Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Making Retention Count: The Power of Becoming a Peer Tutor


by Leigh Mesler — 2009

Background/Context: A review of the literature demonstrates that grade retention often fails to improve the academic and socioemotional outcomes of retained students. Although little empirical work on peer tutoring has focused specifically on retained students, the literature suggests that those students who act as peer tutors often experience improved school performance and self-concepts.

Purpose of Study: This work developed out of a concern that elementary school students being held back to repeat a grade, or retained, were not benefiting academically from nonpromotion. The purpose of this action research study was to identify and implement an intervention that would improve the academic and socioemotional outcomes of a twice-retained third-grade student.

Setting: This study took place in a New York City public elementary school.

Intervention: The intervention involved implementing a 12-week peer tutoring program in which a retained third-grade student tutored a struggling classmate in mathematics.

Research Design: This is an action research study in which the author conducted research and implemented an intervention in her own classroom.

Results: After serving as a peer tutor, this student experienced increased math achievement, an improved self-concept, and better classroom behavior. These results suggest that having struggling students serve as peer tutors may be effective in improving both their academic achievement and socioemotional outcomes.



To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Making Retention Count: The Power of Becoming a Peer Tutor
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 111 Number 8, 2009, p. 1894-1915
http://www.tcrecord.org ID Number: 15503, Date Accessed: 7/16/2018 2:38:11 PM

Purchase Reprint Rights for this article or review
 
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Leigh Mesler
    Northwestern University
    E-mail Author
    LEIGH MESLER is a doctoral student in human development and social policy at Northwestern University’s School of Education and Social Policy. Before attending Northwestern, she was an elementary school teacher in the New York City public schools. Her research interests include education policy, teacher learning and change, the social organization of schools, and student achievement in urban schools. Recent work: J. Spillane, L. Gomez, & L. Mesler, “Notes on Reframing the Role of the Organizations in Policy Implementation: Resources for Practice, in Practice,” in D. Plank, G. Sykes, & B. Schneider (Eds.), Handbook of Education Policy. Mahwah, NJ: Lawrence Erlbaum, forthcoming.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS