Classroom Observations of Peer-Tutoring Instruction in Elementary and Middle Schools

• In Event: Classroom Observation: Instruments, Application, and Findings

Abstract

One of our greatest educational challenge is reduce the achievement gap between white students and Black and Hispanic students. One of the most cost-effective instructional strategies for reducing the gap and improving minority student achievement is peer-tutoring. Research has found that peer-tutoring can improve mathematics achievement, however, few studies have investigated this instructional practice for minority students from urban cities. This study examined the effectiveness of peer tutoring for elementary and middle school minority students. Results from systematic classroom observations revealed that peer tutoring promoted student-center classroom environments that enhanced the student enjoyment of mathematics learning and promoted positive warm-supportive relationships between tutors and tutees. Important findings about in instructional practices, mathematics activities, classroom management and environment are discussed.

Authors

• Elba Barahona, Texas A&M University - College Station

• Yolanda N. Padron, Texas A&M University

• Kayla Braziel Rollins, Texas A&M University

• Hersh C. Waxman, Texas A&M University