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Improving Pupils' Mathematical Communication Abilities through Computer-Supported Reciprocal Peer Tutoring
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Yang, Euphony F. Y.; Chang, Ben; Cheng, Hercy N. H.; Chan, Tak-Wai – Educational Technology & Society, 2016
This study examined how to foster pupils' mathematical communication abilities by using tablet PCs. Students were encouraged to generate math creations (including mathematical representation, solution, and solution explanation of word problems) as their teaching materials and reciprocally tutor classmates to increase opportunities for mathematical…
Descriptors: Peer Teaching, Tutoring, Mathematics Instruction, Mathematics Skills
Monitoring Implementation of Reciprocal Peer Tutoring: Identifying and Intervening With Students Who Do Not Maintain Accurate Implementation
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Dufrene, Brad A.; Noell, George H.; Gilbertson, Donna N.; Duhon,Gary J. – School Psychology Review, 2005
This study evaluated students? daily implementation of a reciprocal peer tutoring procedure for mathematics and methods for supporting student implementation. Additionally, this study evaluated the reliability of progress monitoring data collected by students. The peer tutoring procedure was designed such that completion of each treatment…
Descriptors: Program Implementation, Poverty, Feedback, Peer Teaching
Dilemmas of Peer Assistance in a Bilingual Full Inclusion Classroom.
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Beaumont, Carol J. – Elementary School Journal, 1999
An ethnographic study in a second-grade full-inclusion classroom examined spontaneous, unstructured peer-assistance interactions between 22 general education and 11 special education students during small-group and independent work periods. Found that helping exchanges in academic contexts were complicated by students' social agendas: desire to…
Descriptors: Bilingual Students, Cooperative Learning, Grade 2, Inclusive Schools
Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy Perceptions
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Van Keer, Hilde; Verhaeghe, Jean Pierre – Journal of Experimental Education, 2005
The authors evaluated the effectiveness of explicit reading comprehension strategies instruction, followed by practice in teacher-led whole-class activities (STRAT), reciprocal same-age (STRAT + SA) peer-tutoring activities, or cross-age peer-tutoring activities (STRAT + CA) on 2nd and 5th graders' reading comprehension and self-efficacy…
Descriptors: Grade 2, Grade 5, Elementary School Students, Reading Instruction