Poster #28 - Peer Tutor to Teacher: A Longitudinal Study of Role and Identity Change in Peer Facilitators in STEM Courses in Urban High Schools

• In Event: 51.082 - MTCC Poster Session 12
  In Poster Session: 51.082-6 - Teacher Identity in Urban Settings

Abstract

Research indicates that peer tutors experience growth in academic achievement (Fiorella, & Mayer, 2013; Leung, 2015), and self-esteem (Miller, Topping, & Thurston, 2010) over time. In a Peer Enabled Restructured Class [PERC], high school students act as peer tutors and collaborate with teachers to lead instruction in high school science and mathematics. The purpose of this longitudinal interview study was to understand how peer tutors developed within their roles as tutors, and how these roles changed for them over time. The findings indicated that peer tutors experienced an increase in self-efficacy and confidence, and a shift in their role identity from peer tutor to teacher.

Authors

• Julia Camille Ransom, L&G Research and Evaluation Consulting, Inc.

• Sarah M. Bonner, Hunter College - CUNY

• Katharine Diehl, Hunter College