Conference:
ECER 1999
Format:
Paper
Session Information
Session 9.05, The Development of Social Competencies
Papers
Time:
1999-09-23
15:00-16:30
Room:
105
Chair:
Dolf van Veen
Contribution
If practices and policies were based on evidence that they are effective, then most schools would be running cross-age tutoring projects. Several meta-analyses suggest that there are reliably large cognitive effects arising from cross-age tutoring. However, people often want to know why things work and this paper will look at several theories as to why it is that when older children tutor younger children one-to-one this produces such significant gains, particularly in the older children. Two general issues arise: Is theory really useful? Does data fail to persuade?
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