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Classwide peer tutoring: a comparison of “tutor huddle” and teacher-directed procedures

Chapman, E. and Leach, D.J. (1991) Classwide peer tutoring: a comparison of “tutor huddle” and teacher-directed procedures. Australian Educational and Developmental Psychologist, 8 (2). pp. 2-7.

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Abstract

A 12-week classwide peer tutoring program in multiplication based on the tutor hudd1e procedure was compared with a conventional teacher-directedprocedure. Two sixth-grade classes (n=52) were dividedinto higherand lower achievers on the basis of an initial multiplication pretest. The higher-achieving members (n=26) were then randomly assigned to be either tutor huddle tutors or teacher-directed tutors. The remaining class members (n=26) were randomly assigned to be either tutor huddle tutees or teacher-directed tutees. Results indicated that the tutor huddle tutors made significantly greater gains in multiplication skills than the teacher-directed tutors. There was no significant difference in the gains made by the two tutee groups. Benefits of the tutor huddle procedure for tutors and practical implications for its use in classroom settings were discussed.

Publication Type: Journal Article
Murdoch Affiliation: School of Psychology and Exercise Science
Publisher: Australian Academic Press
Copyright: © 1991, Congress on Research in Dance
URI: http://researchrepository.murdoch.edu.au/id/eprint/32074
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