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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 language | English |
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Pages (from-to) | 1645-1647 |
Number of pages | 3 |
Journal | Procedia - Social and Behavioral Sciences |
Volume | 1 |
Issue number | 1 |
DOIs | |
Publication status | Published - 01 Jan 2009 |
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Dive into the research topics of 'A randomized trial of paired tutoring in elementary schools: effects on self-esteem'. Together they form a unique fingerprint.Activities
- 2 Invited talk
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Using peer tutoring to improve reading
Allen Thurston (Advisor)
16 Jun 2017Activity: Talk or presentation types › Invited talk
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Research and practice of using peer tutoring in schools to promote student reading development
Allen Thurston (Advisor)
23 Jun 2017Activity: Talk or presentation types › Invited talk
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