Collaborative learning between peers: An overview

Educational Psychology in Practice

Volumn 11, Issue 4, 1996, Pages 4-9

  Wood, David ^a   O'Malley, Claire ^a  

^a UNIVERSITY OF NOTTINGHAM   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002944208     PISSN: 02667363     EISSN: 14695839     Source Type: Journal    
DOI: 10.1080/0266736960110402     Document Type: Article

References (13)

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3. Brown, G., Anderson, A., Shillcock, R., and Yule, G., 1984. Teaching Talk: Strategies for Production and Assessment, Cambridge: Cambridge University Press.
4. Galton, M., and Williamson, J., 1992. Group Work in the Primary Classroom, London: Routledge.
5. Howe, C., 1993. ‘Peer interaction and knowledge acquisition’. Social Development, 2(3 (Special Issue): iii–vi.
6. Lamb, S., Wood, D., Leyden, G., and Bibby, P., 1995. Children with Learning Difficulties: A Profile of Abilities and Implications for Intervention, University of Nottingham. (Technical Report No 23). ESRC Centre for Research in Development, Instruction and Training
7. Littleton, K., Light, P., Joiner, R., Messer, D., and Barnes, P., 1994. Gender and Software Interactions in Children's Computer-Based Problem Solving, University of Nottingham. (Technical Report No 17). ESRC Centre for Research in Development, Instruction & Training
8. Rogoff, B., 1986. “ ‘Adult assistance of children's learning’ ”. In The Contexts of School-Based Literacy, Edited by: Raphael, T. E., New York: Random House.
9. Rogoff, B., 1990. Apprenticeship in Thinking - Cognitive Development in Social Context, New York: Oxford University Press.
10. Topping, K., 1992. ‘Cooperative learning and peer tutoring: an overview’. The Psychologist, 5(4): 151–157.
11. Underwood, G., Jindal, N., and Underwood, J., 1994. ‘Gender differences and effects of co-operation in a computer-based language task’. Educational Research, 36: 63–74.
12. Wood, D., and Wood, H., “ ‘Vygotsky, tutoring and learning’ ”. In Oxford Review of Education (in press)
13. Wood, D., Wood, H., Ainsworth, S., and O'Malley, C., 1995. ‘On becoming a tutor: towards an ontogenetic model’. Cognition & Instruction, 13(4): 565–581.