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Educational Research Volume 45, 2003 - Issue 3
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Original Articles

Cross-age peer tutoring in mathematics with seven- and 11-year-olds: influence on mathematical vocabulary, strategic dialogue and self-concept

Keith Topping
,
Jean Campbell
,
Walter Douglas
&
Andrea Smith
Pages 287-308 | Published online: 04 Jun 2010

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Lidon Moliner & Francisco Alegre. (2022) Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring. European Journal of Teacher Education 45:1, pages 93-112.
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Fatih Tanrıkulu. (2021) The use of face-to-face and mobile assisted peer tutoring in solving the language problems of Syrian refugees. Mentoring & Tutoring: Partnership in Learning 29:2, pages 215-237.
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John Byrne & Paula Prendeville. (2020) Does a child’s mathematical language improve when they engage in cooperative group work in mathematics?. Education 3-13 48:6, pages 627-641.
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Francisco Alegre, Lidon Moliner, Ana Maroto & Gil Lorenzo-Valentin. (2019) Peer tutoring in mathematics in primary education: a systematic review. Educational Review 71:6, pages 767-791.
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José-Reyes Ruiz-Gallardo & Duncan Reavey. (2019) Learning Science Concepts by Teaching Peers in a Cooperative Environment: A Longitudinal Study of Preservice Teachers. Journal of the Learning Sciences 28:1, pages 73-107.
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Francisco José Alegre Ansuategui & Lidón Moliner Miravet. (2017) Emotional and cognitive effects of peer tutoring among secondary school mathematics students. International Journal of Mathematical Education in Science and Technology 48:8, pages 1185-1205.
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Rebecca Silverman, Young-Suk Kim, Anna Hartranft, Stephanie Nunn & Daniel McNeish. (2017) Effects of a multimedia enhanced reading buddies program on kindergarten and Grade 4 vocabulary and comprehension. The Journal of Educational Research 110:4, pages 391-404.
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Keith Topping. (2015) Peer tutoring: old method, new developments / Tutoría entre iguales: método antiguo, nuevos avances. Journal for the Study of Education and Development 38:1, pages 1-29.
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Vera Monteiro. (2013) Promoting Reading Motivation by Reading Together. Reading Psychology 34:4, pages 301-335.
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Keith Topping, David Miller, Pauline Murray & Nora Conlin. (2011) Implementation integrity in peer tutoring of mathematics. Educational Psychology 31:5, pages 575-593.
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K.J. Topping, D. Miller, P. Murray, S. Henderson, C. Fortuna & N. Conlin. (2011) Outcomes in a randomised controlled trial of mathematics tutoring. Educational Research 53:1, pages 51-63.
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Gladis Kersaint, James Dogbey, Jeff Barber & David Kephart. (2011) The Effect of Access to an Online Tutorial Service on College Algebra Student Outcomes. Mentoring & Tutoring: Partnership in Learning 19:1, pages 25-44.
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Will Roberts & Brahm Norwich. (2010) Using precision teaching to enhance the word reading skills and academic self‐concept of secondary school students: a role for professional educational psychologists. Educational Psychology in Practice 26:3, pages 279-298.
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Articles from other publishers (35)

Steve Murphy & Naomi Ingram. (2023) A scoping review of research into mathematics classroom practices and affect. Teaching and Teacher Education 132, pages 104235.
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Jiaxin Cui, Li Wang, Dawei Li & Xinlin Zhou. (2023) Verbalized arithmetic principles correlate with mathematics achievement. British Journal of Educational Psychology.
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Carolyn Johns, Melissa Mills & Megan Ryals. (2022) An Analysis of the Observable Behaviors of Undergraduate drop-in Mathematics Tutors. International Journal of Research in Undergraduate Mathematics Education 9:2, pages 350-374.
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Elba Barahona, Yolanda N. Padrón & Hersh C. Waxman. (2023) Classroom observations of a cross-age peer tutoring mathematics program in elementary and middle schools. European Journal of Science and Mathematics Education 11:3, pages 515-532.
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Lena Pareto, Sara Ekström & Sofia Serholt. (2022) Children’s learning-by-teaching with a social robot versus a younger child: Comparing interactions and tutoring styles. Frontiers in Robotics and AI 9.
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Dennis Fung. (2022) Achieving individual and collaborative success: An investigation of guided group work and teacher participation in junior secondary science classrooms. International Journal of Educational Research 111, pages 101908.
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Francisco Alegre, Lidon Moliner, Gil Lorenzo-Valentin & Ana Maroto. (2021) Learning statistics and probability through peer tutoring: A middle school experience. South African Journal of Education 41:Supplement 2, pages S1-S9.
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Abigail K. Roberts & Erica D. Spangenberg. (2020) Peer tutors’ views on their role in motivating learners to learn mathematics. Pythagoras 41:1.
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Lidón Moliner & Francisco Alegre. (2020) Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience. Frontiers in Psychology 11.
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Lidon Moliner & Francisco Alegre. (2020) Effects of peer tutoring on middle school students’ mathematics self-concepts. PLOS ONE 15:4, pages e0231410.
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Mehmet Filiz, Erin Early, Allen Thurston & Sarah Miller. (2020) Measuring and improving university students’ statistics self-concept: A systematic review. International Journal of Educational Research Open 1, pages 100020.
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Tomas Kos. (2019) Peer assistance among mixed-age pairs in mixed-age EFL secondary school classrooms in Germany. European Journal of Applied Linguistics 7:1, pages 61-112.
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Roland Berger, Marion Müller & Martin Hänze. (2017) Konzeption und Evaluation von Tutor-Trainings zur Förderung der intrinsischen Motivation der Tutoren und der Autonomieförderung ihrer Tutees im Cross-age TutoringConception and Evaluation of Tutor-Trainings to Promote Tutors’ Intrinsic Motivation, and Tutees’ Autonomy in Cross-age Tutoring. Zeitschrift für Didaktik der Naturwissenschaften 23:1, pages 225-239.
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Joy Bellen & Amalia Jomoc. (2017) Supporting Struggling Grade 8 Science Students’ Motivation, Participation and Performance through Peer-Tutoring Approach. Annals of Tropical Research, pages 147-157.
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Rebecca D. Silverman, Melinda Martin-Beltran, Megan M. Peercy, Anna M. Hartranft, Daniel M. McNeish, Lauren Artzi & Stephanie Nunn. (2017) Effects of a Cross-Age Peer Learning Program on the Vocabulary and Comprehension of English Learners and Non-English Learners in Elementary School. The Elementary School Journal 117:3, pages 485-512.
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UZUNER YURT Serap & AKTAŞ Elif. (2016) The effects of peer tutoring on university students success, speaking skills and speech self-efficacy in the effective and good speech course. Educational Research and Reviews 11:11, pages 1035-1042.
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C.I. Calero, A. Zylberberg, J. Ais, M. Semelman & M. Sigman. (2015) Young children are natural pedagogues. Cognitive Development 35, pages 65-78.
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Richard S. Webb. (2015) An Exploration of Three Peer Tutoring Cases in the School Orchestra Program. Bulletin of the Council for Research in Music Education:203, pages 63-80.
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S. Canning, P. Bunton & L. Talbot Robinson. (2014) Psychological, demographic, illness and treatment risk factors for emotional distress amongst paediatric oncology patients prior to reaching 5-year survivorship status. Psycho-Oncology 23:11, pages 1283-1291.
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SeungWon Park & ChanMin Kim. (2013) Virtual Tutee System: a potential tool for enhancing academic reading engagement. Educational Technology Research and Development 62:1, pages 71-97.
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K.J. Topping & S. Trickey. (2014) The role of dialog in philosophy for children. International Journal of Educational Research 63, pages 69-78.
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Fatih Karakus. (2013) A Cross-age study of students' understanding of fractals. Bolema: Boletim de Educa??o Matem?tica 27:47, pages 829-846.
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Fengfeng Ke. (2013) Computer-game-based tutoring of mathematics. Computers & Education 60:1, pages 448-457.
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Mengping Tsuei. (2012) Using synchronous peer tutoring system to promote elementary students’ learning in mathematics. Computers & Education 58:4, pages 1171-1182.
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Jonathan S. Herberg, Daniel T. Levin & Megan M. Saylor. (2012) Social audiences can disrupt learning by teaching. Journal of Experimental Social Psychology 48:1, pages 213-219.
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David. Miller, Keith. Topping & Allen. Thurston. (2010) Peer tutoring in reading: The effects of role and organization on two dimensions of self‐esteem. British Journal of Educational Psychology 80:3, pages 417-433.
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Alain Baudrit. 2010. Le tutorat : une solution pour les élèves à risque ?. Le tutorat : une solution pour les élèves à risque ? 107 122 .
Renee O. Hawkins, Shobana Musti-Rao, Cynthia Hughes, Laura Berry & Shannon McGuire. (2009) Applying a Randomized Interdependent Group Contingency Component to Classwide Peer Tutoring for Multiplication Fact Fluency. Journal of Behavioral Education 18:4, pages 300-318.
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Stephanie Stecz. (2009) What Happens When Eighth Graders Become the Teachers?. Teachers College Record: The Voice of Scholarship in Education 111:8, pages 1930-1953.
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D. Jindal-Snape & D. J. Miller. (2008) A Challenge of Living? Understanding the Psycho-social Processes of the Child During Primary-secondary Transition Through Resilience and Self-esteem Theories. Educational Psychology Review 20:3, pages 217-236.
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Rod D. Roscoe & Michelene T. H. Chi. (2016) Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions. Review of Educational Research 77:4, pages 534-574.
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David MillerBrigid Daniel. (2016) Competent to Cope, Worthy of Happiness?. School Psychology International 28:5, pages 605-622.
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Susie Mackenzie. (2007) Educational psychologists assessment of children’s arithmetic skills. Educational and Child Psychology 24:2, pages 119-135.
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David J. MillerTeresa Moran. (2016) Positive self-worth is not enough: some implications of a two-dimensional model of self-esteem for primary teaching®. Improving Schools 9:1, pages 7-16.
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K. Frederick & J. Barlow. (2006) The Citizenship Safety Project: a pilot study. Health Education Research 21:1, pages 87-96.
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