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.
    Original languageEnglish
    Pages (from-to)1645-1647
    Number of pages3
    JournalProcedia - Social and Behavioral Sciences
    Volume1
    Issue number1
    DOIs
    Publication statusPublished - 01 Jan 2009

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