Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 265-289 |
| Number of pages | 15 |
| Journal | School Effectiveness and School Improvement |
| Volume | 22 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - Sep 2011 |
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Improving attainment across a whole district: school reform through peer tutoring in a randomized controlled trial. / Tymms, Peter; Merrell, Christine; Thurston, Allen; Andor, John; Topping, Keith; Miller, David .
In: School Effectiveness and School Improvement, Vol. 22, No. 3, 09.2011, p. 265-289.Research output: Contribution to journal › Article
TY - JOUR
T1 - Improving attainment across a whole district: school reform through peer tutoring in a randomized controlled trial
AU - Tymms, Peter
AU - Merrell, Christine
AU - Thurston, Allen
AU - Andor, John
AU - Topping, Keith
AU - Miller, David
PY - 2011/9
Y1 - 2011/9
N2 - Districts are an important unit for administrative purposes, but they vary little in their impact on students’ attainment, at least in the UK. Further, government attempts to raise attainment are often disappointing. The project described in this article aimed to engage schools in reform to change students’ attainment and attitudes in schools across a whole district. The intervention, peer tutoring, has a good research pedigree in small-scale studies, but scaling it up to district-level implementation has not been rigorously evaluated. Over 2 years, 129 elementary schools in 1 Scottish district were randomly assigned to different interventions. The implementation was not perfect, but the results were positive with respect to cross-age tutoring, which had effect sizes of about 0.2. Despite limitations, the study demonstrates that it is possible to carry out a clustered randomized controlled trial (RCT) on a large scale working with districts and suggests that peer tutoring has promise when scaled up.
AB - Districts are an important unit for administrative purposes, but they vary little in their impact on students’ attainment, at least in the UK. Further, government attempts to raise attainment are often disappointing. The project described in this article aimed to engage schools in reform to change students’ attainment and attitudes in schools across a whole district. The intervention, peer tutoring, has a good research pedigree in small-scale studies, but scaling it up to district-level implementation has not been rigorously evaluated. Over 2 years, 129 elementary schools in 1 Scottish district were randomly assigned to different interventions. The implementation was not perfect, but the results were positive with respect to cross-age tutoring, which had effect sizes of about 0.2. Despite limitations, the study demonstrates that it is possible to carry out a clustered randomized controlled trial (RCT) on a large scale working with districts and suggests that peer tutoring has promise when scaled up.
U2 - 10.1080/09243453.2011.589859
DO - 10.1080/09243453.2011.589859
M3 - Article
VL - 22
SP - 265
EP - 289
JO - School Effectiveness and School Improvement
JF - School Effectiveness and School Improvement
SN - 0924-3453
IS - 3
ER -