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Relevant bibliographies by topics / Reciprocal Peer Tutoring

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Journal articles
Dissertations / Theses
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Conference papers

Academic literature on the topic 'Reciprocal Peer Tutoring'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Reciprocal Peer Tutoring"

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Shahzad, Abid, Rafaquat Ali, and Muqaddas Butt. "Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens." Global Social Sciences Review IV, no. I (2019): 240–47. http://dx.doi.org/10.31703/gssr.2019(iv-i).32.

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The current quasi-experimental pre-test post-test study involved master level students enrolled in a teacher education program. The Learning performance test was administered together with survey instruments on intrinsic motivation, metacognitive awareness, and self-efficacy beliefs. Analysis of covariance of results points at a positive significant differential effect of reciprocal peer tutoring on student teachers’ learning performance. However, no interaction effect was observed in mediating variables. Post-reciprocal peer tutoring interviews were organized to analyze students and teachers’

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Wong, Jan, and Agnès Fauverge. "LEVERAGE: Reciprocal peer tutoring over broadband networks." ReCALL 11, no. 1 (1999): 133–42. http://dx.doi.org/10.1017/s0958344000002172.

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This paper reports on the experimental use of a broadband computer network hypermedia environment for language learning (French, English and Spanish). Using Web-based resources, students engage in a collaborative task over a network which offers high quality video-conferencing, application sharing and access to authentic multimedia resources. One of the main aims was to establish the practicalities of providing learners of languages with opportunities to engage in reciprocal peer tutoring. After outlining the pedagogical assumptions, and describing the set-up of the network-based learning envi

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Reid, C. T., K. J. Topping, and J. McCrae. "Reciprocal peer tutoring in undergraduate law studies." Mentoring & Tutoring: Partnership in Learning 4, no. 3 (1997): 3–10. http://dx.doi.org/10.1080/0968465970040301.

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Topping, Keith, Shirley Hill, Andy McKaig, Chris Rogers, Nina Rushi, and David Young. "Paired Reciprocal Peer Tutoring in Undergraduate Economics." Innovations in Education and Training International 34, no. 2 (1997): 96–113. http://dx.doi.org/10.1080/1355800970340205.

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Dioso-Henson, Luzale. "The Effect of Reciprocal Peer Tutoring and Non-Reciprocal Peer Tutoring on the Performance of Students in College Physics." Research in Education 87, no. 1 (2012): 34–49. http://dx.doi.org/10.7227/rie.87.1.3.

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Iserbyt, Peter, Jan Elen, and Daniël Behets. "Instructional Guidance in Reciprocal Peer Tutoring with Task Cards." Journal of Teaching in Physical Education 29, no. 1 (2010): 38–53. http://dx.doi.org/10.1123/jtpe.29.1.38.

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This article addresses the issue of instructional guidance in reciprocal peer tutoring with task cards as learning tools. Eighty-six Kinesiology students (age 17–19 years) were randomized across four reciprocal peer tutoring settings, differing in quality and quantity of guidance, to learn Basic Life Support (BLS) with task cards. The separate and combined effect of two instructional guidance variables, role switching and role definition, was investigated on learning outcomes. In all settings student pairs were given 20 min to learn BLS. Individual student performance was measured before (base

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Fantuzzo, John W., Linda A. Dimeff, and Shari L. Fox. "Reciprocal Peer Tutoring: A Multimodal Assessment of Effectiveness with College Students." Teaching of Psychology 16, no. 3 (1989): 133–35. http://dx.doi.org/10.1207/s15328023top1603_8.

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This study assessed the effect of reciprocal peer tutoring on the academic performance of college students, and measured the impact of this procedure on levels of student distress and course satisfaction. Forty-nine students were randomly assigned to one of three experimental conditions: reciprocal peer tutoring (RPT), questions only (QO), and placebo control (PC). There were no significant group differences in demographic variables or pretest scores. Results indicated that the RPT condition resulted in greater improvement in exam scores, reduction in distress, and greater student satisfaction

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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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Ahn, Jeong Su, and Jong Gug Yun. "An Analysis on Matematical Reasoning through Reciprocal peer tutoring." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 21 (2020): 387–410. http://dx.doi.org/10.22251/jlcci.2020.20.21.387.

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Miravet, Lidón Moliner, Auxiliadora Sales Ciges, and Odet Moliner García. "An Experience of Reciprocal Peer Tutoring at the University." Procedia - Social and Behavioral Sciences 116 (February 2014): 2809–12. http://dx.doi.org/10.1016/j.sbspro.2014.01.661.

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Dissertations / Theses on the topic "Reciprocal Peer Tutoring"

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ODDO, MARIA ROSE. "RECIPROCAL PEER TUTORING USING REPEATED READING: A SYSTEMATIC REPLICATION USING SMALL GROUPS OF STUDENTS." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195237912.

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Oddo, Maria. "Reciprocal peer tutoring using repeated reading a systematic replication using small groups of students /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1195237912.

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Thesis (Ph.D.)--University of Cincinnati, 2007.<br>Advisor: David Barnett. Title from electronic thesis title page (viewed Feb. 18, 2008). Keywords: reciprocal peer tutoring; repeated reading; reading; tutoring; peer tutoring; special education; interventions; RTI; response to intervention; tiers; small group. Includes abstract. Includes bibliographical references.

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Jewett, Andrea L. "Effects of cross-age reciprocal peer tutoring on math fact acquisition with learning disabled students." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399890459.

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Al-Hassan, Suha. "Reciprocal peer tutoring effect on high frequency sight word learning, retention, and generalization of first- and second-grade urban elementary school students." Columbus, Ohio Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1067541937.

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Thesis (Ph.D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 207 p.; also includes graphics. Includes abstract and vita. Advisor: Ralph Gardner, College of Education. Includes bibliographical references (p. 157-172).

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Hennings, John. "A didactic analysis of student learning in the reciprocal style of teaching." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939245911&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Reardon, Richard S. "The impact of formal classwide peer support training on the occurrence of initiated and reciprocal peer interactions of students with significant disabilities in inclusive physical education classes." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002277.

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Lock, Wai-ki, and 陸偉基. "The effects of the guided reciprocal peer-questioning on the comprehension of social science subjects in secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30277607.

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Wentzel, Zurina. "The effectiveness of senior students as tutor assistants in the English special project for academic development at UWC." University of the Western Cape, 1992. http://hdl.handle.net/11394/8477.

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Magister Educationis - MEd<br>Since the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important

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Wu, Jung-Feng, and 吳榮豐. "Computer Supported Reciprocal Peer Tutoring for Fraction Learning." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/19651300708891529730.

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碩士<br>國立中央大學<br>網路學習科技研究所<br>93<br>Fraction learning is a challenging learning task for elementary students. Among mathematical course units, fraction unit is often considered the most complex numbers in elementary school mathematics. There is a great deal of agreement that learning fractions remains a serious obstacle in the mathematical development of children. In this study we try to design and construct a classwide computer supported Reciprocal Peer Tutoring （csRPT） learning environment for fraction learning. The csRPT system is building on 1To1 digital classroom environment and provides s

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Chiu, Ya-Lin, and 邱雅琳. "Effects of Reciprocal Peer Tutoring on mathematical problem solving performances of the 9th graders." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/28197318940981331249.

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碩士<br>國立彰化師範大學<br>科學教育研究所<br>97<br>The purpose of this study was to improve 9th graders’ mathematical problem solving performances through Reciprocal Peer Tutoring, and to observe its differences in students’feeling, influence of mathematical problem-solving performance. This study was implemented in a nineth-grade mathematics classroom of twenty-eight students. This action research included two action-research cycles, and data were collected including problem-solving worksheets, classroom observations, interviews and the teacher’s reflection notes.Data of study were analyzed by qualitative me

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Book chapters on the topic "Reciprocal Peer Tutoring"

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Bader-Natal, Ari, and Jordan B. Pollack. "BEEweb: A Multi-domain Platform for Reciprocal Peer-Driven Tutoring Systems." In Intelligent Tutoring Systems. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11774303_72.

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Madaio, Michael A., Amy Ogan, and Justine Cassell. "The Effect of Friendship and Tutoring Roles on Reciprocal Peer Tutoring Strategies." In Intelligent Tutoring Systems. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39583-8_51.

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Adewoyin, Oluwabunmi, Roberto Araya, and Julita Vassileva. "Peer Review in Mentorship: Perception of the Helpfulness of Review and Reciprocal Ratings." In Intelligent Tutoring Systems. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39583-8_31.

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Tolosa, Constanza, Martin East, and Helen Villers. "Motivating Twenty-First-Century Learners: The Impact of an Online Reciprocal Peer-Tutoring Initiative for Foreign Language Learning." In Motivation, Leadership and Curriculum Design. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-230-2_11.

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"Reciprocal Peer Tutoring." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_5633.

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"Reciprocal Peer Tutoring." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_5423.

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Tirado-Cordero, Iván, and Kathleen M. Hargiss. "Exploring Local Interaction Attributes Affecting Leadership Effectiveness on Assignment in Multinational Companies." In Advances in Business Information Systems and Analytics. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1680-4.ch003.

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Social cognitive theory is founded on the belief that learning is shared socially. Triadic reciprocal determinism explains the interrelationship and interaction between environmental cues, behavior, and biological determinants to shape and alter the perception of the self and how individuals assume agentic perspectives in social interactions to approach challenges and pursue goals. Knowing how learners perceived their likelihood to achieve success also provides for a better understanding of the constraints and opportunities of a proposed learning solution. The purpose of this study was to explore the self-efficacy beliefs of adolescents as part of the analysis of the learners in the instructional design system (ISD) model in terms of entry behaviors for the design of a peer tutoring learning environment. The General Self-Efficacy Scale (GSE) was used to interview participants, using the questions as open-ended questions. Observations of the social interactions between participants were collected during focus groups to discuss their responses to the GSE scale. The results of this study suggested that individuals with high self-efficacy not only assume a direct personal agentic perspective when acting alone but that they also assume and motivate others to engage in a collective agentic perspective. Individuals with low self-efficacy assume proxy or surrogate agentic perspectives in social interactions and require prompting to engage and participate. High self-efficacy indicates effective collaboration through the collective agency, which affects success positively in a peer tutoring learning environment. Low self-efficacy affects negatively success in peer tutoring, because individuals with low self-efficacy assume a proxy or surrogate agentic perspective detaching themselves from the interactions. However, individuals with low self-efficacy, through prompting and motivation from peers with high self-efficacy can improve their interactions and as goals are reached, improve self-efficacy.

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Riggio, Ronald E., and Rowan Y. Mulligan. "Reciprocal peer tutoring: a simple strategy for enhancing classroom learning and the academic social environment." In Handbook of Teaching with Technology in Management, Leadership, and Business. Edward Elgar Publishing, 2020. http://dx.doi.org/10.4337/9781789901658.00024.

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Tik, Chan Chang. "21st Century Education Technologies for Engineers and IT Professionals." In New Media Communication Skills for Engineers and IT Professionals. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0243-4.ch002.

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The word technology is inaccurately linked to hardware or tools only, and this misunderstanding has resulted in large sum of money invested in hardware or tools. In consequence, institutions and companies do not get the expected returns from these investments. One of the possible reasons for this could be the lack in understanding and knowledge of software and technology. This chapter attempts to describe the various education technologies in the forms of hardware or tools as well as software which include teaching and learning methods and how they are blended together to achieve effective communications. The technologies described in this chapter are blended learning, podcast, reciprocal peer tutoring, and personal learning environment. Finally, the chapter outlines some future research directions in the area of education technologies.

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Conference papers on the topic "Reciprocal Peer Tutoring"

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Xiong, Sujuan. "Construction of Blended Learning Model Based on Reciprocal Peer Tutoring." In 2018 3rd International Conference on Humanities Science, Management and Education Technology (HSMET 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/hsmet-18.2018.27.

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Zhang Liang and Zhang Min. "The building and practicing of an assistant platform for reciprocal peer tutoring." In 2010 2nd International Conference on Information Science and Engineering (ICISE). IEEE, 2010. http://dx.doi.org/10.1109/icise.2010.5691184.

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