Topic
Learning by teaching
About: Learning by teaching is a research topic. Over the lifetime, 296 publications have been published within this topic receiving 14175 citations.
Papers published on a yearly basis
Papers
TL;DR: In this article, two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported, and the training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text.
Abstract: Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported. The four study activities were summarizing (self-review), questioning, clarifying, and predicting. The training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text. In Study 1, a comparison between the reciprocal teaching method and a second intervention modeled on typical classroom practice resulted in greater gains and maintenance over time for the reciprocal procedure. Reciprocal teaching, with an adult model guiding the student to interact with the text in more sophisticated ways, led to a significant improvement in the quality of the summaries and questions. It also led to sizable gains on criterion tests of comprehension, reliable maintenance over time, generalization to classroom comprehension tests, transfer to novel tasks that tapped the trained skills of...
5,610 citations
TL;DR: A meta-analysis of findings from 65 independent evaluations of school tutoring programs showed that tutored students outperformed control students on examinations, and they also developed positive attitudes toward the subject matter covered in the tutorial programs as discussed by the authors.
Abstract: A meta-analysis of findings from 65 independent evaluations of school tutoring programs showed that these programs have positive effects on the academic performance and attitudes of those who receive tutoring. Tutored students outperformed control students on examinations, and they also developed positive attitudes toward the subject matter covered in the tutorial programs. The meta-analysis also showed that tutoring programs have positive effects on children who serve as tutors. Like the children they helped, the tutors gained a better understanding of and developed more positive attitudes toward the subject matter covered in the tutorial program. Participation in tutoring programs had little or no effect, however, on the self-esteem of tutors and tutees.
1,264 citations
TL;DR: Surprisingly, students learned just as effectively even when tutors were suppressed from giving explanations and feedback, and their learning in the interactive style of tutoring is attributed to construction from deeper and a greater amount of scaffolding episodes, as well as their greater effort to take control of their own learning by reading more.
929 citations
TL;DR: In this paper, the authors examined two tutoring activities that are commonly hypothesized to support tutor learning: explaining and questioning, and found that they tend to exhibit a pervasive knowledge-telling bias.
Abstract: Prior research has established that peer tutors can benefit academically from their tutoring experiences. However, although tutor learning has been observed across diverse settings, the magnitude of these gains is often underwhelming. In this review, the authors consider how analyses of tutors’ actual behaviors may help to account for variation in learning outcomes and how typical tutoring behaviors may create or undermine opportunities for learning. The authors examine two tutoring activities that are commonly hypothesized to support tutor learning: explaining and questioning. These activities are hypothesized to support peer tutors’ learning via reflective knowledge-building, which includes self-monitoring of comprehension, integration of new and prior knowledge, and elaboration and construction of knowledge. The review supports these hypotheses but also finds that peer tutors tend to exhibit a pervasive knowledge-telling bias. Peer tutors, even when trained, focus more on delivering knowledge rather th...
650 citations
642 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2021 | 14 |
| 2020 | 16 |
| 2019 | 22 |
| 2018 | 20 |
| 2017 | 17 |
| 2016 | 16 |