Log in

Relevant bibliographies by topics / Cross-age tutoring

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Academic literature on the topic 'Cross-age tutoring'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Cross-age tutoring.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Cross-age tutoring"

1

Zeneli, Mirjan, Peter Tymms, and David Bolden. "Interdependent Cross-Age Peer Tutoring in Mathematics." International Journal of Psychology and Educational Studies 5, no. 3 (September 1, 2018): 33–50. http://dx.doi.org/10.17220/ijpes.2018.03.004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Schneider, Rebecca Barone, and Diane Barone. "Cross-Age Tutoring." Childhood Education 73, no. 3 (March 1997): 136–43. http://dx.doi.org/10.1080/00094056.1997.10522671.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Gautrey, Frances. "Cross-Age Tutoring in Frankley." Literacy 24, no. 1 (April 1990): 21–27. http://dx.doi.org/10.1111/j.1467-9345.1990.tb00371.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Cesarone, Bernard. "ERIC/EECE Report: Cross-Age Tutoring." Childhood Education 72, no. 3 (March 1996): 179–80. http://dx.doi.org/10.1080/00094056.1996.10521628.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Thrope, Lynne, and Karen Wood. "Cross-Age Tutoring for Young Adolescents." Clearing House: A Journal of Educational Strategies, Issues and Ideas 73, no. 4 (March 2000): 239–42. http://dx.doi.org/10.1080/00098650009600961.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Mackey, Barbara J. "Cross-Age Tutoring: Students Teaching Students." Middle School Journal 22, no. 1 (September 1990): 24. http://dx.doi.org/10.1080/00940771.1990.11495114.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Sheldon, Deborah A. "Peer and Cross-Age Tutoring in Music." Music Educators Journal 87, no. 6 (May 2001): 33. http://dx.doi.org/10.2307/3399690.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Eggers, Janie E. "Pause, Prompt, and Praise: Cross-Age Tutoring." Teaching Children Mathematics 2, no. 4 (December 1995): 216–18. http://dx.doi.org/10.5951/tcm.2.4.0216.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Zeneli, Mirjan, Peter Tymms, and David Bolden. "The impact of interdependent cross-age peer tutoring on social and mathematics self-concepts." International Journal of Psychology and Educational Studies 3, no. 2 (May 1, 2016): 1–13. http://dx.doi.org/10.17220/ijpes.2016.02.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Hattie, John. "Cross-age tutoring and the reading together program." Studies in Educational Evaluation 32, no. 2 (January 2006): 100–124. http://dx.doi.org/10.1016/j.stueduc.2006.04.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Cross-age tutoring"

1

Cheung, Ching-yee Cecilia, and 張靜儀. "One to one cross-age peer tutoring and same-age peer tutoring in English dictation: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956361.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Campbell, Heather, and n/a. "Cross-age tutoring : an effective leadership alternative for sports skills." University of Canberra. Sports Studies, 1999. http://erl.canberra.edu.au./public/adt-AUC20060623.161717.

Full text

Abstract:

The purpose of the present study was to determine the effect of cross-age tutoring upon leadership style and self-esteem for the tutors, and children's attitudes toward physical activity and motivation to participate in sport for primary school children. Although the process of peer tutoring and/or cross-age tutoring is not a new concept, this form of transmission of information and skill within the educational sporting environment in Australia, and particularly in the A.C.T, is relatively new, and is an area which has received very little empirical attention. Comparisons between the three cross-age tutoring programs were made in terms of primary school students' attitudes toward physical activity and motivation to participate in sport, as well as leadership style and self-esteem for the tutors. Four hundred and eighty-eight primary school students (7 to 12 years of age) were administered an adaptation of Gill, Gross, & Huddleston's (1982) Participation Motivation Questionnaire; and Schutz, Smoll, & Wood's (1985) Children's Attitudes Towards Physical Activity Inventory, both before the program and again at the end of the program. Further, one hundred and twenty-six secondary students (from Years 9 & 10) were administered an adaptation of Coopersmith's (1967) Self-Esteem Inventory; and a modified version of Chelladurai's (1980) Leadership Scale for Sports. A modified questionnaire from Clough & Traill's (1992) Sportsfun program evaluation was designed and implemented to measure attitudes about participating in sporting activities, as well as to obtain ideas about changes or benefits for each group from their viewpoint. This evaluation sheet was given to the tutors and tutees following the completion of the program Statistical analyses revealed that involvement in cross-age tutoring programs in the field of sport and physical education did not provide significant results in the areas of self-esteem or leadership style for the tutors, or in the areas of attitudes towards physical activity or participation motivation for the tutees. In other words, these results indicated that the act of participation in a cross-age tutoring program in sport and physical activity did not enhance and develop these attributes for either the tutors or the tutees. Conversely, though, the results did not reveal significant outcomes to indicate that participation in a cross-age tutoring program would lower or negatively affect the existing levels of self-esteem, leadership behaviour, attitudes towards physical activity or motivation to participate in sporting activities for the tutors or tutees. However, from the qualitative data obtained during the interview questionnaire following participation in the cross-age tutoring programs, it could be concluded that cross-age tutoring programs in the area of sport and physical education have merit because they seem to serve different needs for the different groups of people involved in them, including the tutors, tutees, teachers and participating schools. By providing cross-age tutoring programs in sport, children and tutors have the opportunity to develop sports skills and enhance leadership/coaching abilities which are consistent with the participant's individual personalities and aspirations.

APA, Harvard, Vancouver, ISO, and other styles

3

Syvanen, Carlyn. "Cross-age tutors: English as a Second Language students tutoring." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2481.

Full text

Abstract:

The purpose of this study was to examine the effects of participation in a cross-age tutoring program on fourth and fifth grade English as a second language (ESL) students. The sixteen intermediate ESL students tutored first grade and kindergarten students in reading two days a week, for twenty minutes over a nineteen week period. It was hypothesized that tutors would improve their attitudes toward school and toward reading, that their perceptions of control would increase in the area of self control, and that they would make greater gains in reading achievement than other ESL students in their school. Tutors were interviewed to ascertain their attitudes toward school and toward school and toward reading. Classroom teachers completed surveys assessing their perceptions of the tutors' attitudes toward school and toward reading. These measures and The Multidimensional Measure of Children's Perceptions of Control were administered in both the fall and spring. The district annual achievement test was used to measure gains in reading achievement. The tutors in the study made gains in their perceptions of self control in the cognitive domain. Their attitudes toward reading improved, also. There was no change in the students' perceptions of control in the social domain. Their attitudes toward school improved, but the gain was not statistically significant. The students did not make greater gains in reading achievement than the control greater gains in reading achievement.

APA, Harvard, Vancouver, ISO, and other styles

4

Rougeau, Camille Margarett. "Effects of Fourth- and First-Grade Cross-Age Tutoring on Mathematics Anxiety." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6058.

Full text

Abstract:

A mixed methodological approach was used to examine the effects of fourth- and first-grade students cross-age tutoring on mathematics anxiety. 37 Fourth-grade tutors, both trained and untrained, helped 37 first graders use multiple strategies to solve mathematical word problems for 10 weeks. A control group of 16 first-grade students completed the problems independently. Pre-test and post-test mathematics anxiety measures were used. Observations were also conducted throughout the study. The measures used for both primary and intermediate students were effective in identifying students with mathematics anxiety. However, quantitative findings showed no difference for fourth- or first-grade students on mathematics anxiety measures. Results of an ANOVA were not significant. The qualitative findings revealed the trained tutors and their partners were the most structured. They tried more strategies to solve problems and stayed on task better than other groups. Untrained tutors and their partners needed more redirection and engaged in more off-task conversations. First graders with tutors received more positive reinforcement than those who worked independently.

APA, Harvard, Vancouver, ISO, and other styles

5

Moriarty, Kristen S. "Reading buddies : cross-age tutoring as empowering pedagogy for young English language learners." Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760964.

Full text

Abstract:

Globalization, and the movement of workers in the high technology industries of Silicon Valley have far reaching effects on the school systems which serve their children. This study takes place in a neighborhood public school in the heart of the area known as Silicon Valley, California, during the early implementation of the Common Core State Standards. During the time of this study, the student population in the valley was growing in number and diversity due to the impact of developments in the high technology industries in the valley, and the education system was recovering from drastic budget cuts as well as embracing a nationwide curriculum movement aimed at more standardization, high-stakes testing, and accountability. As the teacher in the role of participant observer and researcher, employing ethnographic methods of data collection, including video recordings, observations, interviews, and reflective journals and video journaling, student interactions were recorded and analyzed through the application of Bernstein’s theories of pedagogic interactions as well as sociocultural learning theory and the work of Vygotsky. The results indicate that Reading Buddies could be an example of an ‘empowering pedagogy’ which gives linguistically and socially marginalized children a voice in an educational milieu driven by high stakes testing and accountability with an emphasis on the use of English. The study highlights strategies used by young children acquiring English as an additional language to interact with and co-construct meaning of English language texts during weekly Reading Buddy sessions. Seeing the diversity found in the classrooms as a strength and benefit to the education system, this study explores how allowing space for children to bring every day knowledge, home languages, and personal experiences into literacy practices impacts their interactions with English Language texts.

APA, Harvard, Vancouver, ISO, and other styles

6

Drake, Dustin H. "From "Struggling" to "Example": How Cross-Age Tutoring Impacts Latina Adolescents' Reader Identities." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6532.

Full text

Abstract:

The achievement gap has long been viewed as a persistent shortcoming of the public education system in the U.S. The achievement gap also highlights the challenges faced by Latino populations with educational achievements and future employment prospects. The purpose of this multiple-case study was to describe how four Latina adolescents, each of whom identified herself as a struggling or “not good” reader, reauthored their reading identities by acting as reading tutors to elementary students. This study combined elements of narrative inquiry with multiple case study research. The four participants—Paula, Lucia, Cassandra, and Amaia (all names are pseudonyms)—were selected from a cross-age tutoring program for Latino youth called Latinos in Action located in the state of Utah. As part of this class, ninth-graders received training on how to provide tutoring in reading to elementary students, and they tutored elementary students twice per week for 30 minutes. The participants underwent 6 months of tutoring. Prior to tutoring, the participants were interviewed to ascertain how their reader identities had developed through adolescence. Subsequent interviews with the participants, teachers, and family members, in addition to observed tutoring sessions, illustrated ways that tutoring provided an avenue for the participants to re-author their reader identities. Using these data, I worked with participants to develop narratives regarding their reading experiences and identities. I used an a priori Bakhtinian framework to explain what I viewed in the narratives, with conclusions confirmed by each participant. Finally, I used constant comparative analytic methods to identify common themes across the participants’ stories. From the analysis, I identified five major themes as the findings of this study: examples at home, school as authoritative, fluent oral reading in English, reading aloud in tutoring, and changes in reading practices. The process of tutoring younger students provided a place, within the authoritative space of the school setting, where the participants were able to practice this skill. The results of this study indicated that educators and policy makers can look to cross-age tutoring as one method to provide adolescent, struggling readers with opportunities to positively adjust their reader identities.

APA, Harvard, Vancouver, ISO, and other styles

7

Ng, Yuk-fai Margaret. "The effectiveness of peer-tutoring on same-age & cross-age tutors in an English paired-reading project in a Hong Kong secondary technical school." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595708.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Weger, Cora J. "A case study of the cross-age tutoring program offered at Lincoln Trail College /." View online, 1998. http://repository.eiu.edu/theses/docs/32211130897921.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Mitchell, Rebekkah J. "Effects of Fourth- and Second-Grade Cross-Age Tutoring on Spelling Accuracy and Writing Fluency." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3513.

Full text

Abstract:

A quasi-experimental study determined the effects on students' spelling accuracy when cross-age tutors focused on fixing spelling in writing with their tutees. Fourth-grade tutors, both trained and untrained, helped second-grade tutees fix spelling mistakes in their writing using two strategies: visual memory and word parts. A control group of second and fourth graders were instructed to independently use these two strategies to fix mistakes in their writing. Second graders overall had significant gain scores on measures of spelling accuracy and writing fluency. Regression analyses showed that these gains were not due to a student's participation in either cross-age tutoring or the control group. No significant gain scores were found for fourth graders. These results seem to indicate that cross-age tutors may not be academically beneficial for either tutors or tutees. However, descriptive statistical analyses and informal observations made during cross-age tutoring sessions imply that cross-age tutors can be a valuable educational tool.

APA, Harvard, Vancouver, ISO, and other styles

10

Udaka, Itsuko Jaime. "Cross-age peer tutoring in dialogic reading effects on the language development of young children /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/127/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Cross-age tutoring"

1

Urzúa, Carole. Cross-age tutoring in the literary club. [Washington, D.C: ERIC Clearinghouse on Languages and Linguistics, 1995.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Gail, Whang, and Pippitt Mary, eds. Buddy reading: Cross-age tutoring in a multicultural school. Portsmouth, NH: Heinemann, 1995.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Carole, Urzúa, National Clearinghouse for Bilingual Education, United States. Office of Bilingual Education and Minority Languages Affairs, and George Washington University. School of Education and Human Development, eds. The literacy club: A cross-age tutoring/paired reading project. Washington, DC (1118 22nd St., NW, Washington 20037): National Clearinghouse for Bilingual Education, 1993.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Foster, Elizabeth S. Tutoring, learning by helping : a student handbook for training peer and cross-age tutors. Minneapolis, Minn: Educational Media Corp., 1992.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Nancy, Dean. Succeeding in reading: A complete cross-age tutoring program : program leader's guide. Gainesville, FL: Maupin House Pub., 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Dean, Nancy. Succeeding in reading: A complete cross-age tutoring program : program leader's guide. Gainesville, FL: Maupin House Pub., 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Cross-age tutoring"

1

"Structuring directional peer interactions in cross-age tutoring." In Effective Peer Learning, 135–56. New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315695471-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

"Study of Elementary Students' Attitudes About Writing After a Cross-Age Tutoring Experience." In A Cross Section of Educational Research, 257–63. Routledge, 2016. http://dx.doi.org/10.4324/9781315267036-39.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

"The Buddy System: Third Graders Write and Read Through Cross-age Tutoring (with Ann Manring)." In Varied Voices, 155–78. Routledge, 2012. http://dx.doi.org/10.4324/9780203063118-12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Barker, Kim Stevens. "Innovative Ideas for Tutoring and Mentoring Young English Learners." In Cross-Cultural Considerations in the Education of Young Immigrant Learners, 17–31. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch002.

Full text

Abstract:

Lagging high school graduation rates for English Learners remains a priority concern for states across the nation, and educators under pressure from federal and state accountability measures and tight local budgets are struggling to find solutions for strengthening academic achievement for English Learners and ultimately improving their chances of achieving high school graduation and moving on to postsecondary levels. Educators can look to their own communities for sustainable, low-cost tutoring and mentoring. This chapter describes a community collaboration between a high school and its feeder elementary school that facilitates high school students’ volunteering as tutors and mentors to elementary English learners in a suburban school district in the Southeast. The background for the benefits of tutoring and mentoring for English Learners, a description of the program benefits for the various stakeholders, detailed steps for creating a multi-age, community tutoring and mentoring program, and resources for educators are included.

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Cross-age tutoring"

1

Yang, Kai-Hsiang, Wen-Yu Lo, Shan-Shan Wu, and Wan-Ling Chang. "Investigating the Effects of Mobile Learning with Cross-Age Peer Tutoring in English Learning." In 2015 IIAI 4th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2015. http://dx.doi.org/10.1109/iiai-aai.2015.227.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Arco, Jose, Francisco Fernandez, Antonio Espin, and Manuel Castro. "A Cross-Age Peer Tutoring Program to Prevent Academic Failure and Drop-Out among First Year University Students." In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322532.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!