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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 0000-0002-9780-3859), Craig, Nicole (ORCID 0000-0002-7736-4035), Thurston, Allen (ORCID 0000-0001-9518-3257)
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1210038
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Cockerill%2C+Maria%22">Cockerill, Maria</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9780-3859">0000-0002-9780-3859</externalLink>)<br /><searchLink fieldCode="AR" term="%22Craig%2C+Nicole%22">Craig, Nicole</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7736-4035">0000-0002-7736-4035</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thurston%2C+Allen%22">Thurston, Allen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9518-3257">0000-0001-9518-3257</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+and+Practice%22"><i>International Journal of Education and Practice</i></searchLink>. 2018 6(1):14-27.
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  Data: 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
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  Data: Y
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  Data: 14
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  Data: 2018
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Theories%22">Social Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Age+Teaching%22">Cross Age Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+Controlled+Trials%22">Randomized Controlled Trials</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Improvement%22">Reading Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Aloud+to+Others%22">Reading Aloud to Others</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 2311-6897
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1210038
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1210038
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 14
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Social Theories
        Type: general
      – SubjectFull: Cross Age Teaching
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      – SubjectFull: Randomized Controlled Trials
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      – SubjectFull: Reading Improvement
        Type: general
      – SubjectFull: Reading Achievement
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Reading Aloud to Others
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      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
    Titles:
      – TitleFull: 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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