Abstract
| Original language | English |
|---|---|
| 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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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 journal › Article
TY - JOUR
T1 - A randomized trial of paired tutoring in elementary schools
T2 - effects on self-esteem
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
AN - SCOPUS:67649292173
VL - 1
SP - 1645
EP - 1647
JO - Procedia - Social and Behavioral Sciences
JF - Procedia - Social and Behavioral Sciences
SN - 1877-0428
IS - 1
ER -