Available published research on tutoring is reviewed with emphasis on research findings. Field research on long-term programs is examined, followed by a closer scrutiny of specific variables affecting the outcomes of tutoring--variables often examined in short-term projects. Included are problems of methodology and design. (RC)

This paper synthesizes what is known from previous research about the effects of children teaching other children in different K-12 contexts, emphasizing the academic and affective impact of such activity on the child doing the teaching. The study reviews peer teaching, integrating research findings about different types of peer teaching into one…

In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that provides an overview of current research on multigrade instruction, identifies key issues…

Author offers a perspective on student involvement in decision making currently operating in Pasadena, California. (MB)

Describes how high school students tutor elementary school children in a reading program (Author/RB)

Suggestions include use of student teachers, parents, and retired people, among others, for more effective and individualized instruction. (SP)

Provides resources for teachers who wish to establish programs of peer or cross-age tutoring. (FL)

Compensatory programs are successful when they include respect for the child's strengths and for the culture that nourished him. (Author/IRT)

Results are presented from a study which documents the effectiveness of social-skills training followed by cross-age tutoring for improving both achievement and social communication behaviors among boys (N=20), grades four-six, with learning disabilities. (IAH)

Studies the reactions to "self-threatening help" of members of 103 dyads of second-, fourth-, and sixth-graders in a peer tutoring context. Results indicated that threatening conditions were those in which tutors and tutees were similar in age and achievement levels. (RJC)

Describes how first grade and fifth grade students teamed together to coauthor books. Provides an example of a story planning chart. (MM)

Describes a project in which high school seniors in the second semester of a local history class learned teaching strategies and the Foxfire core practices and then taught local history to third graders. Includes comments from seniors and letters from third graders. (SV)

The application of mixed-age grouping at Rainard School (Houston, Texas), a private school for gifted students, is described. Discussed are advantages (such as encouraging cooperation instead of competition), the optimum age spread, the differentiated and individualized curriculum, parent reactions, teacher reactions, and difficulties. (DB)

Responds to an article in the April 1998 issue of this journal. Shares evidence about the effectiveness of peer tutoring. Discusses literacy tutoring of K-3 emergent readers by volunteers. Explains why tutoring is not teaching, and offers a model for successful tutoring practices. (SR)

Replies to an article in the same issue of this journal, which responded to this author's earlier article. Elaborates two fundamental points of disagreement (the definition of tutoring and the characteristics of the children being tutored). (SR)