Resum
After examining several conceptual elements of peer-assisted learning and peer tutoring, this article presents a study analysing the effects of peer tutoring - with fixed and reciprocal roles - in the improvement of curricular competence of Catalan language skills, self-concept as a writer and satisfaction with pedagogical assistance. The results, using curricular competence improvement as a control, show an increase in self-concept as a writer for all students who were given the opportunity to act as tutors; either in fixed or in reciprocal role tutoring. Only fixed tutees, but not reciprocal tutees, feel more satisfied with their peer tutors than with the teacher's help. © 2008 SAGE Publications.
Idioma original | Anglès |
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Pàgines (de-a) | 481-499 |
Revista | School Psychology International |
Volum | 29 |
Número | 4 |
DOIs | |
Estat de la publicació | Publicada - 1 d’oct. 2008 |