Learning Together: Supporting Military Students Through Collaborative Learning Experiences

• In Event: Transforming School and Campus Climate for Military-Connected Students and Veterans: Research and Practice From the Field

Abstract

Objectives
Learning Together (LT) is a collaborative learning program aimed at improving the social and academic outcomes of military students in public schools. This peer teaching program pairs school-age tutors and tutees one-on-one for a collaborative learning experience, where both tutors and tutees are expected to benefit from their participation. A partnership between a university and a military-connected school district supported the implementation of LT at a civilian-operated public elementary school located on a military installation. This study aimed to assess the effectiveness of the program on students in the military-connected school.

The LT pilot program involved 10 5th grade tutors and 10 3rd grade tutees. The selection criteria for tutees focused on students being behind in math, needing redirection or refocus, and those with emotional and behavioral challenges. The program lasted four weeks. Each week, tutors met with a lead teacher twice and received training and modeling before meeting with their tutees. Other teachers also helped tutors and tutees with developing a timeline for shared learning to prompt a process of gradual learning. Teamwork was emphasized by solving problems together.
Methods and Data Sources
This structured program requires commitment that needs to be maintained and supported throughout the life of the program by all involved: The school leadership, leading teachers, tutors, tutees and their parents. Accordingly, this study utilized multiple sources of information as well as observations during class to assess the effectiveness of LT on student outcomes.
Results
This study suggests that LT was implemented successfully and was received well by the school leadership, teachers, students and parents. There are indications that it had some initial positive outcomes for the students involved.
The lead teacher thought that all tutors showed improvement throughout the program. She emphasized positive changes in tutors and tutees interactional style. Teachers’ assessments of individual students were mixed and in many cases, progress could not be determined in such a short span of time. Nevertheless, other assessments were positive, including great improvements in areas such as leadership skills or social responsibility. In general, fewer improvements were seen in the areas of grades and overall academic work. Overall, both tutors and tutees tended to report that tutees were helped to get better grades, enjoyed learning new things, and became more interested and confident in doing better in school. Tutors were very positive about their own experiences. Parents were also positive about their child's participation in the program. Finally, the observer indicated that students in class were very involved in their learning activities and were engaged in a constructive and positive process.
Scholarly Significance
This study presents an evidence-based program currently used in a public school district with a high concentration of military students. Currently, this military-connected school district is implementing this program with more students and for a longer period of time.

Authors

• Ruth Berkowitz, University of Southern California

• Rami Benbenishty, Bar-Ilan University

• Chantra Nhien, University of Southern California