Peer and Cross-Age Tutoring in Math:Outcomes and Their Design Implications

By Debbie R. Robinson, Janet Ward Schofield, Katrina L. Steers-Wentzell1. 2005

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Ingroup Experts and Peers as Social Vaccines Who Inoculate the Self-Concept: The Stereotype Inoculation Model (2011, background): “Similarly, girls show more academic gains in mathematics after working with female compared to male peer tutors (for a review, see Robinson et al., 2005).”
Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates (2015, background): “in which older tutors support younger tutees and tutors' and tutees' role taking remains fixed throughout the PTintervention, Topping, 2005) might create status differences between tutors and tutees more easily, eliciting tutees' perception of the tutor being responsible for regulating collaborative”
Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions (2007, background): “Tutor learning has been observed in reading (Juel, 1996; Klingner & Vaughn, 1996; Mathes & Fuchs, 1994; Rekrut, 1992), math (Fuchs et al., 1997; Robinson et al., 2005; Sharpley et al., 1983), science (Coleman et al.”