Greenwood, C. R., J. Delquadri, and R. V. Hall, “Longitudinal Effects of Classwide Peer Tutoring,” Journal of Educational Psychology, Vol. 81, pp. 371-383, 1989.
This longitudinal study assessed differences in classroom arrangements (peer tutoring versus teacher instruction) and student behaviors for students of low versus high socioeconomic status (SES). Results with 94 teachers and 416 students indicate that peer tutoring was more effective in increasing academic engagement of low-SES students than teacher instruction.
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