An Investigation of the Cross-Age Peer Tutoring Process: Some Implications for Instructional Design and Motivation-Reference-Cited by-同舟云学术

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An Investigation of the Cross-Age Peer Tutoring Process: Some Implications for Instructional Design and Motivation

Published:1982-05 Issue:5 Volume:82 Page:451-469
ISSN:0013-5984
Container-title:The Elementary School Journal
language:en
Short-container-title:The Elementary School Journal

Author:

Fogarty Joan L.,Wang Margaret C.

Publisher

University of Chicago Press

Subject

Education

Link

http://www.journals.uchicago.edu/doi/pdf/10.1086/461281

Cited by 21 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education;SAGE Open;2020-04

2. An updated meta-analysis on the effect of peer tutoring on tutors’ achievement;School Psychology International;2018-10-30

3. Cross-Age Peer Tutoring in Physics: Tutors, Tutees, and Achievement in Electricity;International Journal of Science and Mathematics Education;2014-04-30

4. Programa de monitores para o ensino superior;Estudos de Psicologia (Campinas);2010-09

5. Efficacité relative de deux modalités d’apprentissage : le tutorat et la co-construction;Revue des sciences de l'éducation;2009-11-26

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