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International Journal of Education and Practice

January 2018, Volume 6, 1, pp 14-27

Teacher Perceptions of the Impact of Peer Learning in their Classrooms: Using Social Interdependence Theory as a Model for Data Analysis and Presentation

Maria Cockerill

,

Nicole Craig

,

Allen Thurston

Maria Cockerill 1 ,

Nicole Craig 1 Allen Thurston 1 
  1. Centre for Evidence and Social Innovation, School of Social Sciences, Education and Social Work, Queen’s University, Belfast, Belfast, UK 1

Pages: 14-27

DOI: 10.18488/journal.61.2018.61.14.27

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Article History:

Received: 11 December, 2017
Revised: 09 January, 2018
Accepted: 12 January, 2018
Published: 15 January, 2018


Abstract:

Peer tutoring is a structured process of co-operative learning, supported by social interdependence theory shown to have cognitive and affective level benefits. During a RCT, this study explores teacher perceptions (n=62) of effects of co-operative learning, including implementation issues, using a mixed methods approach during a 16-week peer tutoring intervention in 58 classes (10 secondary/high schools) in England. Data suggested strengthened peer relationships enhanced student learning. Teacher perceptions remained consistent and are congruent with social interdependence theory and research validating the theory. Implications for research, theory, practice and policy are discussed. Research was supported by Educational Endowment Foundation grant: Spring2012-105.
Contribution/ Originality

Keywords:

peer-tutoring, Co-operative learning, Social interdependence theory, Teacher co-production in RCT design.

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Funding:

This study received no specific financial support.

Competing Interests:

The authors declare that they have no competing interests.

Acknowledgement:

All authors contributed equally to the conception and design of the study.

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