Teacher Perceptions of the Impact of Peer Learning in Their Classrooms: Using Social Interdependence Theory as a Model for Data Analysis and Presentation
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| Title: | Teacher Perceptions of the Impact of Peer Learning in Their Classrooms: Using Social Interdependence Theory as a Model for Data Analysis and Presentation |
|---|---|
| Language: | English |
| Authors: | Cockerill, Maria (ORCID |
| Source: | International Journal of Education and Practice. 2018 6(1):14-27. |
| Availability: | Conscientia Beam. 19-C, Sunset Lane 3, DHA Phase 2 extension Karachi, Pakistan. e-mail: editor@conscientiabeam.com; Web site: http://www.conscientiabeam.com/journal/61 |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Teacher Attitudes, Peer Teaching, Tutoring, Cooperative Learning, Program Implementation, High School Students, Foreign Countries, Outcomes of Education, Peer Relationship, High School Teachers, Social Theories, Cross Age Teaching, Randomized Controlled Trials, Reading Improvement, Reading Achievement, Instructional Effectiveness, Reading Aloud to Others, Vocabulary Development |
| Geographic Terms: | United Kingdom (England) |
| ISSN: | 2311-6897 |
| Abstract: | Peer tutoring is a structured process of co-operative learning, supported by social interdependence theory shown to have cognitive and affective level benefits. During a RCT, this study explores teacher perceptions (n=62) of effects of co-operative learning, including implementation issues, using a mixed methods approach during a 16-week peer tutoring intervention in 58 classes (10 secondary/high schools) in England. Data suggested strengthened peer relationships enhanced student learning. Teacher perceptions remained consistent and are congruent with social interdependence theory and research validating the theory. Implications for research, theory, practice and policy are discussed. Research was supported by Educational Endowment Foundation grant: Spring2012-105. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1210038 |
| Database: | ERIC |
| Abstract: | Peer tutoring is a structured process of co-operative learning, supported by social interdependence theory shown to have cognitive and affective level benefits. During a RCT, this study explores teacher perceptions (n=62) of effects of co-operative learning, including implementation issues, using a mixed methods approach during a 16-week peer tutoring intervention in 58 classes (10 secondary/high schools) in England. Data suggested strengthened peer relationships enhanced student learning. Teacher perceptions remained consistent and are congruent with social interdependence theory and research validating the theory. Implications for research, theory, practice and policy are discussed. Research was supported by Educational Endowment Foundation grant: Spring2012-105. |
|---|---|
| ISSN: | 2311-6897 |
