Peer-Assisted Learning Interventions With Elementary School Students: A Meta-Analytic Review

A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement (unweighted mean ES = 0.59, SD = 0.90; weighted ES, d = 0.33, p

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Bibliographische Detailangaben
Veröffentlicht in:	Journal of educational psychology 2003-06, Vol.95 (2), p.240-257
Hauptverfasser:	Rohrbeck, Cynthia A, Ginsburg-Block, Marika D, Fantuzzo, John W, Miller, Traci R
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Biological and medical sciences Educational psychology Elementary School Students Fundamental and applied biological sciences. Psychology Human Learning Peer Tutoring Peers Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure
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Zusammenfassung:	A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement (unweighted mean ES = 0.59, SD = 0.90; weighted ES, d = 0.33, p
ISSN:	0022-0663 1939-2176
DOI:	10.1037/0022-0663.95.2.240