Abstracts - Earli

tutors’ tactics and moves and tutees’ learning and perception. In this symposium, we aim tohighlight recent research results that shed light on tutoring effectiveness as a function of the tutors’didactic skills and practices. Keith Topping and Allen Thurston present a study in which theyexamine the relevance of tutoring intensity for learning core skills, such as reading andmathematics. Marijke De Smet et al. analyze the effectiveness of tutors’ contributions instimulating tutees’ cognitive development when tutors are forced to reflect on their owninterventions. In a similar vein, Joerg Wittwer et al. focus on tutors’ instructional explanations andpresent a support procedure improving adaptation to the tutees’ learning prerequisites. Linda Priceinvestigates the question of how tutees’ perceptions of effective tutoring might differ as a functionof the tutoring context (computer-mediated tutoring vs. face-to-face tutoring) and discusses thedifferences with respect to the tutors’ pedagogical skills. Finally, Ron Salden et al. examine theeffects on tutees’ conceptual understanding in mathematics when they use an intelligent tutoringsystem, a so-called Cognitive Tutor, that combines the theoretical rationales of problem-solvingand example-based learning.Fife peer learning project: Intensity and type of tutoringKeith Topping, University of Dundee, United KingdomAllen Thurston, University of Dundee, United KingdomThe aim of this project is to enhance the achievement of primary school pupils in Fife in core skillsin reading and mathematics. It is a randomly allocated trial, in which different intensities and typesof tutoring are randomly allocated to the 123 primary schools participating. Sometimes olderchildren tutor younger children across year groups and sometimes pupils tutor others of the sameage within year groups. Sometimes intensity is light (once per week), sometimes heavy (threetimes per week). Sometimes reading is allocated, sometimes mathematics, and sometimes both.This yields 12 different combinations of tutoring, each operating in about 10 schools. P4 (8 yearold) and P6 (10 year old) pupils participate. Research assistants work with the schools to train,consult and guide the tutoring. Data are collected before, during and after the peer learningprogrammes on academic progress in core skills. All primary schools in Fife already use PIPS(Performance Indicators in Primary Schools) assessments from the CEM Centre in Durham andseveral use MidYIS (Middle Years Information System). Data on P4 and P6 pupils are collectedusing the current PIPS assessment and a new re-administration of an extended version of thisassessment is done at the end of the P7 year (11 years old). Pupils going into secondary school areassessed at the end of S1 (12 years old) (with an extended version of the PIPS P7 assessment) andS2 (13 years old) (with a new assessment currently being developed specifically for the end of the5-14 phase). Attitudinal data are also collected from the Extended MidYIS tests during S1.Although the project will last for two years and is not yet complete, it is possible to make someearly comments. These will focus particularly upon the effects of the 12 types and intensities oftutoring.Cross-age peer tutors in asynchronous discussion groups: Promoting tutors’ efficacy beliefs andgrading up the quality of interventionsMarijke De Smet, Ghent University, BelgiumHilde Van Keer, Ghent University, BelgiumMartin Valcke, Ghent University, BelgiumThis study focused on blending in cross-age peer tutoring with asynchronous discussion groups toempower online collaboration. More specifically, fourth-year graduate students served as onlinetutors to provide structure and scaffolds in order to foster freshmen’s knowledge construction and– 135 –