Self-monitoring and knowledge-building in learning by teaching

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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”
Eight Ways to Promote Generative Learning (2016, background): “…of what students generate during learning—such as the quality of students’ summaries (e.g., Hooper et al. 1994), explanations (e.g., Chi et al. 1989; Roscoe 2014), maps (e.g., Holley and Dansereau 1984), or drawings (e.g., Schwamborn et al. 2010)—and to analyze the time students spend learning…”
Learning-by-teaching. Evidence and implications as a pedagogical mechanism (2017, background): “A thorough review of research on tutor learning in peer tutoring, produced by Roscoe and Chi (2007), sheds some light on this controversy.”