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Medway, Frederic J.; Lowe, Charles A. – 1976
Forth-two elementary school children (Grades 2, 3, and 4) were tutored on a one-to-one basis by junior high volunteers (Grades 6, 7, and 8) for 12 weeks. Prior to the start of the tutoring program and following an experimental tutoring session in which tutee performance and feedback were manipulated, both the elementary and secondary students…
Descriptors: Attribution Theory, Cross Age Teaching, Elementary Education, Feedback
