Peer tutoring in writing: A school systems approach

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What are the implications of the study?

As the study was only based on one school’s experience, we cannot generalise in terms of implications of the study, however, in completing this digest the authors began to ask the following questions about implications for practitioners:

Peer tutoring was an effective learning tool for the pupils in this study. Would the use of peer tutoring help teachers in your school to improve their pupils’ learning?
What are the professional development implications of introducing peer tutoring in your school? Would teachers benefit from practicing the peer tutoring skills between themselves before introducing tutor training to their pupils?
How well would such peer tutoring transfer to a different field, such as mathematics or IT? Would teacher collaboration, including joint planning, be an effective way of introducing peer tutoring in other curriculum areas?
This is not the only model of peer tutoring which has been found to be effective. Other models have involved same-age pupil tutoring. Teachers might consider whether these approaches may be easier to implement in their own classrooms initially.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What is peer tutoring? The main findings of the study What else did the study find? What were the aim and the design of this study? What does an inclusive 'process writing' approach consist of? What training did the peer tutors receive? What are the implications of the study? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Peer tutoring in writing: A school systems approach This digest found in Assessment for Learning English Send to a friend Word doc 60KB Printer friendly Collate for later What are the implications of the study? As the study was only based on one school’s experience, we cannot generalise in terms of implications of the study, however, in completing this digest the authors began to ask the following questions about implications for practitioners: Peer tutoring was an effective learning tool for the pupils in this study. Would the use of peer tutoring help teachers in your school to improve their pupils’ learning? What are the professional development implications of introducing peer tutoring in your school? Would teachers benefit from practicing the peer tutoring skills between themselves before introducing tutor training to their pupils? How well would such peer tutoring transfer to a different field, such as mathematics or IT? Would teacher collaboration, including joint planning, be an effective way of introducing peer tutoring in other curriculum areas? This is not the only model of peer tutoring which has been found to be effective. Other models have involved same-age pupil tutoring. Teachers might consider whether these approaches may be easier to implement in their own classrooms initially.