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Journal articles on the topic 'Cross-age tutoring'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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11

Chow, Ronald. "A pilot project of an online cross-age tutoring program: crescent school virtual learning (vLearning)." International Journal of Adolescent Medicine and Health 28, no. 4 (November 1, 2016): 451–53. http://dx.doi.org/10.1515/ijamh-2015-0067.

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Abstract Traditional classroom teaching is the standard of education. However, there may be some students who feel uncomfortable approaching their teachers and may feel more at ease if they ask for assistance from their peers. There are two types of student-to-student tutoring methods that are supplements to classroom learning: peer tutoring between same-age students and cross-age tutoring between different-age children. Cross-age tutoring programs in which the tutor is 2–3 years older than the tutee have been reported to be more effective than those between same-age students in promoting student responsibility, empowerment and academic performance. A pilot online cross-age tutoring program was launched in September 2014 at Crescent School. A new website was designed, created and implemented with the permission and regular monitoring of the Student Services faculty for the online program – Crescent School Virtual Learning (vLearning). The program was well received and will undergo evaluation in the future.

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12

Scruggs, Thomas E., and Russell T. Osguthorpe. "Tutoring interventions within special education settings: A comparison of cross-age and peer tutoring." Psychology in the Schools 23, no. 2 (April 1986): 187–93. http://dx.doi.org/10.1002/1520-6807(198604)23:2<187::aid-pits2310230212>3.0.co;2-7.

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13

Jun, Seung Won, Gloria Ramirez, and Alister Cumming. "Tutoring Adolescents in Literacy: A meta-analysis." Articles 45, no. 2 (February 7, 2011): 219–38. http://dx.doi.org/10.7202/045605ar.

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What does research reveal about tutoring adolescents in literacy? We conducted a meta-analysis, identifying 152 published studies, of which 12 met rigorous inclusion criteria. We analyzed the 12 studies for the effects of tutoring according to the type, focus, and amount of tutoring; the number, age, and language background of students; and the quality of the research. Despite variability, these studies suggest benefits, notably for cross-age tutoring, reading, and small tutoring programs of lengthy duration.

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14

Chow, Ronald, and Jonathan Libby. "An evaluation of Crescent School vLearning – an online peer-tutoring program." International Journal on Disability and Human Development 16, no. 1 (February 1, 2017): 55–57. http://dx.doi.org/10.1515/ijdhd-2016-0005.

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Abstract Tutoring is often a useful supplement to traditional classroom teaching in Canada. Cross-age tutoring, which involves a tutor a few years older than a tutee, has been reported to be more effective than same-age tutoring, as it promotes responsibility, empowerment and academic performance. However, the current same-age classroom teaching may act as a barrier to cross-age tutoring because the latter requires plenty of coordination, preparation and organization. At Crescent School, an all-boys independent school in Toronto, Canada, a pilot online cross-age peer-tutoring program was launched in September 2014, named Crescent School vLearning. The purpose of this study was to formally assess the program, and quantitatively gauge its success. Thirty-six questions were randomly selected from the vLearning website, examined for response time and response quality as assessed by students and teachers. The fast response times as well as the high-quality of responses have resulted in the program gaining traction in the school. As vLearning continues to catch-on with students, the team of Upper School tutors will soon need to be expanded to accommodate the increasing volume of questions.

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15

Watts, Gavin W., Diane Pedrotty Bryant, and Garrett J. Roberts. "Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties." Journal of Emotional and Behavioral Disorders 28, no. 4 (November 13, 2019): 244–56. http://dx.doi.org/10.1177/1063426619884271.

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Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional–behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects and collateral outcomes of utilizing cross-age tutors (i.e., older students) with/at risk of EBD to deliver a number line board game intervention to kindergarten students at risk of mathematics disabilities. A multiple baseline design across participants was utilized to evaluate the following research questions: (a) What are the effects of a number line game delivered by a cross-age tutor with EBD on the mathematics performance of kindergarten students with mathematics difficulties? (b) Can students with EBD implement tutoring procedures with fidelity? (c) What are the effects of the cross-age tutoring training and implementation on the tutors’ classroom behaviors and risk-status for EBD? Tutoring sessions took place for 25–30 min, 3 times per week, over 10 weeks. Results suggest cross-age tutoring to be an effective and feasible model for improving mathematics performance of at-risk kindergarteners and, to a lesser extent, the behavioral performance of students with EBD.

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16

Hänze, Martin, Marion Müller, and Roland Berger. "Cross-age tutoring: how to promote tutees’ active knowledge-building." Educational Psychology 38, no. 7 (February 28, 2018): 915–26. http://dx.doi.org/10.1080/01443410.2018.1444734.

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17

Vogelwiesche, Uta, Alexander Grob, and Britta Winkler. "Improving computer skills of socially disadvantaged adolescents: Same-age versus cross-age tutoring." Learning and Instruction 16, no. 3 (June 2006): 241–55. http://dx.doi.org/10.1016/j.learninstruc.2006.03.003.

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18

Watts, Gavin W., Diane Pedrotty Bryant, and Megan L. Carroll. "Students With Emotional–Behavioral Disorders as Cross-Age Tutors: A Synthesis of the Literature." Behavioral Disorders 44, no. 3 (May 31, 2018): 131–47. http://dx.doi.org/10.1177/0198742918771914.

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The purpose of this quantitative synthesis was to evaluate the effectiveness and related outcomes of the cross-age tutoring model when students with or at risk for emotional–behavioral disorders (EBD) serve as tutors. Research questions were posed to identify the shared and unique components (e.g., dosage, tutor training) of the cross-age tutoring model; the extent to which students with EBD can effectively serve as cross-age tutors (i.e., fidelity of implementation and tutees’ improvement); the extent to which the model was effective in promoting desired academic and/or social–emotional–behavioral outcomes for tutees and tutors with EBD; the generalization, maintenance, and social validity of the effects; and the overall methodological quality and rigor of the included studies. Findings showed common training and instructional components across interventions and that tutors with EBD can implement cross-age tutoring procedures with fidelity. The cross-age model was shown to be effective in promoting academic and social–behavioral skills for the tutees as well as the tutors. Evidence for effectiveness in improving self-concept and attitude of the tutor with EBD was inconsistent. Implications and future research considerations are discussed.

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19

King, Julie, and Richard Taffe. "‘How Shall We Sign That?’: Interactions Between a Profoundly Deaf Tutor and Tutee Involved in a Cross-Age Paired Reading Program." Australasian Journal of Special Education 27, no. 2 (2003): 68–85. http://dx.doi.org/10.1017/s1030011200025057.

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This paper reports on the use of a cross‐age tutoring program designed to improve the literacy skills of a profoundly deaf girl. In a novel approach to such programs, both tutor and tutee participants were profoundly deaf and used Auslan as their common mode of communication. The results of the program indicate that cross‐age peer tutoring has potential as an effective strategy for improving the literacy achievements of deaf children like the tutee participant. Analysis of the videotaped interactions between tutor and tutee over the course of the program provided unique insights into the nature of English literacy learning by profoundly deaf students. These insights point to a role for strategies like cross‐age tutoring where the particular experience of. deafness can be used to promote more effective interpretation and understanding of English for profoundly deaf literacy learners.

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20

Taylor, Barbara M., Barbara E. Hanson, Karen Justice-Swanson, and Susan M. Watts. "Helping Struggling Readers: Linking Small-Group Intervention With Cross-Age Tutoring." Reading Teacher 51, no. 3 (November 1997): 196–209. http://dx.doi.org/10.1598/rt.51.3.4.

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21

McKinstery, Janie, and Keith J. Topping. "Cross–age Peer Tutoring of Thinking Skills in the High School." Educational Psychology in Practice 19, no. 3 (September 2003): 199–217. http://dx.doi.org/10.1080/0266736032000109465.

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22

Fresko, Barbara, and Michael Chen. "Ethnic Similarity, Tutor Expertise, and Tutor Satisfaction in Cross-Age Tutoring." American Educational Research Journal 26, no. 1 (March 1989): 122–40. http://dx.doi.org/10.3102/00028312026001122.

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23

Robinson, Debbie R., Janet Ward Schofield, and Katrina L. Steers-Wentzell1. "Peer and Cross-Age Tutoring in Math:Outcomes and Their Design Implications." Educational Psychology Review 17, no. 4 (December 2005): 327–62. http://dx.doi.org/10.1007/s10648-005-8137-2.

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24

Schrader, Beverly, and Ann Valus. "Disabled Learners As Able Teachers." Academic Therapy 25, no. 5 (May 1990): 589–97. http://dx.doi.org/10.1177/105345129002500505.

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25

Gumpel, Thomas P., and Rachel Frank. "AN EXPANSION OF THE PEER-TUTORING PARADIGM: CROSS-AGE PEER TUTORING OF SOCIAL SKILLS AMONG SOCIALLY REJECTED BOYS." Journal of Applied Behavior Analysis 32, no. 1 (March 1999): 115–18. http://dx.doi.org/10.1901/jaba.1999.32-115.

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26

Kermani, Hengameh, and Mahnaz Moallem. "Cross-Age Tutoring: Exploring the Characteristics and Process of Peer-Mediated Learning." NHSA Dialog 4, no. 3 (September 2001): 453–85. http://dx.doi.org/10.1207/s19309325nhsa0403_7.

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27

Lazerson, D. B. "Detention home teens as tutors: A cooperative cross-age tutoring pilot project." Emotional & Behavioural Difficulties 10, no. 1 (March 1, 2005): 7–15. http://dx.doi.org/10.1177/1363275205050881.

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28

Mitchell, Rebekkah J., Timothy G. Morrison, Erika Feinauer, Brad Wilcox, and Sharon Black. "Effects of Fourth and Second Graders’ Cross-Age Tutoring on Students’ Spelling." Reading Psychology 37, no. 1 (April 7, 2015): 147–66. http://dx.doi.org/10.1080/02702711.2015.1025164.

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29

Topping *, Keith J., and Angela Bryce. "Cross‐Age Peer Tutoring of Reading and Thinking: Influence on thinking skills." Educational Psychology 24, no. 5 (September 2004): 595–621. http://dx.doi.org/10.1080/0144341042000262935.

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30

Madsen, C. K., D. S. Smith, and C. C. Feeman. "The Use of Music in Cross-Age Tutoring Within Special Education Settings." Journal of Music Therapy 25, no. 3 (September 1, 1988): 135–44. http://dx.doi.org/10.1093/jmt/25.3.135.

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31

Korner, Marianne, and Martin Hopf. "Cross-Age Peer Tutoring in Physics: Tutors, Tutees, and Achievement in Electricity." International Journal of Science and Mathematics Education 13, no. 5 (April 30, 2014): 1039–63. http://dx.doi.org/10.1007/s10763-014-9539-8.

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32

Cochran, Lessie, Hua Feng, Gwendolyn Cartledge, and Sheri Hamilton. "The Effects of Cross-Age Tutoring on the Academic Achievement, Social Behaviors, and Self-Perceptions of Low-Achieving African-American Males with Behavioral Disorders." Behavioral Disorders 18, no. 4 (August 1993): 292–302. http://dx.doi.org/10.1177/019874299301800402.

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Four low-achieving fifth-grade African-American males with behavioral disorders tutored sight words to four low-achieving second-grade African-American males with behavioral disorders. Four fifth-grade and four second-grade African-American males with behavioral disorders who did not participate in the tutoring program served as comparisons for the tutors and tutees. The effects of the tutoring program on social behaviors was assessed through direct observations and pre/post ratings by classroom teachers. Similarly, self-ratings of social competence were obtained on all students. Percentage increases in sight words were greater for all tutors and tutees compared to those of their nontutoring peers. Positive social interactions were observed during tutoring and teacher ratings were more favorable for tutoring students. The intervention appeared to have no effect on self-perceptions of social skills. The results of this study validate the ability of low-achieving African-American males with behavioral disorders to serve as tutors and the beneficial effects for both tutees and tutors.

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33

Limbrick, Elizabeth, Stuart McNaughton, and Ted Glynn. "READING GAINS FOR UNDERACHIEVING TUTORS AND TUTEES IN A CROSS-AGE TUTORING PROGRAMME." Journal of Child Psychology and Psychiatry 26, no. 6 (November 1985): 939–53. http://dx.doi.org/10.1111/j.1469-7610.1985.tb00608.x.

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34

Maher, Charles A. "Direct Replication of a Cross-Age Tutoring Program Involving Handicapped Adolescents and Children." School Psychology Review 15, no. 1 (March 1, 1986): 100–118. http://dx.doi.org/10.1080/02796015.1986.12085213.

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35

Pujiyanti, Umi, and Robith Khoiril Umam. "EVALUASI MODEL PEMBELAJARAN PEER DAN CROSS-AGE DI IAIN SURAKARTA." LEKSEMA: Jurnal Bahasa dan Sastra 2, no. 2 (November 15, 2017): 187. http://dx.doi.org/10.22515/ljbs.v2i2.657.

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This article is aimed at describing the differences of tutoring process and the responses of tutees related to the tutors classified as peer and cross age The research underlying this article applies descriptive-qualitative method. The data were obtained from observation, document analysis and interview. The findings show that there are advantages and disadvantages of both models. Peer tutors were more familiar to the tutee. It built better communication and high motivation in the classes. Meanwhile, cross-age tutors tended to be respected by tutee that made them easier in organizing the classes. On the other hand, peer tutors looked less serious and were often ignored by tutees. Similarly, cross-age tutors faced difficulties in preserving their attittudes since they were taken as the models by their tutees.

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36

Siadak, Goretta. "Tworzenie sytuacji sprzyjających zaangażowanej współpracy dzieci w wieku wczesnoszkolnym." Problemy Wczesnej Edukacji 33, no. 2 (June 30, 2016): 76–88. http://dx.doi.org/10.5604/01.3001.0009.4826.

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The aim of this article is to present the possibility of the organisation of situations conducive to cooperation between pupils of early school age. In various parts of the article the following will be discussed: teacher-tutoring, and peer-tutoring in the Polish education system. The project Academic Centre of Creativity will be presented. This project was carried out by the research team at the Department of Didactics and Studies in the Culture of Education, Kazimierz Wielki University. The main objective of the project was to develop (testing and popularisation) of an innovative work model for teachers/students with the student based on Lev Vygotsky’s Sociocultural Theory. The research was carried out among the students of the first stage of education in grades I–III five “school exercise” located in Kujawsko-Pomorskie. The main part of the project ACK was a teaching experiment, during which observations were made, the activity of individual students and their participation in activities (group) was analysed in four areas: language, mathematics, science, and art. Owing to the multi-stage project, in the article emphasis was put on the practical aspect of the experiment, which was the organisation of the classroom culture as a social learning environment. During this process two forms of peer interaction were initiated: learning in collaboration and peer-tutoring. We analysed: the preparation phase conditions stimulating cooperation, the stages of development of collaborative learning and peer-tutoring, the benefits of collaboration and peer-tutoring (same-age peer-tutoring, cross-age peer-tutoring) among students of early childhood education.

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37

Paterson, Patricia O., and Lori N. Elliott. "Struggling Reader to Struggling Reader: High School Students' Responses to a Cross-Age Tutoring Program." Journal of Adolescent & Adult Literacy 49, no. 5 (February 2006): 378–89. http://dx.doi.org/10.1598/jaal.49.5.2.

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38

Lazerson, David B., Herbert L. Foster, Steven I. Brown, and Jeffrey W. Hummel. "The Effectiveness of Cross-Age Tutoring With Truant, Junior High School Students with Learning Disabilities." Journal of Learning Disabilities 21, no. 4 (April 1988): 253–55. http://dx.doi.org/10.1177/002221948802100414.

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39

Newell, Florence M. "Effects of a Cross-Age Tutoring Program on Computer Literacy Learning of Second-Grade Students." Journal of Research on Computing in Education 28, no. 3 (March 1996): 346–58. http://dx.doi.org/10.1080/08886504.1996.10782170.

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40

Shenderovich, Yulia, Allen Thurston, and Sarah Miller. "Cross-age tutoring in kindergarten and elementary school settings: A systematic review and meta-analysis." International Journal of Educational Research 76 (2016): 190–210. http://dx.doi.org/10.1016/j.ijer.2015.03.007.

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41

Campbell, Marilyn Anne. "A pilot study utilising cross-age peer tutoring as a method of intervention for anxious adolescents." Journal of Student Wellbeing 2, no. 2 (March 27, 2009): 16. http://dx.doi.org/10.21913/jsw.v2i2.403.

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Anxiety disorders are the most common psychopathology experienced by young people, with up to 18% of adolescents developing an anxiety disorder. The consequences of these disorders, if left untreated, include impaired peer relationships, school absenteeism and self-concept problems. In addition, anxiety disorders may play a causal role in the development of depression in young people, precede eating disorders and predispose adolescents to substance abuse disorders. While the school is often chosen as a place to provide early intervention for this debilitating disorder, the fact that excessive anxiety is often not recognised in school and that young people are reluctant to seek help, makes identifying these adolescents difficult. Even when these young people are identified, there are problems in providing sensitive programs which are not stigmatising to them within a school setting. One method which may engage this adolescent population could be cross-age peer tutoring. This paper reports on a small pilot study using the â€œWorrybustersâ€ program and a cross-age peer tutoring method to engage the anxious adolescents. These anxious secondary school students planned activities for teacher-referred anxious primary school students for a term in the high school setting and then delivered those activities to the younger students weekly in the next term in the primary school. Although the secondary school students decreased their scores on anxiety self-report measures there were no significant differences for primary school studentsâ€™ self-reports. However, the primary school parent reports indicated a significant decrease in their childâ€™s anxiety.

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42

Lamb, John Cotten, and Leonard Baca. "Advancing the literate behaviors of a Hmong American fifth grader through cross‐age, paired, interactive tutoring." Multicultural Perspectives 1, no. 2 (January 1999): 8–12. http://dx.doi.org/10.1080/15210969909539894.

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43

Morrison, Ian, Tim Everton, Jean Rudduck, June Cannie, and Lesley Strommen. "Pupils Helping other Pupils with their Learning: Cross-age tutoring in a primary and secondary school." Mentoring & Tutoring: Partnership in Learning 8, no. 3 (December 2000): 187–200. http://dx.doi.org/10.1080/713685535.

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44

Topping, Keith J., Carolyn Peter, Pauline Stephen, and Michelle Whale. "Cross-age peer tutoring of science in the primary school: influence on scientific language and thinking." Educational Psychology 24, no. 1 (February 2004): 57–75. http://dx.doi.org/10.1080/0144341032000146449.

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45

Berger, Roland, Marion Müller, and Martin Hänze. "Konzeption und Evaluation von Tutor-Trainings zur Förderung der intrinsischen Motivation der Tutoren und der Autonomieförderung ihrer Tutees im Cross-age Tutoring." Zeitschrift für Didaktik der Naturwissenschaften 23, no. 1 (August 2, 2017): 225–39. http://dx.doi.org/10.1007/s40573-017-0066-3.

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46

Miller, Sidney R., Pamela F. Miller, Julie A. Armentrout, and Julia W. Flannagan. "Cross-Age Peer Tutoring: A Strategy for Promoting Self-Determination in Students With Severe Emotional Disabilities/Behavior Disorders." Preventing School Failure: Alternative Education for Children and Youth 39, no. 4 (July 1995): 32–37. http://dx.doi.org/10.1080/1045988x.1995.9944640.

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47

Nugent, Mary. "Focus on Practice: Raising reading standards — the Reading Partners approach: cross‐age peer tutoring in a special school." British Journal of Special Education 28, no. 2 (June 2001): 71–79. http://dx.doi.org/10.1111/1467-8527.00222.

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48

Paquette, Kelli R. "Integrating the 6+1 Writing Traits Model with Cross-Age Tutoring: An Investigation of Elementary Students' Writing Development." Literacy Research and Instruction 48, no. 1 (December 12, 2008): 28–38. http://dx.doi.org/10.1080/19388070802226261.

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49

Wright, Jim, and Kristi S. Cleary. "Kids in the tutor seat: Building schools' capacity to help struggling readers through a cross-age peer-tutoring program." Psychology in the Schools 43, no. 1 (2005): 99–107. http://dx.doi.org/10.1002/pits.20133.

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50

Greene, Irene, Aoife Mc Tiernan, and Jennifer Holloway. "Cross-Age Peer Tutoring and Fluency-Based Instruction to Achieve Fluency with Mathematics Computation Skills: A Randomized Controlled Trial." Journal of Behavioral Education 27, no. 2 (February 10, 2018): 145–71. http://dx.doi.org/10.1007/s10864-018-9291-1.

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