Cross-age peer tutoring of thinking skills in the high school

Educational Psychology in Practice

Volumn 19, Issue 3, 2003, Pages 199-217

  McKinstery, Janie ^a   Topping, Keith J ^b  

^a North Ayrshire Educational Psychology Service   (United Kingdom)

^b UNIVERSITY OF DUNDEE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 5644283485     PISSN: 02667363     EISSN: 14695839     Source Type: Journal    
DOI: 10.1080/0266736032000109465     Document Type: Article

References (48)

1. ADEY, P. & SHAYER, M. (1994). Really Raising Standards: Cognitive intervention and academic achievement. London & New York: Routledge.
2. BANGERT-DROWNS, R. L. & BANKERT, E. (1990). Meta-Analysis of Effects of Explicit Instruction for Critical Thinking (ERIC Document Reproduction Service No. ED 328 614).
3. BLAGG, N. (1991). Can We Teach Intelligence?: A comprehensive evaluation of Feuerstein’s Instrumental Enrichment programme. London: Lawrence Erlbaum Associates.
4. BOWERS, D. (1991). Using Peer Tutoring as a Form of Individualized Instruction for the At Risk Students in a Regular Classroom (ERIC Document Reproduction Service No. ED 331 631). Fort Lauderdale, FL: Nova University.
5. BROOKS, G. (2002). What Works for Children with Literary Difficulties? The effectiveness of intervention schemes. London: Department for Education & Skills. (available at www.dfes.gov.uk/research/data/uploadfiles/RR380.pdf).
6. BROWN, R., PRESSLEY, M., VAN METER, P. & SCHUDER, T. (1996). A quasi-experimental validation of Transactional Strategies Instruction with low-achieving second-grade readers. Journal of Educational Psychology, 88, 18–37.
7. COHEN, P. A., KULIK, J. A. & KULIK, C.-L. C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19(2), 237–248.
8. COLES, M. J. & ROBINSON, W. D. (Eds) (1991). Teaching Thinking: A survey of programmes in education. London: Bristol Classical Press.
9. DEBONO, E. (1990). Lateral Thinking: Creativity step-by-step (re-issue edn). London & New York: Harper Collins.
10. FISHER, R. (1990). Teaching Children to Think. Oxford: Blackwell.
11. FISHER, R. (1998). Teaching Thinking: Philosophical enquiry in the classroom. London: Cassell.
12. 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. Elementary School Journal, 99, 201–220.
13. GARCIA-MORIYON, F., COLOM, R., LORA, S., RIVAS, M. & TRAVER, V. (2000). Evaluation of Philosophy for Children: A program of learning thinking skills. Psicothema, 12, 567–571.
14. KING, A. (1991). Effects of training in strategic questioning on children’s problem-solving performance. Journal of Educational Psychology, 83(3), 307–317.
15. KING, A. (1999). Discourse patterns for mediating peer learning. In A. M. O’DONNELL & A. KING (Eds), Cognitive Perspectives on Peer Learning (pp. 87–115). Mahwah NJ & London: Lawrence Erlbaum Associates.
16. KING, A., STAFFIERI, A. & ADELGAIS, A. (1998). Effects of structuring tutorial interaction to scaffold peer learning. Journal of Educational Psychology, 90(1), 134–152.
17. KLINGNER, J. K. & VAUGHN, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). The Reading Teacher, 52(7), 738–747.
18. LIM, T. K. (1995). An approach to the evaluation of the Philosophy for Children program. Journal of Cognitive Education, 4(2), 89–101.
19. LIPMAN, M. (1984). The cultivation of reasoning through philosophy. Educational Leadership, 42(2), 51–56.
20. MASTROPIERI, M. A. & SCRUGGS, T. (2000). Can middle school students with serious reading difficulties help each other and learn anything? Qualitative and quantitative outcomes of a peer tutoring investigation. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, 24–28 April.
21. MCGUINNESS, C. (1999). From Thinking Skills to Thinking Classrooms: A review and evaluation of approaches for developing pupils’ thinking. (Research Report No. 115). London: The Stationery Office (for the Department for Education and Employment).
22. MORGAN, R. (1986). Helping Children Read: The Paired Reading handbook. London: Methuen.
23. NATIONAL FOUNDATION FOR EDUCATIONAL RESEARCH (1998). Group Reading Test II: 6–14. Windsor: NFER-Nelson.
24. NICKERSON, R. S. (1988). On improving thinking through instruction. Review of Research in Education, 15, 3–57.
25. NIKLASSON, J., OHLSSON, R. & RINGBORG, M. (1996). Evaluating Philosophy for Children. Thinking: The journal of philosophy for children, 12(4), 17–23.
26. NISBET, J. & DAVIES, P. (1990). The curriculum redefined: Learning to think — thinking to learn. Research Papers in Education, 5, 49–72.
27. PALINCSAR, A. S. & BROWN, A. L. (1988). Teaching and practicing thinking skills to promote comprehension in the context of group problem solving. Remedial and Special Education (RASE), 9(1), 53–59.
28. PERKINS, D. N. & GROTZER, T. A. (1997). Teaching intelligence. American Psychologist, 52(10), 1125–1153.
29. POWELL, S. (1987). Improving critical thinking: A review. Educational Psychology, 7(3), 169–185.
30. RAND, Y., MINTZKER, R., HOFFMANN, M. B. & FRIEDLENDER, Y. (1981). The Instrumental Enrichment programme: Immediate and long-term effects. In P. MITTLER (Ed.), Frontiers of Knowledge: Mental retardation (Vol. 1). Baltimore, MD: University Park Press.
31. RATHS, L. E., JONAS, A., ROTHSTEIN, A. & WASSERMAN, S. (1967). Teaching for Thinking: Theory and application. Columbus OH: Charles E. Merrill.
32. ROSENSHINE, B. & MEISTER, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479–530.
33. ROSENSHINE, B., MEISTER, C. & CHAPMAN, S. (1996). Teaching students to generate questions: A review of intervention studies. Review of Educational Research, 66(2), 181–221.
34. SAVELL, J. M., TWOHIG, P. T. & RACHFORD, D. L. (1986). Empirical status of Feuerstein’s ‘Instrumental Enrichment’ technique as a method of teaching thinking skills. Review of Educational Research, 56(4), 381–409.
35. SHARPLEY, A. M. & SHARPLEY, C. F. (1981). Peer tutoring: A review of the literature. Collected Original Resources in Education, 5(3), C-11.
36. SHAYER, M. & BEASLEY, F. (1987). Does Instrumental Enrichment work? British Educational Research Journal, 13, 101–119.
37. SIMMONS, D., FUCHS, D., FUCHS, L. S., PATE, J. & MATHES, P. (1994). Importance of instructional complexity and role reciprocity to classwide peer tutoring. Learning Disabilities Research and Practice, 9, 203–212.
38. STERNBERG, R. J. (1987). Teaching critical thinking: Eight ways to fail before you begin. Phi Delta Kappa, 68, 456–459.
39. TOPPING, K. J. (1995). Paired Reading, Spelling and Writing: The handbook for teachers and parents. London & New York: Cassell.
40. TOPPING, K. J. (2000). Tutoring By Peers, Family and Volunteers. Geneva: International Bureau of Education, United Nations Educational, Scientific and Cultural Organisation (UNESCO). Available online [www.ibe.unesco.org/International/Publications/EducationalPractices/prachome.htm] (also in translation in Chinese and Spanish).
41. TOPPING, K. J. (2001a). Thinking Reading Writing: A practical guide to paired learning with peers, parents & volunteers. New York & London: Continuum International [www.dundee.ac.uk/psychology/TRW].
42. TOPPING, K. J. (2001b). Peer Assisted Learning: A practical guide for teachers. Cambridge, MA: Brookline Books [www.dundee.ac.uk/psychology/kjtopping/plearning.html].
43. TOPPING, K. J. & BRYCE, A. (2004). Cross-age peer tutoring of reading and thinking in the primary school: A controlled study of influence on thinking skills, Educational Psychology (in press).
44. TOPPING, K. J. & EHLY, S. (Eds) (1998). Peer-Assisted Learning. Mahwah, NJ & London: Lawrence Erlbaum.
45. TOPPING, K. J. & HOGAN, J. (1999). Read On: Paired reading and thinking video resource pack. London: BP Educational Services [www.bpes.com/].
46. TOPPING, K. J. & LINDSAY, G. A. (1992). Paired Reading: A review of the literature. Research Papers in Education, 7(3), 199–246.
47. TOPPING, K. J. & WHITELEY, M. (1990). Participant evaluation of parent-tutored and peer-tutored projects in reading. Educational Research, 32(1), 14–32.
48. YUILL, N. & OAKHILL, J. (1988). Effects of inference awareness training on poor reading comprehension. Applied Cognitive Psychology, 2, 33–45.