Peer tutoring in the multi-ability classroom: A study of middle school teachers
Abstract
The authors examined teachers' attitudes toward the implementation and effects of peer tutoring in multi-ability middle-grade classrooms. Four themes emerged from the data: (1) Educators find that multi-ability classrooms require differentiated instruction to be a successful teaching strategy among lower level students. (2) Peer tutoring perceived as a beneficial teaching strategy for low achieving students. (3) Students respond to peer tutoring more positively than they respond to teacher instruction because of possible intimidation by teachers in the classroom. (4) A sense of community in the classroom, which creates a family-like atmosphere, is essential to successful peer tutoring.
Publication Title
Journal for the Liberal Arts and Sciences
Recommended Citation
Thompson, E., & Byford, J. (2015). Peer tutoring in the multi-ability classroom: A study of middle school teachers. Journal for the Liberal Arts and Sciences, 20 (1), 72-82. Retrieved from https://digitalcommons.memphis.edu/facpubs/10632
