Peer-assisted Learning

Peer tutoring is the most obvious example of school children consciously assissting others to learn, and in doing so, learning more effectively themselves. However, Peer Assisted Learning (PAL) also encompasses peer modelling, peer education, peer counselling, peer monitoring and peer assessment. These are differentiated from other more general "co-operative learning" methods which are not included in this book. The book blends descriptions of good practice with research findings on effectiveness. It aims to be accessible and useful to educators and other practitioners and should also be of interest to the research community. "Peer Assisted Learning" is presented as a set of dynamic, robust, effective and flexible approaches to teaching and learning, which can be used in a host of different settings. The book describes procedures which can be applied to all areas of curriculum in schools. They can be used with learners of all levels of ability, including gifted, disabled and second language learners. Many of the contributors to the book are from North America, while others are from Europe and Australia. Applicability of these methods is worldwide. For many readers, the general idea of peer tutoring will be familiar. However, reciprocal tutoring, classwide tutoring, paired learning methods and the deployment of students with special needs as tutors may be less familiar. So the reader's understanding of peer tutoring is likely to be deepened and extended by the book. The establishment of the broader concept of peer assisted learning should enable the reader to see many new possibilities and make new connections to help develop their existing practice. This book should be of interest and use to teachers and those who employ, train, support, consult with and evaluate teachers. Many chapters aim to help teachers to replicate these cost-effective procedures in their own school environment. A practical resources guide is included. The book should also be of interest to those who have an academic and/or research interest in the field, including education and psychology departments in universities and colleges. In addition, community educators might be interested in the implications for action beyond school, as might employers and others interested in post-school training.

Table of Contents:
Contents: H. Walberg, Foreword. Preface. K. Topping, S. Ehly, Introduction to Peer-Assisted Learning. Part I:The Basis and Benefits of Peer-Assisted Learning.H. Foot, C. Howe, The Psycho-Educational Basis of Peer-Assisted Learning. L. Maheady, Advantages and Disadvantages of Peer-Assisted Learning Strategies. E.S. Chapman, Key Considerations in the Design and Implementation of Effective Peer Assisted Learning Programs. Part II:Peer Tutoring.K. Topping, Paired Learning in Literacy. C. Arreaga-Mayer, B.J. Terry, C.R. Greenwood, Classwide Peer Tutoring. J. Fantuzzo, M. Ginsburg-Block, Reciprocal Peer Tutoring: Developing and Testing Effective Peer Collaborations for Elementary School Students. C.A. Maher, B.C. Maher, C.J. Thurston, Disruptive Students as Tutors: A Systems Approach to Planning and Evaluation of Programs. T.E. Scruggs, M.A. Mastropieri, Tutoring and Students With Special Needs. Part III:Peer Facilitation and Education.D. Schunk, Peer Modeling. E. Mathie, N. Ford, Peer Education for Health. S.W. Ehly, E. Garcia Vazquez, Peer Counseling. Part IV:Peer Feedback.C. Henington, C.H. Skinner, Peer Monitoring. A.M. O'Donnell, K. Topping, Peers Assessing Peers: Possibilities and Problems. Part V:Embedding and Extending Peer-Assisted Learning.A. Gartner, Mutual Tutoring: Embedding and Extending Peer-Assisted Learning. S. Hill, B. Gay, K. Topping, Peer-Assisted Learning Beyond School. S. Ehly, K. Topping, Summary & Conclusions. G. Vygotskya, Afterword. Resources and Contacts. About the Contributors. Author Index. Subject Index.

Review :
"Keith Topping and Stewart Ehly have produced a comprehensive overview of educational research and practice in the domain of peer-assisted learning. I recommend the book for researchers and practitioners in this increasingly popular field." —Roehampton Institute-London. "Its abundance of information on the variants of PAL, explicitly based on scientific evidence, its large number of thought-provoking ideas regarding application in the present as well as recommendations for more research in the future, make this a very interesting book." —British Journal of Educational Psychology. "Providing descriptions of good practice blended with research findings on effectiveness, the chapters detail procedures that can be applied to all areas of the school curriculum, and can be used with learners of all ability levels, including gifted students, students with disabilities, and second language learners." —ERJC Clearinghouse on Elementary and Early Childhood