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Peer reviewedBar-Eli, Nurith; Bar-Eli, Michael; Tenebaum, Gershon; Forlin, Chris – British Educational Research Journal, 1998
Reports on three case studies of seventh-grade students teaching mathematics to third-grade students, in place of their classroom teacher, applying the Learning Through Teaching method. Discusses performance results for both tutors and tutees and restrictions on the scope of results. Concludes that tutoring benefits tutors more than tutees. (DSK)
Descriptors: Academic Achievement, Case Studies, Cross Age Teaching, Elementary Education
Peer reviewedFresko, Barbara; Eisenberg, Theodore – Journal of Experimental Education, 1985
Socially disadvantaged Israeli children in grades three or six were paired with university student tutors. Mathematics and reading achievement were measured after one year of tutoring, two years of tutoring, or no intervention. One year of tutoring yielded some gains; however, a second year did not increment them. (Author/GDC)
Descriptors: Achievement Gains, Cross Age Teaching, Disadvantaged Youth, Elementary Education
