Educational Psychology Review
Robinson D.R., Schofield J.W., Steers-Wentzell K.L..
UIID-AC: 108
2005;17:327-362. doi: 10.1007/s10648-005-8137-2.
This review of the literature on peer and cross-age tutoring emphasizes programs in mathematics and suggests that such programs have positive academic outcomes for African American and otherminority students as well as for White students who participate as tutors,...
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Robinson D.R., Schofield J.W., Steers-Wentzell K.L.. Peer and cross-age tutoring in math: Outcomes and their design implications. 2005;17:327-362doi: 10.1007/s10648-005-8137-2.
Robinson D.R., Schofield J.W., & Steers-Wentzell K.L. (2005). Peer and cross-age tutoring in math: Outcomes and their design implications. Educational Psychology Review, 17327-362. https://doi.org/10.1007/s10648-005-8137-2
Robinson D.R., et al. "Peer and cross-age tutoring in math: Outcomes and their design implications." Educational Psychology Review vol. 17 (2005): 327-362. doi: https://doi.org/10.1007/s10648-005-8137-2
Robinson D.R., Schofield J.W., Steers-Wentzell K.L.. Peer and cross-age tutoring in math: Outcomes and their design implications. 2005;17:327-362. doi: 10.1007/s10648-005-8137-2. UIID-AC: 108.
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