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Learning Together: Implementation of a Peer-Tutoring Intervention Targeting Academic and Social--Emotional Needs.

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Title: Learning Together: Implementation of a Peer-Tutoring Intervention Targeting Academic and Social--Emotional Needs.
Authors: Capp, Gordon, Benbenishty, Rami, Astor, Ron Avi, Pineda, Diana
Source: Children & Schools. Jul2018, Vol. 40 Issue 3, p173-184. 11p.
Subjects: Academic achievement, Elementary schools, Emotions, Interviewing, Learning strategies, Research methodology, Peer counseling, Questionnaires, Scale analysis (Psychology), Social adjustment, Surveys, Time, Pilot projects, Quantitative research
Geographic Terms: California
Abstract: Schools continue their efforts to concurrently support the academic and social--emotional needs of students. Peer-tutoring programs are frequently used to effect positive change for students in a variety of academic and social--emotional domains. In addition, these programs are often used to target specific students or needs on a school campus. School social workers are uniquely suited to consider, implement, and evaluate programs targeting multiple student outcomes. This article presents a case example of a Learning Together, Math Together program implemented in a K--8 school in a small school district in Southern California. Quantitative data were gathered at three times during one school year. Semistructured interviews were conducted with teachers and class coordinators during the school year, and observations from members of the research team were gathered. Participants included 60 tutors, 45 tutees, three class coordinators, and two program coordinators. Tutors were sixth, seventh, and eighth-grade students; tutees were fourth-, fifth-, and sixth-grade students. Results indicate that the program met student expectations, and parents were also satisfied. Teacher reports indicated small academic improvements, but many indicated larger social--emotional improvements. Teacher feedback was also used to create suggestions for improving subsequent implementation of Learning Together. [ABSTRACT FROM AUTHOR]
Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Learning Together: Implementation of a Peer-Tutoring Intervention Targeting Academic and Social--Emotional Needs.
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  Data: Schools continue their efforts to concurrently support the academic and social--emotional needs of students. Peer-tutoring programs are frequently used to effect positive change for students in a variety of academic and social--emotional domains. In addition, these programs are often used to target specific students or needs on a school campus. School social workers are uniquely suited to consider, implement, and evaluate programs targeting multiple student outcomes. This article presents a case example of a Learning Together, Math Together program implemented in a K--8 school in a small school district in Southern California. Quantitative data were gathered at three times during one school year. Semistructured interviews were conducted with teachers and class coordinators during the school year, and observations from members of the research team were gathered. Participants included 60 tutors, 45 tutees, three class coordinators, and two program coordinators. Tutors were sixth, seventh, and eighth-grade students; tutees were fourth-, fifth-, and sixth-grade students. Results indicate that the program met student expectations, and parents were also satisfied. Teacher reports indicated small academic improvements, but many indicated larger social--emotional improvements. Teacher feedback was also used to create suggestions for improving subsequent implementation of Learning Together. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1093/cs/cdy009
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 173
    Subjects:
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Emotions
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Peer counseling
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Scale analysis (Psychology)
        Type: general
      – SubjectFull: Social adjustment
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      – SubjectFull: Surveys
        Type: general
      – SubjectFull: Time
        Type: general
      – SubjectFull: Pilot projects
        Type: general
      – SubjectFull: Quantitative research
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Learning Together: Implementation of a Peer-Tutoring Intervention Targeting Academic and Social--Emotional Needs.
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            NameFull: Benbenishty, Rami
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              Text: Jul2018
              Type: published
              Y: 2018
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