01.290

    DO - 10.1016/j.sbspro.2009.01.290

    M3 - Article

    VL - 1

    SP - 1645

    EP - 1647

    JO - Procedia - Social and Behavioral Sciences

    JF - Procedia - Social and Behavioral Sciences

    SN - 1877-0428

    IS - 1

    ER -