Peer-assisted learning interventions with elementary school students: A meta-analytic review.

By Cynthia A. Rohrbeck, Marika Ginsburg-Block, J. Fantuzzo, T. R. Miller. 2003

606 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/defeba1668fad7bc40fbf904a6440c776fbb6d62

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Tutor learning: the role of explaining and responding to questions (2008, background): “Student tutors can learn from their teaching experiences (Cohen et al. 1982; Rohrbeck et al. 2003 ), which we refer to as the tutor learning effect.”
Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning (2013, positive): “Group self-regulated learning fits well with the growing educational emphasis on collaborative and peer learning (Rohrbeck et al. 2003), as well as with mentoring theory and practice (Fletcher and Mullen 2012).”
Challenges for cooperative learning implementation: reports from elementary school teachers (2017, background): “…acknowledged for its efficacy in enhancing social, motivational and cognitive outcomes (Hattie 2008; Johnson and Johnson 2009; Kyndt et al. 2013; Rohrbeck et al. 2003; Slavin 2014), its implementation remains a challenge (Sharan 2010) that requires strong involvement and many changes in terms…”
Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions (2007, methodology): “Based on prior reviews (P. Cohen et al., 1982; Cook et al., 1986; Mathes & Fuchs, 1994; Rohrbeck et al., 2003), we roughly estimate an effect size for tutor learning of about .”
Academic Benefits of Peer Tutoring: A Meta-Analytic Review of Single-Case Research (2013, methodology): “Rohrbeck et al. (2003) reported that 68% of studies in their meta-analysis reported these data.”
Cooperative learning and academic achievement: why does groupwork work? (2014, background): “While researchers generally agree that cooperative learning can have a positive effect on student achievement, there remains a controversy about why and how various cooperative learning methods affect achievement and, most importantly, under what conditions cooperative learning has these effects (Ro”
A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. (2006, methodology): “(1982) reported that structured interventions yielded significantly greater achievement effects for tutees than unstructured PAL interventions, a more recent meta-analysis failed to link program structure to academic achievement effects (Rohrbeck et al., 2003).”
Effects of a Cooperative Learning Program on the Elaborations of Students During Help Seeking and Help Giving (2005, result): “…comparisons of the results of the present study and previous studies—including the global benchmark studies conducted by Hattie et al. (1996) and Rohrbeck et al. (2003)—should be made with caution owing to the differences in designs, reliability of scores, variables studied, treatments,…”
The impact of a peer-tutoring program on quality standards in higher education (2011, background): “Although such an approach has had a long-standing tradition in secondary schooling (e.g., Dura ´n and Vidal 2004; Kuh 2009; Robinson et al. 2005; Rohrbeck et al. 2003; Tindall 1995; Topping and Ehly 1998), it has been occasionally applied at the university level for preventive purposes, as well.”