Peer tutoring: old method, new developments / Tutoría entre iguales: método antiguo, nuevos avances

References / Referencias

• Aleven, V., Roll, I., McLaren, B. M., & Koedinger, K. R. (2010). Automated, unobtrusive, action-by-action assessment of self-regulation during learning with an intelligent tutoring system. Educational Psychologist, 45, 224–233. doi:10.1080/00461520.2010.517740
   Web of Science ®Google Scholar
• 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(1), 39–55.
   Web of Science ®Google Scholar
• Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learningfrom human tutoring. Cognitive Science, 25, 471–533. doi:10.1207/s15516709cog2504_1
   Web of Science ®Google Scholar
• Dioso-Henson, L. (2012). The effect of reciprocal peer tutoring and non-reciprocal peer tutoring on the performance of students in college physics. Research in Education, 87(1), 34–49. doi:10.7227/RIE.87.1.3
   Google Scholar
• El Saadawi, G. M., Azevedo, R., Castine, M., Payne, V., Medvedeva, O., Tseytlin, E. … Crowley, R. S. (2010). Factors affecting feeling-of-knowing in a medical intelligent tutoring system: The role of immediate feedback as a metacognitive scaffold. Advances in Health Sciences Education, 15(1), 9–30. doi:10.1007/s10459-009-9162-6
   PubMed Web of Science ®Google Scholar
• He, Y., Hui, S. C., & Quan, T. T. (2009). Automatic summary assessment for intelligent tutoring systems. Computers & Education, 53(3), 890–899. doi:10.1016/j.compedu.2009.05.008
   Web of Science ®Google Scholar
• Jostad, C. M., Miltenberger, R. G., Kelso, P., & Knudson, P. (2008). Peer tutoring to prevent firearm play: Acquisition, generalization, and long-term maintenance of safety skills. Journal of Applied Behavior Analysis, 41(1), 117–123. doi:10.1901/jaba.2008.41-117
   PubMed Web of Science ®Google Scholar
• King, A. (1998). Transactive peer tutoring: Distributing cognition and metacognition. Educational Psychology Review, 10, 57–74. doi:10.1023/A:1022858115001
   Web of Science ®Google Scholar
• Koedinger, K. R., McLaughlin, E. A., & Heffernan, N. T. (2010). A quasi-experimental evaluation of an on-line formative assessment and tutoring system. Journal of Educational Computing Research, 43(4), 489–510. doi:10.2190/EC.43.4.d
   Web of Science ®Google Scholar
• Koole, M., & Parchoma, G. (2012). The ethical and practical implications of systems architecture on identity in networked learning: A constructionist perspective. Interactive Learning Environments, 20(3), 203–215. doi:10.1080/10494820.2011.593526
   Web of Science ®Google Scholar
• Levine, H. M., Glass, G. V., & Meister, G. R. (1987). Cost-effectiveness of computer-assisted instruction. Evaluation Review, 11, 50–72. doi:10.1177/0193841X8701100103
   Web of Science ®Google Scholar
• Mathes, P. G., & Babyak, A. E. (2001). The effects of Peer-Assisted Literacy Strategies for first-grade readers with and without additional mini-skills lessons. Learning Disabilities Research & Practice, 16(1), 28–44.
   Google Scholar
• McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2005). Responding to nonresponders: An experimental field trial of identification and intervention methods. Exceptional Children, 71(4), 445–463.
   Web of Science ®Google Scholar
• Menesses, K. F., & Gresham, F. M. (2009). Relative efficacy of reciprocal and nonreciprocal peer tutoring for students at-risk for academic failure. School Psychology Quarterly, 24(4), 266–275. doi:10.1037/a0018174
   Web of Science ®Google Scholar
• Miller, D., Topping, K., & Thurston, A. (2010). Peer tutoring in reading: The effects of role and organization on two dimensions of self-esteem. British Journal of Educational Psychology, 80(3), 417–433. doi:10.1348/000709909X481652
   PubMed Web of Science ®Google Scholar
• Okilwa, N. S. A., & Shelby, L. (2010). The effects of peer tutoring on academic performance of students with disabilities in grades 6 through 12: A synthesis of the literature. Remedial and Special Education, 31(6), 450–463. doi:10.1177/0741932509355991
   Web of Science ®Google Scholar
• 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(4), 534–574. doi:10.3102/0034654307309920
   Web of Science ®Google Scholar
• Stein, M. L., Berends, M., Fuchs, D., McMaster, K., Saenz, L., Yen, L., Fuchs, L. S., & Compton, D. (2008). Scaling up a best-evidence practice: Examining technical assistance, teachers’ fidelity of treatment implementation, and kindergartners’ reading performance in a randomized control trial across three sites and two years. Educational Evaluation and Policy Analysis, 30, 368–388.
   Web of Science ®Google Scholar
• Stenhoff, D. M., & Lignugaris/Kraft, B. (2007). A review of the effects of peer tutoring on students with mild disabilities in secondary settings. Exceptional Children, 74(1), 8–30. doi:10.1177/001440290707400101
   Web of Science ®Google Scholar
• Topping, K. J. (2001a). Peer assisted learning: A practical guide for teachers. Cambridge, MA: Brookline Books.
   Google Scholar
• Topping, K. J. (2001b). Thinking reading writing: A practical guide to paired learning with peers,parents and volunteers. New York, NY: Continuum International.
   Google Scholar
• Topping, K. J., Campbell, J., Douglas, W., & Smith, A. J. (2003). Cross-age peer tutoring in mathematics with 7 & 11 year olds: Influence on mathematical vocabulary, strategic dialogue and self-concept. Educational Research, 45(3), 287–308. doi:10.1080/0013188032000137274
   Web of Science ®Google Scholar
• Topping, K. J., Dehkinet, R., Blanch, S., Corcelles, M., & Duran, D. (2013). Paradoxical effects of feedback in international online reciprocal peer tutoring. Computers & Education, 61, 225–231. doi:10.1016/j.compedu.2012.10.002
   Web of Science ®Google Scholar
• Topping, K. J., & Ehly, S. (Eds.). (1998). Peer-assisted learning. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Topping, K. J., & Ehly, S. W. (2001). Peer assisted learning: A framework for consultation. Journal of Educational and Psychological Consultation, 12, 113–132. doi:10.1207/S1532768XJEPC1202_03
   Web of Science ®Google Scholar
• Topping, K. J., Miller, D., Murray, P., Henderson, S., Fortuna, C., & Conlin, N. (2011). Outcomes in a randomised controlled trial of mathematics tutoring. Educational Research, 53, 51–63. doi:10.1080/00131881.2011.552239.
   Web of Science ®Google Scholar
• Topping, K. J., Thurston, A., McGavock, K., & Conlin, N. (2012). Outcomes and process in reading tutoring. Educational Research, 54, 239–258. doi:10.1080/00131881.2012.710086.
   Web of Science ®Google Scholar
• Tsuei, M. (2012). Using synchronous peer tutoring system to promote elementary students’ learning in mathematics. Computers & Education, 58, 1171–1182. doi:10.1016/j.compedu.2011.11.025
   Web of Science ®Google Scholar
• Tymms, P., Merrell, C., Andor, J., Topping, K. J., & Thurston, A. (2011). Improving attainment across a whole district: Peer tutoring in a randomised controlled trial. School Effectiveness and School Improvement, 22, 265–289. doi:10.1080/09243453.2011.589859
   Web of Science ®Google Scholar
• Van Norman, R. K., & Wood, C. L. (2008). Effects of prerecorded sight words on the accuracy of tutor feedback. Remedial and Special Education, 29(2), 96–107. doi:10.1177/0741932507311634
   Web of Science ®Google Scholar
• Vavreck, S., & Esposito, J. (2012). Peer tutoring with child-centered play therapy language, Journal of School Counseling, 10(25), 1–29.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman Eds.). Cambridge, MA: MIT Press.
   Google Scholar
• Walker, E., Rummel, N., & Koedinger, K. R. (2011). Designing automated adaptive support to improve student helping behaviors in a peer tutoring activity. International Journal of Computer-Supported Collaborative Learning, 6, 279–306. doi:10.1007/s11412-011-9111-2
   Web of Science ®Google Scholar
• Wang, Y. H., Young, S. S.-C., & Jang, J. R. (2013). Using tangible companions for enhancing learning English conversation, Educational Technology & Society, 16(2), 296–309.
   Web of Science ®Google Scholar
• What Works Clearinghouse (2012). Peer-Assisted Learning/Literacy Strategies: Beginning Reading. What Works Clearinghouse Intervention Report. US Department of Education. Education Resources Information Center number ED531596.
   Google Scholar
• Xu, Y., Gelfer, J. I., Sileo, N., Filler, J., & Perkins, P. G. (2008). Effects of peer tutoring on young children’s social interactions. Early Child Development and Care, 178, 617–635. doi:10.1080/03004430600857485
   Google Scholar