Classroom Observations of a Cross-Age Peer Tutoring Mathematics Program in Elementary and Middle Schools

Autor/inn/en	Barahona, Elba; Padrón, Yolanda N.; Waxman, Hersh C.
Titel	Classroom Observations of a Cross-Age Peer Tutoring Mathematics Program in Elementary and Middle Schools
Quelle	In: European Journal of Science and Mathematics Education, 11 (2023) 3, S.515-532 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Barahona, Elba) ORCID (Padrón, Yolanda N.) ORCID (Waxman, Hersh C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Observation; Peer Teaching; Tutoring; Mathematics Education; Elementary School Students; Middle School Students; Program Implementation; Hispanic American Students; Program Evaluation; Program Effectiveness; Mixed Age Grouping; Teaching Methods; Teacher Behavior; Student Behavior; Classroom Environment + Suchen Sie Ihr Suchwort? Beobachtung; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Mathematische Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Programme evaluation; Programmevaluation; Jahrgangsübergreifende Gruppe; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima
Abstract	A growing body of research has shown the positive effects of peer tutoring on students' academic achievement, self-concept, attitude, social, and behavioral outcomes. There is, however, a paucity of research that focuses on peer-tutoring interventions for Hispanic students. The current study examined classroom practices, as well as program teachers' and students' behaviors within a cross-age peer-tutoring program implemented in elementary and middle schools that serve predominantly Hispanic students. Classroom observations were used to investigate the implementation of the peer-tutoring program. The results indicated that the program's strengths included the development of positive emotions and relationships among students and a classroom environment that fostered warm and supportive relationships. The findings also indicated several weaknesses in the implementation of the program. Practitioners can use the findings to improve the effectiveness of future peer-tutoring programs in mathematics (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01