Bibliography - Peer Teaching by K-12 Students

This is a selected bibliography of reports of research involving peer teaching in K-12 schools. To suggest additional items or to ask about this list, contact us.

Laurel Puchner, PhD, Research Consultant
(updated 3/11/2005)

Click here to download our Annotated Bibliography [PDF].

Arreaga-Mayer, C. (1998). Increasing active student responding and improving academic performance through classwide peer tutoring. Intervention in School and Clinic, 34(2), 89-94.

Bar-Eli, N., Bar-Eli, M., Tenenbaum, G., & Forlin, C. (1998). The tutoring process and its manifestation in the classroom behaviour of tutors and tutees. British Educational Research Journal, 24(3), 283-300.

Barron, A.-M., & Foot, H. (1991). Peer tutoring and tutor training. Educational Research, 33(3), 174-185.

Bentz, J. L., & Fuchs, L. S. (1996). Improving peers' helping behavior to students with learning disabilities during mathematics peer tutoring. Learning Disabilities Quarterly, 19, 202-215.

Blake, C., Wang, W., Cartledge, G., & Gardner, R. (2000). Middle school students with serious emotional disturbances serve as social skills trainers and reinforcers for peers with SED. Behavioral Disorders, 25(4), 280-298.

Brand, E. (2003). Children's beliefs about learning: Structures and strategies. Bulletin of the Council for Research in Music Education, 157, 9-17.

Butler, F., M. (1999). Reading partners: Students can help each other learn to read. Education and Treatment of Children, 22(4), 415-426.

Chan, C. K. K., Burtis, P. J., Scardamalia, M., & Bereiter, C. (1992). Constructive activity in learning from text. American Educational Research Journal, 29, 97-118.

Chan, D. W. (2000). Developing the creative leadership training program for gifted and talented students in Hong Kong. Roeper Review, 22(2), 94-97.

Chinn, C. A., O'Donnell, A. M., & Jinks, T. S. (2000). The structure of discourse in collaborative learning. Journal of Experimental Education, 69(1), 77-97.

Cohen, E. G. (1994). Restructuring the classroom: conditions for productive small groups. Review of Educational Research, 64(1), 1-35.

Cohen, J. (1986). Theoretical considerations of peer tutoring. Psychology in the Schools, 23(2), 175-186.

Cohen, P., Kulik, J. & Kulik, C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19, 237-248.

Colangelo, N., & Davis, G. A. (1997). Introduction and Overview. In N. Colangelo & G. A. Davis (Eds.), Handbook of Gifted Education (pp. 3-9). Boston: Allyn and Bacon.

Davenport, P., & Howe, C. (1999). Conceptual gain and successful problem-solving in primary school mathematics. Educational Studies, 25(1), 55-78.

Dori, Y. J., & Herscovitz, O. (1999). Question-posing capability as an alternative evaluation method: Analysis of an environmental case study. Journal of Research in Science Teaching, 36(4), 411-430.

DuPaul, G. J., Ervin, R. A., & Hook, C. L. (1998). Peer tutoring for children with attention deficit hyperactivity disorder: Effects on classroom behavior and academic performance. Journal of Applied Behavior Analysis, 31(4), 579-592.

Elbaum, B. E., Vaughn, S., & Hughes, M. T. (1999). Grouping practices and reading outcomes for students with disabilities. Exceptional Children, 65(3), 399-415.

Ezell, H. K., Hunsicker, S. A., & Quinque, M. M. (1997). Comparison of two strategies for teaching reading comprehension skills. Education and Treatment of Children, 20(4), 365-382.

Fantuzzo, J. W., King, J. A., & Heller, L. R. (1992). Effects of Reciprocal Peer Tutoring on Mathematics and School Adjustment: A component analysis. Journal of Educational Psychology, 84(3), 331-339.

Fantuzzo, J. W., Polite, K., & Grayson, N. (1990). An evaluation of reciprocal peer tutoring across elementary school settings. The Journal of School Psychology, 28, 309-323.

Franca, V. M., Kerr, M. M., Reitz, A. L., & Lambert, D. (1990). Peer tutoring among behaviorally disordered students: Academic and social benefits to tutor and tutee. Education and Treatment of Children, 13(2), 109-128.

Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34(1), 174-206.

Fuchs, D., Fuchs, L. S., & Thompson, A. (2001). Peer-assisted learning strategies in reading: Extensions for kindergarten, first grade, and high school. Remedial and Special Education, 22(1), 15-21.

Fuchs, D., Fuchs, L. S., & Yen, L. (2001). Developing first-grade reading fluency through peer mediation. Teaching Exceptional Children, 34(2), 90-93.

Fuchs, L. S., Fuchs, D., Bentz, J., Phillips, N. B., & Hamlett, C. L. (1994). The nature of student interactions during peer tutoring with and without training and experience. American Educational Research Journal, 34(1), 75-103.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., Karns, K., & Dutka, S. (1997). Enhancing Students' helping behavior during peer-mediated instruction with conceptual mathematical explanations. The Elementary School Journal, 97(3).

Fuchs, L. S., Fuchs, D., Karns, K., Hamlett, C. L., Dutka, S., & Katzaroff, M. (1996). The relation between student ability and the quality and effectiveness of explanations. American Educational Research Journal, 33(3), 631-664.

Fuchs, L. S., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20(5), 309-318.

Fuchs, L. S., Fuchs, D., Kazdan, S., & Allen, S. (1999). Effects of Peer-assisted learning strategies in reading with and without training in elaborated help giving. The Elementary School Journal, 99(3), 201-219.

Giesecke, D., & Cartledge, G. (1993). Low-achieving students as successful cross-age tutors. Preventing School Failure, 37(3), 34-43.

Gillies, R. M. (2002). The residual effects of cooperative-learning experiences: A two-year follow-up. Journal of Educational Research, 96(1), 15-20.

Gillies, R. M., & A. F. Ashman. (1998). Behavior and interactions of children in cooperative groups in lower and middle elementary grades. J. of Educational Psychology, 90(4), 746-757.

Gillies, R. M., & Ashman, A. F. (2000). The effects of cooperative learning on students with learning difficulties in the lower elementary school. The Journal of Special Education, 34(1), 19-27.

Goodlad, S., & Hirst, B. (Eds.). (1990). Explorations in peer tutoring. Oxford, England: Basil Blackwell, Ltd.

Grant, T., Murphy, A., Stafford, B., & Childers, P. B. (1997). Peer tutors and students work with formative assessment. Clearing House, 71(2), 103-105.

Greenwood, C. R., Arreaga-Mayer, C., & Utley, C. A. (2001). Classwide peer tutoring learning management system: Applications with elementary-level English language learners. Remedial and Special Education, 22(1).

Greenwood, C. R., Terry, B., Arreaga-Mayer, C., & Finney, R. (1992). The Classwide Peer Tutoring Program: Implementation factors moderating students' achievement. Journal of Applied Behavior Analysis, 25(1).

Greenwood, C. R., Terry, B., Utley, C. A., Montagna, D., & Walker, D. (1993). Achievement, placement and services: Middle school benefits of classwide peer tutoring used at the elementary level. School Psychology Review, 22(3), 497-516.

Gumpel, T. P., & Frank, R. (1999). An expansion of the peer-tutoring paradigm: cross-age peer tutoring of social skills among socially rejected boys. Journal of Applied Behavior Analysis, 32(1), 115-118.

Hansen, I. (1992). Should we use bright children as untrained, unpaid teacher aides? Childhood Education, 308-309.

Harper, G. F., Maheady, L., & Mallette, B. (1999). Peer tutoring and the minority child with disabilities. Preventing School Failure, 43(2), 45-51.

Hernandez Garduno, E. L. (2001). The influence of cooperative problem solving on gender differences in achievement, self-efficacy, and attitudes toward mathematics in gifted students. Gifted Child Quarterly, 45(4), 268-282.

Hertz-Lazarowitz, R., Kirkus, V. V., & Miller, N. (1992). Implications of current research on cooperative interaction for classroom application. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning. Cambridge, UK: Cambridge University Press.

Jacobson, J., Thrope, L., & Fisher, D. (2001). Cross-age tutoring: A literacy improvement approach for struggling adolescent readers. Journal of Adolescent & Adult Literacy, 44(6), 528-536.

Johnson-Prynn, J. S., & V. S. Nisbet. (2002). Preschoolers effectively tutor novice classmates in a block construction task. Child Study Journal 32(4): 241-255.

Kamps, D. M., Kravitz, T., & Lopez, A. G. (1998). What do the peers think? Social validity of peer-mediated programs. Education and Treatment of Children, 21(2), 107-134.

Karnes, F. A., & Stephens, K., R. (1999). Planning for the future: leadership education in the schools. Educational Horizons, 77(2), 89-94.

Kennedy, M. (1990). Controlled evaluation of the effects of peer tutoring on the tutors: Are the 'learning by teaching' theories viable? In S. Goodlad & B. Hirst (Eds.), Explorations in Peer Tutoring (pp. 58-72). Oxford, England: Basil Blackwell, Ltd.

King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 30, 338-368.

King, A., & Rosenshine, B. (1993). Effects of guided cooperative questioning on children's knowledge construction. Journal of Experimental Education, 61, 127-148.

King, A., Staffieri, A., & Adelgais, A. (1998). Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning. Journal of Educational Psychology, 80(1), 134-152.

King, C. M., & Johnson, L. M. (1999). Constructing meaning via reciprocal teaching. Reading Research and Instruction, 38(3), 169-186.

Kohler, F. W., & Greenwood, C. R. (1990). Effects of collatoral peer supportive behaviors within the classwide peer tutoring program. Journal of Applied Behavior Analysis, 23, 307-322.

Kreuger, E., & Braun, B. (1999). Books and buddies: Peers tutoring peers. Reading Teacher, 52(4), 410-414.

Labbo, L. D., & Teale, W. H. (1990). Cross-age reading: A strategy for helping poor readers. The Reading Teacher, 43, 362-369.

Lederer, J., M. (2000). Reciprocal teaching of social studies in inclusive elementary classrooms. Journal of Learning Disabilities, 33(1), 91-106.

Linchevski, L., & Kutscher, B. (1998). Tell me with whom you're learning, and I'll tell you how much you've learned: Mixed-ability versus same-ability grouping in mathematics. Journal for Research in Mathematics Education, 29(5), 533-554.

Maheady, L., Harper, G. F., & Mallette, B. (2001). Peer-mediated instruction and interventions and students with mild disabilities. Remedial and Special Education, 22(1), 4-14.

Maheady, L., Mallette, B., & Harper, G. F. (1991). Peer-mediated instruction: A review of potential applications for special education. Reading, Writing, and Learning Disabilities International, 7, 75-103.

Marious, S. E., Jr. (2000). Mix and match: The effects of cross-age tutoring on literacy. Reading Improvement, 37(3), 126-130.

Marston, D., Deno, S. L., Kim, D., Kiment, K., & Rogers, D. (1995). Comparison of reading intervention approaches for students with mild disabilities. Exceptional Children, 62(1), 20-37.

Mastropieri, M. A., Scruggs, T., Mohler, L., Beranek, M., Spencer, V., Boon, R. T., & Talbott, E. (2001). Can middle school students with serious reading difficulties help each other and learn anything? Learning Disabilities Research & Practice, 16(1), 18-27.

Mathes, P. G., & Babyak, A. E. (2001). The effects of peer-assisted literacy strategies for first-grade readers with and without additional mini-skills lessons. Learning Disabilities Research & Practice, 16(1), 28-44.

Mathes, P. G., & Fuchs, L. S. (1994). The efficacy of peer tutoring in reading for students with mild disabilities: A best-evidence synthesis. School Psychology Review, 23(1), 59080.

Mathes, P. G., Torgesen, J. K., & Allor, J. H. (2001). The effects of peer-assisted literacy strategies for first-grade readers with and without additional computer-assisted instruction in phonological awareness. American Educational Research Journal, 38(2), 371-410.

Matthews, M. (1992). Gifted students talk about cooperative learning. Educational Leadership, 48-50.

McMahon, S. L., & Goatley, V. J. (1995). Fifth graders helping peers discuss texts in student-led groups. The Journal of Educational Research, 89(1), 23-33.

Merriman, J. E. (1999). Leadership Conference. Gifted Child Today Magazine, 22(5), 18-27.

Mortweet, S. L., Utley, C. A., & Walker, D. (1999). Classwide peer tutoring: Teaching students with mild mental retardation in inclusive classrooms. Exceptional Children, 65(4), 524-536.

Mueller, A. & T. Fleming. (2001). Cooperative learning: Listening to how children work at school. Journal of Educational Research, 94(5), 259-265.

Mulryan, C., M. (1994). Perceptions of Intermediate students' cooperative small-group work in mathematics. Journal of Educational Research, 87(5), 280-290.

Myers, M. R., & Slavin, M. J. (1990). Emergence and maintenance of leadership among gifted students in group problem solving. Roeper Review, 12(4), 256-261.

Nath, L. R., & Ross, S. M. (2001). The influence of a peer-tutoring training model for implementing cooperative groupings with elementary students. Educational Technology Research and Development, 49(2), 41-56.

Neuman, S. B., & Roskos, K. (1991). Peers as literacy informants: A description of young children's literacy conversations in play. Early Childhood Research Quarterly, 6, 233-248.

Nevi, C. N. (1983). Cross-age tutoring: Why does it help tutors? The Reading Teacher, 36 (May), 892-898.

O'Connor, R. E., & Jenkins, J. R. (1996). Cooperative learning as an inclusion strategy: The experience of special education students. Exceptionality, 6, 29-52.

Palincsar, A. S., & Herrenkohl, L. R. (1999). Designing collaborative contexts: Lessons from three research programs. In A. O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 151-177). Mahwah, N.J.: Erlbaum.

Palincsar, A. S., David, Y., Winn, J. A., & Stevens, D. D. (1991). Examining the context of strategy instruction. Remedial and Special Education, 12(3), 43-53.

Peklaj, C., & Vodopivec, B. (1999). Effects of cooperative versus individualistic learning on cognitive, affective, metacognitive and social processes in students. European Journal of Psychology of Education, 14(3), 359-373.

Ponzio, R., & Fisher, C. (1995). Introducing prospective teachers to contemporary views of teaching and learning science: The science and youth project. In M. J. O'Hair & S. J. Odell (Eds.), Educating Teachers for Leadership and Change, 3rd ed., pp. 257-284. Thousand Oaks, CA: Corwin Press.

Ponzio, R. C., & Peterson, K., D. (1999). Adolescents as effective instructors of child science: Participant perceptions. Journal of Research and Development in Education, 33(1), 36-46.

Qin, Z., Johnson, D. W., & Johnson, R. T. (1995). Cooperative versus competitive efforts and problem solving. Review of Educational Research, 65(2), 129-143.

Ramsay, S. G., & Richards, H. C. (1997). Cooperative learning environments: Effects on academic attitudes of gifted students. Gifted Child Quarterly, 41(4), 160-168.

Randall, V. (1999). Cooperative learning: Abused and overused? Gifted Child Today Magazine, 22(2), 14-16.

Rekrut, M. D. (1994). Peer and cross-age tutoring: The lessons of research. Journal of Reading, 37(5), 356-362.

Robinson, A. (1990). Cooperation or exploitation? The argument against cooperative learning for talented students. Journal for the Education of the Gifted, 14, 9-17.

Robinson, A. (1997). Cooperative learning for talented students: Emergent issues and implications. In N. Colangelo & G. A. Davis (Eds.), Handbook of Gifted Education, 2nd ed., pp. 243-252. Boston: Allyn and Bacon.

Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530.

Rosenshine, B., & Meister, C. C. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181-221.

Ross, J. A., & Smyth, E. (1995). Differentiating cooperative learning to meet the needs of gifted learners: A case for transformational leadership. Journal for the Education of the Gifted, 19(1), 63-82.

Sharpley, A. M., Irvine, J. W., & Sharpley, C. F. (1983). An examiniation of the effectivenss of a cross-age tutoring program in mathematics for elementary school children. American Educational Research Journal, 20(1), 103-111.

Slavin, R. E. (1990a). Ability grouping, cooperative learning and the gifted. Journal for the Education of the Gifted, 14, 3-8.

Slavin, R. E. (1990b). Response to Robinson: Cooperative learning and the gifted: Who benefits? Journal for the Education of the Gifted, 14, 28-30.

Slavin, R. E. (1991). Synthesis of research on cooperative learning. Educational Leadership, 71-82.

Slavin, R. E. (1996). Research on Cooperative Learning and Achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43-69.

Staub, D., & Hunt, P. (1993). The effects of social interaction training on high school peer tutors of schoolmates with severe disabilities. Exceptional Children, 60(1), 41-57.

Stevens, R. J. & Slavin, R. E. (1995). The cooperative elementary school: Effects on students' achievement, attitudes and social relations. American Educational Research Journal, 32(2), 321-351.

Sutherland, K. S., Wehby, J. H., & Gunter, P. L. (2000). The effectiveness of cooperative learning with students with emotional and behavioral disorders: A literature review. Behavioral Disorders, 25(3), 225-238.

Taylor, B. M., Hanson, B. E., Justice-Swanson, K., & Watts, S. M. (1997). Helping struggling readers: Linking small-group intervention with cross-age tutoring. Reading Teacher, 51(3), 196-209.

Topping, K., & Bamford, J. (1998). Parental Involvement and Peer Tutoring in Mathematics and Science. London: David Fulton Publishers.

Utay, C. M., & Utay, J. M. (1997). Peer-assisted learning: the effects of cooperative learning and cross-age peer tutoring with word processing on writing skills of students with learning disabilities. Journal of Computing in Childhood Education, 8(2-3), 165-185.

Utley, C. A., Mortweet, S. L., & Greenwood, C. R. (1997). Peer-mediated instruction and interventions. Focus on Exceptional Children, 29(5), 1-23.

Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 21-39.

Webb, N. M. (1992). Testing a theoretical model of student interaction and learning in small groups. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 102-119). New York: Cambridge University Press.

Webb, N. M. & Kenderski, C. M. (1984). Student interaction and learning in small-group and whole-class settings. In L. C. Peterson & F. Wilkinson & F. Spinelli & S. R. Swing (Eds.), The social context of instruction: Group organization and group processes (pp. 153-170). Orlando: Academic.

Webb, N. M., Nemer, K. M., & Chizhik, A. W. (1998). Equity issues in collaborative group assessment: Group composition and performance. American Educational Research Journal, 35(4), 607-651.

Webb, N. M., Troper, J., & Fall, J. R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87, 406-423.

Welch, M. K. (2002). The culture-bearers of North Elementary School. Unpublished field study report: author (mwelch@labyrinth.net).

Wood, D., H. Wood, S. Ainsworth, & C. O'Malley. (1995). On becoming a tutor: Toward an ontogenetic model. Cognition and Instruction, 13(4), 565-581.

Zukowski, V. (1997). Teeter-totters and tandem bikes: A glimpse into the world of cross-age tutors. Teaching & Change, 5(1), 71-91.