The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Tutor learning: the role of explaining and responding to questions
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Citations
Cites
Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
Flavell, J. H. (1979) · American Psychologist · doi:10.1037/0003-066x.34.10.906 · Cited by 11,282 · cited 1×
“Tutors may need to utilize metacognitive processes such as comprehension-monitoring and metamemory, which involve evaluation of the quality of one’s own knowledge and understanding (e.g. Flavell, 1979; Hacker, 1998; Maki et al. 2005).”
BackgroundThe 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring
BLOOM, B. S. (1984) · Educational Researcher · doi:10.3102/0013189x013006004 · Cited by 2,734 · cited 2×
“Keywords: peer tutoring, tutor learning, tutorial dialogue, explanations, questions, metacognition, verbal data analysis Tutoring is one of the most effective educational interventions, with tutored students performing one to two standard deviations above non-tutored students (Bloom, 1984).”
BackgroundSelf‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989) · Cognitive Science · doi:10.1207/s15516709cog1302_1 · Cited by 1,714
Educational Outcomes of Tutoring: A Meta-analysis of Findings
Cohen, P. A., Kulik, J. A., & Kulik, C.-L. C. (1982) · American Educational Research Journal · doi:10.3102/00028312019002237 · Cited by 1,138
Peer interaction and learning in small groups
Webb, N. M. (1989) · International Journal of Educational Research · doi:10.1016/0883-0355(89)90014-1 · Cited by 1,050
Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001) · Cognitive Science · doi:10.1207/s15516709cog2504_1 · Cited by 855
Cited by
Rethinking feedback practices in higher education: a peer review perspective
Nicol, D., Thomson, A., & Breslin, C. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2013.795518 · Cited by 966
Eight Ways to Promote Generative Learning
Fiorella, L., & Mayer, R. E. (2016) · Educational Psychology Review · doi:10.1007/s10648-015-9348-9 · Cited by 832
Peer reviewers learn from giving comments
Cho, Y. H., & Cho, K. (2011) · Instructional Science · doi:10.1007/s11251-010-9146-1 · Cited by 294
Cho, K., & MacArthur, C. (2011) · Journal of Educational Psychology · doi:10.1037/a0021950 · Cited by 246
Webb, N. M., Franke, M. L., Ing, M., Wong, J., Fernandez, C. H., Shin, N., & Turrou, A. C. (2014) · International Journal of Educational Research · doi:10.1016/j.ijer.2013.02.001 · Cited by 236
Metadata
- Authors
- Roscoe, R. D., & Chi, M. T. H.
- Venue
- Instructional Science
- Published
- 2007-07-05
- Volume
- 36
- Issue
- 4
- Pages
- 321-350
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2033630110
- Cited by
- 335
- References
- 6
- FWCI
- 11.63
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
