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

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  • Maria Cockerill
  • Nicole Craig
  • Allen Thurston

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.

Suggested Citation

  • Maria Cockerill & Nicole Craig & Allen Thurston, 2018. "Teacher Perceptions of the Impact of Peer Learning in their Classrooms: Using Social Interdependence Theory as a Model for Data Analysis and Presentation," International Journal of Education and Practice, Conscientia Beam, vol. 6(1), pages 14-27.
    • Handle: RePEc:pkp:ijoeap:v:6:y:2018:i:1:p:14-27:id:558
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    Cited by:

    1. Elsa Mentz & Josef De Beer, 2019. "The affordances of Change Laboratories for improved sustainability and impact of in-service teacher professional development programmes," Proceedings of Teaching and Education Conferences 9611967, International Institute of Social and Economic Sciences.

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