References
- de Backer, L., van Keer, H., & Valcke, M. (2015). Exploring evolutions in reciprocal peer tutoring groups’ socially shared metacognitive regulation and identifying its metacognitive correlates. Learning and Instruction, 38, 63–78. doi:10.1016/j.learninstruc.2015.04.001
- Berghmans, I., Michiels, L., Salmon, S., Dochy, F., & Struyven, K. (2014). Directive versus facilitative peer tutoring? A view on students’ appraisal, reported learning gains, and experiences within two differently tutored learning environments. Learning Environments Research, 17(3), 437–459. doi:10.1007/s10984-014-9168-8
- Bowman-Perrott, L., Davis, H., Vannest, K., Williams, L., Greenwood, C., & Parker, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single-case research. School Psychology Review, 42, 39–55.
- deCharms, R. (1968). Personal causation. New York, NY: Academic Press.
- Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73–105. doi:10.1111/j.1756-8765.2008.01005.x
- Chi, M. T. H., Siler, S., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive Science, 25, 471–533. doi:10.1207/s15516709cog2504_1
- Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6, 284–290. doi:10.1037/1040-3590.6.4.284
- Cromley, J. G., & Azevedo, R. (2005). What do reading tutors do? A naturalistic study of more and less experienced tutors in reading. Discourse Processes, 40, 83–113. doi:10.1207/s15326950dp4002_1
- Deci, D. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York, NY: Plenum.10.1007/978-1-4899-2271-7
- Duran, D., & Monereo, C. (2005). Styles and sequences of cooperative interaction in fixed and reciprocal peer tutoring. Learning and Instruction, 15, 179–199. doi:10.1016/j.learninstruc.2005.04.002
- Fuchs, L. S., Fuchs, D., Bentz, J., Phillips, N. B., & Hamlett, C. L. (1994). The nature of student interactions during peer tutoring with and without prior training and experience. American Educational Research Journal, 31, 75–103. doi:10.3102/00028312031001075
- Fuchs, L. S., Fuchs, D., Hamlett, C., Phillips, N., Karns, K., & Dutka, S. (1997). Enhancing students’ helping behavior during peer-mediated instruction with conceptual mathematical explanations. The Elementary School Journal, 97(3), 223–249.10.1086/461863
- Furtak, E., & Kunter, M. (2012). Effects of autonomy-supportive teaching on student learning and motivation. Journal of Experimental Education, 80(3), 284–316. doi:10.1080/00220973.2011.573019
- Gadermann, A. M., Guhn, M., & Zumbo, B. D. (2012). Estimating ordinal reliability for Likert-type and ordinal item response data: A conceptual, empirical, and practical guide. Practical Assessment, Research & Evaluation, 17(3), 1–13. Retrieved from http://pareonline.net/getvn.asp?v=17&n=3
- King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31(2), 338–368. doi:10.3102/00028312031002338
- Koedinger, K. R., & Aleven, V. (2007). Exploring the assistance dilemma in experiments with cognitive tutors. Educational Psychology Review, 19, 239–264. doi:10.1007/s10648-007-9049-0
- Leung, K. C. (2015). Preliminary empirical model of crucial determinants of best practice for peer tutoring on academic achievement. Journal of Educational Psychology, 107, 558–579. doi:10.1037/a0037698
- Osborne, R. (1983). Toward modifying children’s ideas about electric current. Research in Science & Technological Education, 1, 73–82. doi:10.1080/0263514830010108
- Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., & Miller, T. R. (2003). Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of Educational Psychology, 95, 240–257. doi:10.1037/0022-0663.95.2.240
- Roscoe, R. D. (2014). Self monitoring and knowledge-building in learning by teaching. Instructional Science, 42, 327–351. doi:10.1007/s11251-013-9283-4
- Roscoe, R. D., & Chi, M. T. H. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors’ explanations and questions. Review of Educational Research, 77, 534–574. doi:10.3102/0034654307309920
- Rowe, M. B. (1986). Wait time: Slowing down may be a way of speeding up!. Journal of Teacher Education, 37, 43–50. doi:10.1177/002248718603700110
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. doi:10.1037/110003-066X.55.1.8
- Salas, E., & Cannon-Bowers, J. A. (2001). The science of training: A decade of progress. Annual Review of Psychology, 52, 471–499. doi:10.1146/annurev.psych.52.1.471
- Shenderovich, Y., Thurston, A., & Miller, S. (2016). Cross-age tutoring in kindergarten and elementary school settings: A systematic review and meta-analysis. International Journal of Educational Research, 76, 190–210. doi:10.1016/j.ijer.2015.03.007
- Statistisches Bundesamt. (2016) (Ed.). Schulen auf einen Blick. Ausgabe 2016. Wiesbaden: Statistisches Bundesamt. Retrieved from https://www.destatis.de/DE/Publikationen/Thematisch/BildungForschungKultur/Schulen/BroschuereSchulenBlick0110018169004.pdf
- Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39, 97–110. doi:10.1207/s15326985ep3902_2
- Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25, 631–645. doi:10.1080/01443410500345172
- Topping, K. J. (2015). Peer tutoring: Old method, new developments. Journal for the Study of Education and Development, 38, 1–29. doi:10.1080/02103702.2014.996407
- Webb, N. M., Troper, J. D., & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87, 406–423. doi:10.1037/0022-0663.87.3.406