Relevant bibliographies by topics / Dyad peer tutoring

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Academic literature on the topic 'Dyad peer tutoring'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Dyad peer tutoring"

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Bentz, Johnell L., and Lynn S. Fuchs. "Improving Peers' Helping Behavior to Students with Learning Disabilities during Mathematics Peer Tutoring." Learning Disability Quarterly 19, no. 4 (1996): 202–15. http://dx.doi.org/10.2307/1511207.

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This study investigated the effects of providing training and practice in helping behaviors to students during peer tutoring in mathematics. Participants were 20 general educators from grades two through four, whose entire classes participated in peer tutoring for 29 weeks. From each class, teachers identified one average-achieving student and one student with a learning disability to participate as a dyad in this videotape study. The 20 classrooms were assigned randomly to two treatments: peer-tutoring experience with additional training in how to help and peer-tutoring experience without tra
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d’Arripe-Longueville, Fabienne, Christophe Gernigon, Marie-Laure Huet, Fayda Winnykamen, and Marielle Cadopi. "Peer-Assisted Learning in the Physical Activity Domain: Dyad Type and Gender Differences." Journal of Sport and Exercise Psychology 24, no. 3 (2002): 219–38. http://dx.doi.org/10.1123/jsep.24.3.219.

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The purposes of this study were to qualitatively analyze peer interaction in dyads practicing a swimming skill, and to examine the potential dyad type-by-gender differences in observed peer interaction modes. Sixty-four senior high school students (32 M, 32 F) trained for 8 min either in symmetrical (same competence) or asymmetrical (different competence levels) same-sex dyads. The numbers of attempts and performance scores were also documented for novices. The observed peer interaction modes consisted of guidance-tutoring, imitation, cooperation, and parallel activity. Multivariate and univar
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Leung, Kim Chau. "An updated meta-analysis on the effect of peer tutoring on tutors’ achievement." School Psychology International 40, no. 2 (2018): 200–214. http://dx.doi.org/10.1177/0143034318808832.

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Meta-analyses on the effect of peer tutoring have rarely examined the effect of peer tutoring on tutors’ academic gain. Some previous analyses are dated and have methodological or theoretical limitations. Hence, there is a compelling need to fill this gap by conducting an updated and comprehensive meta-analysis for identifying certain determinants of best practices for peer tutoring on tutors’ academic achievement in the present study. Additionally, role theory and equity theory in peer tutoring were tested. The present meta-analytic study examined 16 articles using The comprehensive meta-anal
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Potutan, Jr. Febeto L., and III Samuel Macagba. "Peer tutoring day: Perceptions and its effectiveness on the academic performance of students in learning high school physics." International Research Journal of Science, Technology, Education, and Management 5, no. 1 (2025): 126–36. https://doi.org/10.5281/zenodo.15193230.

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This study looked at how well high school students performed academically in physics when using the Peer Tutoring Day (PTD) approach. Specifically, it assessed students' perceptions of PTD in terms of helpfulness, confidence, and motivation, as well as its implications on achievement scores. A mixed-methods, one-group pretest-posttest quasi-experimental design was used. High-performing students served as tutors, while lower-performing students were tutees. Data were collected through a 15-item achievement test, a Likert-scale survey, and focus group discussions (FGDs). Results showed that stud
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Shamir, Adina, David Tzuriel, and Ronit Guy. "Computer-Supported Collaborative Learning: Cognitive Effects of a Peer Mediation Intervention." Journal of Cognitive Education and Psychology 6, no. 3 (2007): 373–94. http://dx.doi.org/10.1891/194589507787382052.

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The Peer Mediation with Young Children (PMYC) was investigated in computerized versus noncomputerized environments using process (e.g., mediation strategies) and performance variables (e.g., cognitive modifiability) as outcome measures. The sample consisted of 108 pupils drawn from fourth- (tutors) and first-grade (tutored) classes randomly assigned to experimental (n = 27) and control (n = 27) dyads. Dyads in each group were randomly assigned to either computerized or noncomputerized learning environments. Experimental tutors received training in the PMYC program whereas control tutors receiv
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Twardowski, Andrzej. "Rola rówieśniczego tutoringu w edukacji inkluzyjnej uczniów z niepełnosprawnościami." Studia Edukacyjne, no. 50 (December 15, 2018): 31–44. http://dx.doi.org/10.14746/se.2018.50.2.

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Researchers and teachers are interested in implementing best practices that improve inclusion of students with disabilities in ordinary schools. One solution to overcome these challenges is the implementation of peer tutoring as a flexible, peer-mediated strategy that involves students serving as academic tutors and tutees. In this article the author analyzes the following issues: 1) genesis and essence of inclusive education, 2) theoretical basis of peer tutoring, 3) peer tutoring in dyads, 4) peer tutoring in classroom, and 5) conditions for implementing peer tutoring.
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Baudrit, Alain. "Cross‐cultural peer tutoring: Ethnographic observations of two dyads." Irish Educational Studies 21, no. 3 (2002): 93–109. http://dx.doi.org/10.1080/0332331020210309.

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Thurston, Allen, Maria Cockerill, and Tien-Hui Chiang. "Assessing the Differential Effects of Peer Tutoring for Tutors and Tutees." Education Sciences 11, no. 3 (2021): 97. http://dx.doi.org/10.3390/educsci11030097.

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There is strong evidence that peer tutoring, as a form of cooperative learning, has a positive impact on tutor and tutee outcomes. However, little previous research has been reported as to the differential effects of engaging in cooperative learning in dyads for peer tutors and peer tutees, respectively. A randomised controlled experimental study was undertaken involving 295, 11- to 13-year-old students, drawn from 12 classrooms, across three secondary/high schools situated in areas of low-socio-economic status, in the north east of England. In total, 146 students engaged in cooperative learni
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ACKERMAN, ROBERT A., DEBORAH A. KASHY, and CONRAD A. CORRETTI. "A tutorial on analyzing data from speed-dating studies with heterosexual dyads." Personal Relationships 22, no. 1 (2014): 92–110. http://dx.doi.org/10.1111/pere.12065.

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Schönbrodt, Felix D., Sarah Humberg, and Steffen Nestler. "Testing Similarity Effects with Dyadic Response Surface Analysis." European Journal of Personality 32, no. 6 (2018): 627–41. http://dx.doi.org/10.1002/per.2169.

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Dyadic similarity effect hypotheses state that the (dis)similarity between dyad members (e.g. the similarity on a personality dimension) is related to a dyadic outcome variable (e.g. the relationship satisfaction of both partners). Typically, these hypotheses have been investigated by using difference scores or other profile similarity indices as predictors of the outcome variables. These approaches, however, have been vigorously criticized for their conceptual and statistical shortcomings. Here, we introduce a statistical method that is based on polynomial regression and addresses most of the
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Books on the topic "Dyad peer tutoring"

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Massey, Kathleen Watkins. The effects of dyad pairing on achievement and time-on-task in intraclass peer tutoring. 1986.

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