Peer Tutoring Instructional Practice and Kindergartners' Achievement and Socioemotional Development

Autor/inn/en	Gottfried, Michael; Garcia, Emma; Kim, Hui Yon
Titel	Peer Tutoring Instructional Practice and Kindergartners' Achievement and Socioemotional Development
Quelle	In: Educational Studies, 45 (2019) 5, S.593-612 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garcia, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1509779
Schlagwörter	Peer Teaching; Tutoring; Kindergarten; Academic Achievement; Social Development; Emotional Development; Young Children; Peer Influence; Outcomes of Education; Educational Practices; Educational Attainment; Interpersonal Competence; Longitudinal Studies; Surveys; Incidence; Classroom Environment; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Schulleistung; Soziale Entwicklung; Gefühlsbildung; Frühe Kindheit; Lernleistung; Schulerfolg; Bildungspraxis; Bildungsabschluss; Bildungsgut; Interpersonale Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Vorkommen; Klassenklima; Unterrichtsklima
Abstract	This study examines how the use of peer tutoring instructional practices links to students' outcomes during kindergarten. Examining this pedagogical strategy allows us to contribute to the literature in three ways. First, we can study one potential mechanism by which peers might influence the outcomes of other peers in the classroom. Second, in that peer tutoring that is used as an instructional practice, the study can inform the link between instructional factors and student outcomes. Finally, our agenda look at the effects of peer tutoring instructional practices on academic and socioemotional outcomes, thereby broadening the meaning of educational attainment. The study relies on the most current national dataset of kindergarten students (the Early Childhood Longitudinal Study, Kindergarten class of 2010-2011). The findings suggest that a higher frequency of peer tutoring utilisation during instruction predicts greater social skills. However, there is no predictive relationship with behaviour or achievement. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01