Preliminary empirical model of crucial determinants of best practice for peer tutoring on academic achievement / (Record no. 79723)
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| 000 -LEADER | |
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| fixed length control field | 02231nam a2200241Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 181127s2015 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | MANILA TYTANA COLLEGES LIBRARY |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Leung, Kim Chau. |
| 245 #0 - TITLE STATEMENT | |
| Title | Preliminary empirical model of crucial determinants of best practice for peer tutoring on academic achievement / |
| Statement of responsibility, etc. | Kim Chau Leung |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | May 2015 |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| 337 ## - MEDIA TYPE | |
| Media type term | unmediated |
| 338 ## - CARRIER TYPE | |
| Carrier type term | volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Number of part/section of a work | 107 : 2, page 558-579 |
| Title | Journal of Educational Psychology. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Previous meta-analyses of the effects of peer tutoring on academic achievement have been plagued with theoretical and methodological flaws. Specifically, these studies have not adopted both fixed and mixed effects models for analyzing the effect size; they have not evaluated the moderating effect of some commonly used parameters, such as comparing same-age reciprocal peer tutoring, same-age nonreciprocal, or cross-age peer tutoring; considered the educational level of tutee or tutor; or properly addressed publication bias. Most studies are confined to specific populations and particular subjects (mainly mathematics and reading), and some studies are confounded by other types of intervention (such as cooperative learning or adult-led tutoring). Hence, there is a compelling need for an updated, comprehensive meta-analysis evaluating the effect of peer tutoring on academic achievement that incorporates advances in methodology, is not confounded by other modes of peer learning, and engages a wide range of participants and various subjects. The present study demonstrates that peer tutoring has a positive impact on academic achievement. The moderators and crucial determinants of the effectiveness of peer tutoring are identified and compared. Moreover, program parameters based on the concepts of role theory and interdependent group contingencies are evaluated. Finally, a preliminary empirical model of the crucial determinants of best practices for peer tutoring on academic achievement is proposed. |
| 521 ## - TARGET AUDIENCE NOTE | |
| Target audience note | Psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Achievement. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Meta-analysis. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Peer tutoring. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Tutee. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Koha item type | Articles |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) | |
| Cataloger's initials, CIN (RLIN) | 83192 |
| First Date, FD (RLIN) | 141555 |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Total Checkouts | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Library of Congress Classification | Manila Tytana Colleges Library | Manila Tytana Colleges Library | REFERENCE SECTION | 11/27/2018 | 11/27/2018 | 11/27/2018 | Articles |