Peer Tutoring in K-12 Education

Nancy Ruoyao ZOU

doi:10.54254/2753-7048/6/20220345

Research Article

Open access

Published on 17 May 2023

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ZOU,N.R. (2023). Peer Tutoring in K-12 Education. Lecture Notes in Education Psychology and Public Media,6,299-304.

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Peer Tutoring in K-12 Education

Nancy Ruoyao ZOU *^,1,

¹ Shanghai high school international division, Shanghai, 200137, China

* Author to whom correspondence should be addressed.

https://doi.org/10.54254/2753-7048/6/20220345

Abstract

This paper uses different learning theories, including constructivism, cognitivism and sociocultural learning theories, to analyze the use of peer tutoring in K-12 Education. Different learning theories reveal problems with peer tutoring. Then the paper gives out three potential improvements that would help peer tutoring be more effective in K-12 Education. The improvements studied are using peer tutoring in a flipped classroom, combining peer tutoring and peer instruction, and assigning the student mentor to be a Homework Helper. A case study in an 11th Grade physics class would show how the improvements are practicable.

Keywords

peer tutoring, flipped classroom, peer instruction

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References

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Cite this article

ZOU,N.R. (2023). Peer Tutoring in K-12 Education. Lecture Notes in Education Psychology and Public Media,6,299-304.

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The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2022), Part 5

Conference website: https://www.icihcs.org/

ISBN：978-1-915371-37-9(Print) / 978-1-915371-38-6(Online)

Conference date: 18 December 2022

Editor：Muhammad Idrees, Matilde Lafuente-Lechuga

Series: Lecture Notes in Education Psychology and Public Media

Volume number: Vol.6

ISSN：2753-7048(Print) / 2753-7056(Online)

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