Environments, processes, and mechanisms in peer learning

International Journal of Educational Research

Volumn 37, Issue 5, 2002, Pages 403-423

  Parr, Judy M ^a   Townsend, Michael A R ^a  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 23844514806     PISSN: 08830355     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0883-0355(03)00013-2     Document Type: Article

References (112)

1. Aboud, F. E., & Mendelson, M. J. (1996). Determinants of friendship selection and quality: developmental perspectives. In W. M. Bukowski, A. F. Newcomb, & W. W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp. 87-112). New York, NY: Cambridge University Press.
2. Alexander, K. L., McDill, E. L., Fennessey, J., & D'Amico, R. J. (1979). School SES influences: Composition or context? Sociology of Education, 52, 222-237.
3. Alton-Lee, A. G., & Nuthall, G. A. (1990). Pupil experiences and pupil learning in the elementary classroom: An illustration of generative methodology. Teaching and Teacher Education, 6(1), 27-45.
4. Alton-Lee, A. G., Nuthall, G. A., & Patrick, J. (1987). Take your brown hand off my book: Racism in the classroom. SET, 1, item 8. Wellington: New Zealand Council for Educational Research.
5. Alton-Lee, A. G., Nuthall, G. A., & Patrick, J. (1993). Refraining classroom research: A lesson from the private world of children. Harvard Educational Review, 63(1), 50-84.
6. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
7. Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184.
8. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Mechanisms of moral disengagement in the exercise of moral agency. Journal of Personality & Social Psychology, 71(2), 364-374.
9. Bargh, J. A., & Schul, Y. (1980). On the cognitive benefits of teaching. Journal of Educational Psychology, 72, 593-604.
10. Bentz, J. L., & Fuchs, L. S. (1996). Improving peers helping behavior to students with learning disabilities during mathematics peer tutoring. Learning Disability Quarterly, 19(4), 202-215.
11. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.
12. Boivin, M., & Hymel, S. (1997). Peer experiences and social self-perceptions: A sequential model. Developmental Psychology, 33(1), 135-145.
13. Bondy, E. (1990). Seeing it their way: What children's definitions of reading tell us about improving teacher education. Journal of Teacher Education, 41, 33-45.
14. Bossert, S. T. (1988-89). Cooperative activities in the classroom. In: E. Z. Rothkopf (Ed.), Review of research in education (Vol. 15, pp. 225-250). Washington, DC: American Educational Research Association.
15. Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5-32.
16. Bruffee, K. A. (1973). Collaborative learning: Some practical methods. College English, 34(5), 634-643.
17. Bukowski, W.M., Hoza, B., & Boivin, M. (1993). Popularity, friendship, and emotional adjustment during early adolescence. In: B. Laurse (Ed.), Close friendships in adolescence. New directions for child development (Vol. 60, pp. 23-37). San Francisco, CA: Jossey-Base.
18. Bukowski, W. M., Newcomb, A. F., & Hartup, W. W. (1998). The company they keep: Friendship in childhood and adolescence. New York, NY: Cambridge University Press.
19. Carroll, A., Durkin, K., Hattie, J., & Houghton, S. (1997). Goal setting among adolescents: A comparison of delinquent, at risk, and not at risk youth. Journal of Educational Psychology, 89, 441-450.
20. Carroll, A., Houghton, S., Hattie, J., & Durkin, K. (2001). Reputation enhancing goals: Integrating reputation enhancement and goal setting theory as an explanation of delinquent involvement. In: F. Columbus (Ed.), Advances in psychology research (Vol. 4, pp. 101-129). Huntington, NY: Nova Science Publishers.
21. Cazden, C. B. (1993). Immersing, revealing, and telling: A continuum from implicit to explicit teaching. Paper presented at the international conference on teaching education in second language teaching, Hong Kong.
22. Chinn, C. A., & Anderson, R. C. (1998). The structure of discussions intended to promote reasoning. Teachers College Record, 100, 315-368.
23. Cohen, E. G. (1982). Expectation states and interracial interaction in school settings. Annual Review of Sociology, 8, 209-235.
24. Cohen, E. G. (1984). Talking and working together: Status interaction and learning. In P. Peterson, L. C. Wilkinson, & M. Hallinan (Eds.), Instructional groups in the classroom: Organization and processes (pp. 171-188). Orlando: Academic.
25. Cohen, E. G. (1994a). Designing groupwork: Strategies for the heterogeneous classroom (2nd ed.). New York: Teachers College Press.
26. Cohen, E. G. (1994b). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1-35.
27. Cohen, E. G. (1998). Making cooperative learning equitable. Educational Leadership, 56(1), 18-21.
28. Cohen, E. G., Lotan, R., & Catanzarite, L. (1990). Treating status problems in the cooperative classroom. In S. Sharan (Ed.), Cooperative learning: Theory and research (pp. 203-229). New York, NY: Praeger.
29. Cohen, E. G., & Lotan, R. A. (1995). Producing equal-status interaction in the heterogeneous classroom. American Educational Research Journal, 32, 99-120.
30. Cohen, E. G., & Lotan, R. A. (1997). Creating equal status interaction in heterogeneous classrooms: Evidence from complex instruction. In R. Ben-Ari, & Y. Rich (Eds.), Enhancing education in heterogeneous schools (pp. 249-280). Israel: Bar-Ilan University Press.
31. Cohen, E. G., Lotan, R. A., & Holthuis, N. (1995). Talking and working together: Conditions for learning in complex instruction. In M. T. Hallinan (Ed.), Restructuring schools: Promising practices and policies (pp. 157-174). New York: Plenum Press.
32. Cohen, E. G., Lotan, R. A., & Scarloss, B. A. (1999). Complex instruction: Equity in cooperative learning classrooms. Theory into Practice, 38(2), 80-86.
33. Cohen, P. A., Kulik, J. A., & Kulik, C. C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19, 237-248.
34. Covington, M. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.
35. Covington, M., & Beery, R. (1976). Self-worth and school learning. New York: Holt, Rinehart and Winston.
36. Covington, M. V. (1987). Achievement motivation, self-attributions and exceptionality. In J. Day, & J. Borkowski (Eds.), Intelligence and exceptionality: New directions for theory, assessment, and instructional practices (pp. 173-213). Norwood, NJ: Ablex Publishing.
37. Daiute, C., & Dalton, B. (1993). Collaboration between children learning to write: Can novices be masters? Cognition and Instruction, 10, 281-333.
38. Dishon, T. J. (1990). The family ecology of boys' peer relations in middle childhood. Child Development, 61, 874-892.
39. Emler, N., & Reicher, S. (1995). Adolescence and delinquency. Cambridge, MA: Backwell.
40. Finders, M. (1997). Just girls: Hidden literacies and life in junior high. Urbana, IL, New York: National Council of Teachers of English/Teachers College Press.
41. Frentz, C., Cresham, F. M., & Elliots, S. N. (1991). Popular, controversial, neglected, and rejected adolescents: Contrasts of social competence and achievement differences. Journal of School Psychology, 2.9, 109-120.
42. Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997a). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206.
43. Fuchs, L. S., Fuchs, D., Hamlett, C. L., Philips, N. B., Karns, K., & Dutke, S. (1997b). Enhancing students' helping behavior during peer-mediated instruction with conceptual mathematical explanations. Elementary School Journal, 97(3), 223-249.
44. Fuchs, L. S., Fuchs, D., Kazdan, S., & Allen, S. (1999). Effects of peer-assisted learning strategies in reading with and without training in elaborated help giving. The Elementary School Journal, 99(3), 201.
45. Fuchs, L. S., Fuchs, D. H., Hamlet, C. L., & Karns, K. (1998). High-achieving students interactions and performance on complex mathematical tasks as a function of homogeneous and heterogeneous pairings. American Educational Research Journal, 35(2), 227-287.
46. Guay, F., Boivin, M., & Hodges, V. E. (1999). Predicting change in academic achievement: A model of peer experiences and self-system process. Journal of Educational Psychology, 91, 105-115.
47. Harris, J. R. (1995). Where is the child's environment? A group socialization theory of development. Psychological Review, 702(3), 458-489.
48. Hartup, W. W. (1998). The company they keep: Friendships and their developmental significance. In E. E. Hertzig, & E. A. Farber (Eds.), Annual progress in child psychiatry and child development: 1997 (pp. 63-77). Bristol, PA: Brunner/Mazel.
49. Hartup, W. W. (1999). Constraints on peer socialization: Let me count the ways. Merrill-Palmer Quarterly Journal of Developmental Psychology, 45(1), 172-183.
50. Heap, J. L. (1986). Collaborative practices during computer writing in a first grade classroom. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
51. Hertz-Lazarowitz, R., Kirkus, V. B., & Miller, N. (1995). Implications of current research on cooperative interaction for classroom application. In: R. Hertz-Lazarowitz, & N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning. (Vol. viii, pp. 294). New York, NY: Cambridge University Press.
52. Jacques, N., Wilton, k. M., & Townsend, M. A. R. (1998). Cooperative learning and social acceptance of children with mild intellectual disability. Journal of Intellectual Disability Research, 42, 29-36.
53. Jencks, C., & Mayor, S. E. (1990). The social consequences of growing up in a poor neighborhood. In J. Laurence, E. Lynn, & M. G. H. McGeary (Eds.), Inner-city poverty in the United States. Washington, DC: National Academy Press.
54. Johnson, D., Johnson, R., & Maruyama, G. (1983). Interdependence and interpersonal attraction among heterogeneous and homogeneous individuals: A theoretical formulation and a meta-analysis of the research. Review of Educational Research, 53, 5-54.
55. Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.
56. Juel, C. (1996). What makes literacy tutoring effective? Reading Research Quarterly, 31(3), 268-289.
57. Kindermann, T. A. (1993). Natural peer groups as contexts for individual development: The case of children's motivation in school. Developmental Psychology, 29(6), 970-977.
58. King, A. (1989). Effects of self-questioning training on college students' comprehension of lectures. Contemporary Educational Psychology, 14, 366-381.
59. King, A. (1990). Enhancing peer interaction and learning in the classroom through reciprocal questioning. American Educational Research Journal, 27, 664-687.
60. King, A. (1993). ASK your partner to think: Unpublished manuscript and materials, California State University San Marcos.
61. King, A., Staffieri, A., & Adelgais, A. (1998). Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning. Journal of Educational Psychology, 90(1), 134-152.
62. Knight, G. P., & Bohlmeyer, E. M. (1990). Cooperative learning and achievement: Methods for assessing causal mechanisms. In S. Sharan (Ed.), Cooperative learning: Theory and research (pp. 1-22). New York, NY: Praeger Publishers.
63. Krappman, L. (1985). The structure of peer relationships and possible effects on school achievement. In R. A. Hinde, A. N. Perret-Clermont, & J. Stevenson-Hinde (Eds.), Social relationships and cognitive development (pp. 149-166). Oxford, England: Clarendon Press.
64. Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment? Child Development, 61(4), 1081-1100.
65. Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children's early school adjustment. Child Development, 67(3), 1103-1118.
66. Levine, J. M., Resnick, L. B., & Higgins, E. T. (1993). Social foundations of cognition. Annual Review of Psychology, 44, 585-612.
67. Light, P., Littleton, K., Messer, D., & Joiner, R. (1994). Social and communicative processes in computer-based problem solving. European Journal of Psychology of Education, 11(1), 93-109.
68. Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d'Apollonia, S. (1996). Within-class grouping: A meta-analysis. Review of Educational Research, 66(4), 423-458.
69. McCarthey, S. J., & McMahon, S. (1992). From convention to invention: Three approaches to peer interactions during writing. In R. Hertz-Lazarowitz, & N. Miller (Eds.), Interaction in cooperative groups. Cambridge: Cambridge University Press.
70. McNaughton, S. (1995). Patterns of emergent literacy: Processes of development and transition. Melbourne: Oxford University Press.
71. Newcomb, A. F., & Bagwell, C. L. (1995). Children's friendship relations: A meta-analytic review. Psychological Bulletin, 117, 306-347.
72. Newmann, F., & Thompson, J. A. (1987). Effects of cooperative learning on achievement in secondary schools: A summary of research. Madison, WI: University of Wisconsin-Madison, National Center on Effective Secondary Schools.
73. Nuthall, G. (1999). Learning how to learn: The evolution of students' minds through the social processes and culture of the classroom. International Journal of Educational Research, 31(3), 141-256.
74. Nuthall, G. A., & Alton-Lee, A. G. (1993). Predicting learning from student experience of teaching: A theory of student knowledge construction in classroom. American Educational Research Journal, 30(4), 799-840.
75. Palincsar, A. S. (1998). Keeping the metaphor of scaffolding fresh. A response to C. Addison Stone's "The metaphor of scaffolding: Its utility for the field of learning disabilities". Journal of Learning Disabilities, 31(4), 370-373.
76. Pallas, A. M., Entwisle, D. R., Alexander, K. L., & Stluka, M. F. (1994). Ability-group effects: Instructional, social, or institutional? Sociology of Education, 67(1), 27-46.
77. Perret-Clermont, A.-N., Perret, J.-F., & Bell, N. (1991). The social construction of meaning and cognitive activity in elementary school children. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared munition (pp. 41-62). Washington: American Psychological Association.
78. Qin, Z. N., Johnson, D. W., & Johnson, R. T. (1995). Cooperative versus competitive efforts and problem solving. Review of Educational Research, 65(2), 129-143.
79. Rogoff, B. (1993). Commentary. Human Development, 56(1), 24-26.
80. Rosenholtz, S. J., & Simpson, C. (1984). The formation of ability conceptions: Developmental trend or social construction? Review of Educational Research, 54(1), 31-63.
81. Roswal, G. M., Mims, A. A., Evans, M. D., & Smith, B. (1995). Effects of collaborative peer tutoring on urban seventh graders. Journal of Educational Research, 88(5), 275-279.
82. Ruble, D. N., & Frey, K. (1991). Changing patterns of comparative behavior as skills are acquired: A functional model of self-evaluation. In S. Suis, & T. Wills (Eds.), Social comparison: Contemporary theory and research (pp. 79-113). Hillsdale, NJ: Erlbaum.
83. Sage, N. A., & Kindermann, T. A. (1999). Peer networks, behavior contingencies, and children's engagement in the classroom. Merrill-Palmer Quarterly, 45(1), 143-171.
84. Saunders, W. M. (1989). Collaborative writing tasks and peer interaction. International Journal of Education Research, 13(1), 101-112.
85. Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 7(1), 37-68.
86. Scardamalia, M., & Bereiter, C. 1994). (1993). Computer support for knowledge-building communities. Journal of the Learning Science, 3(3), 265-283.
87. Schunk, D. H. (1987). Peer models and children's behavioral change. Review of Educational Research, 57(2), 149-174.
88. Schunk, D. H., Hanson, A. R., & Cox, P. D. (1987). Peer model attributes and children's achievement behaviors. Journal of Educational Psychology, 79, 54-61.
89. Schwartz, D. L. (1995). The emergence of abstract representations in dyad problem solving. The Journal of the Learning Sciences, 4, 321-354.
90. Seiffge-Krenke, I. (1993). Close friendship and imaginary companions in adolescence. In: B. Laursen (Ed.), Close friendships in adolescence. New directions for child development (Vol. 60, pp. 73-87). San Francisco, CA: Jossey-Bass.
91. Shanahan, T. (1998). On the effectiveness and limitations of tutoring in reading. Review of Research in Education, 23, 217-234.
92. Shanahan, T., & Barr, R. (1995). Reading recovery: An independent evaluation of the effects of an early instructional intervention for at-risk learners. Reading Research Quarterly, 30, 958-997.
93. Simmons, D. C., Fuchs, L. S., Fuchs, P., Mathes, P., & Hodge, J. P. (1995). Effects of explicit teaching and peer tutoring on the reading achievement of learning-disabled and low-performing students in regular classrooms. The Elementary School Journal, 95, 387-408.
94. Skinner, B. F. (1953). Science and human behavior. New York: Free Press.
95. Skinner, B. F. (1968). The technology of teaching. New York: Appleton Century Crofts.
96. Sletta, O., Valas, H., Skaalvik, E., & Sobstad, F. (1996). Peer relations, loneliness, and self-perceptions in school-aged children. British Journal of Educational Psychology, 66, 431-445.
97. Stevens, R. J., & Slavin, R. E. (1995). The cooperative elementary school: Effects on students' achievement, attitudes, and social relations, American Educational Research Journal, 32, 321-351.
98. Tudge, J., & Rogoff, B. (1989). Peer influences on cognitive development: Piagetian and Vygotsldan perspectives. In M. H. Bornstein, & J. S. Brunner (Eds.), Interaction in human development (pp. 17-40). Hillsdale, NJ: Lawrence Erlbaum Associates.
99. Urberg, K. A. (1999). Introduction: Some thoughts about studying the influence of peers on children and adolescents. Merrill-Palmer Quarterly, 45(1), 1-12.
100. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
101. Webb, N. M. (1982a). Peer interaction and learning in cooperative small groups. Journal of Educational Psychology, 74, 642-655.
102. Webb, N. M. (1982b). Group composition, group interaction, and achievement in cooperative small groups. Journal of Educational Psychology, 74, 475-484.
103. Webb, N. M. (1984). Stability of small group interaction and achievement over time. Journal of Educational Psychology, 76, 211-224.
104. Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Education Research, 13, 21-39.
105. Webb, N. M. (1991). Task related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22, 366-389.
106. Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. In D. C. Berliner, & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 841-873). New York, NY: Prentice-Hall.
107. Webb, N. M., Troper, J. D., & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87, 406-423.
108. Wentzel, K. R. (1989). Adolescent classroom goals, standard for performance, and academic achievement: An intcractionist perspective. Journal of Educational Psychology, 81(2), 131-142.
109. Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91, 76-97.
110. Wentzel, K. R., & Asher, S. R. (1995). Academic lives of neglected, rejected, popular, and controversial children. Child Development, 66, 754-763.
111. Wentzel, K. R., & Caldwell, K. (1998). Friendships, peer acceptance, and group membership: Relations to academic achievement in middle school. Child Development, 68, 1198-1209.
112. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.