Teachers in a 16-week cross-age peer tutoring RCT reported high implementation fidelity and support, with 94% reporting pairs worked well together¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers perceived effective implementation and fidelity to the peer tutoring programme, including structured support for staff. → Cockerill et al. 2018

Evidence¶

Cockerill et al. 2018¶

Maria Cockerill, Nicole Craig, Allen Thurston. (2018). TEACHER PERCEPTIONS OF THE IMPACT OF PEER LEARNING IN THEIR CLASSROOMS: USING SOCIAL INTERDEPENDENCE THEORY AS A MODEL FOR DATA ANALYSIS AND PRESENTATION. International Journal of Education and Practice, 6(1): 14-27. https://doi.org/10.18488/journal.61.2018.61.14.27

q2 · i? · qualitative · r3

Online survey of 61 of 62 intervention teachers completed after 10 weeks of the 16-week programme across 10 schools. The article reports "88% reported being well supported most or all of the time during delivery" and 90% used the manual and resources most or all of the time.

"Teacher responses from the online survey (OS) suggest perception of effective implementation and fidelity to the programme, including structured support for staff. For example, of the 61 teachers who completed the online survey, 88% reported being well supported most or all of the time during delivery, and 90% reported using the teacher manual and resources most or all of the time during delivery."

Discussion¶

Related Claims¶

• Teachers reported that cross-age peer tutoring improved peer relationships and social interaction between year groups — related
• Tutoring sessions were implemented with high procedural fidelity (mean 93.4%) — related
• Teachers perceived lower ability students benefited most from the paired reading programme, in both tutor and tutee roles — related
• Fidelity of implementation of early language curricula varies widely across teachers and studies — a broader claim this one bears on
• Both included studies report high-fidelity implementation of eMINTS — related
• PFS was implemented with high coach and teacher fidelity and child compliance, but parent compliance was low — related