Reports of our research projects can be downloaded in .pdf form here. They vary in length and complexity, but for anyone who is curious about how kids of different ages teach and reflect on teaching, they make interesting reading. Both students and teachers speak through these documents. Enjoy. (For our bibliographies of peer-reviewed research on P-12 peer teaching, click here.)
Hoenny Center's National Survey of Teacher Beliefs and Practices – Executive Summary [NatlSurveySummary.pdf]
Hoenny Center's National Survey of Teacher Beliefs and Practices – Technical Report Table of Contents, List of Tables, and Order Form [TechRepOrderForm.pdf]
Peggy Emling's seventh graders reflect on informal peer teaching during a social studies learning stations experience. [Emling2003.pdf]
High School AP Calculus teacher Scott Hagin guides students in their peer-led review for the AP Calculus Exam. [Hagin2005.pdf]
Jennifer M. G. Hope, former Director of Missouri Botanical Garden's ECO-ACT program, reports on its outcomes in its first twenty years.
Josalynn Agnew's Monroe Elementary School fourth graders studied Iowa history at Des Moine's Iowa Historical Society in a series of field trips. They gave a set of reports for other students on what they learned and quizzed the other students on what they recalled. Read Josalynn Agnew's report.
Daniel M. Barnes' high school SAT Preparation class in Wilson, North Carolina worked on strengthening their reading comprehension abilities with peer teaching techniques. Six groups formed. Three prepared whole-class presentations, two used a modified jigsaw approach, one required the class to study on their own. Barnes compared the results. Read Daniel Barnes' report.
Colleen Corbett and Cristina Rapp tracked changes in 2nd graders' teaching styles in their Scientist of the Week program. The College School promotes presentation skills early, and Corbett and Rapp documented their second graders' growth in peer teaching abilities through their science concepts demonstrations.
Cynthia Welch's special education students had some help with their science projects from middle school student tutors. Cynthia tracked the weekly progress of the special education students in terms of the type of help they required, the extent to which they accepted the help, the success they experienced in following sequences, and the interactions in the tutoring pairs.
Kristin Devaul and April Gilpin studied how group formation procedures affected outcomes in their combined 9th grade English and social studies class. They assigned three project based learning tasks, but varied the structuring of the groups, from teacher-assigned groups to student-selected groups. They commented on the creativity, engagement, and cooperation of their students.
Jim Peterson's advanced acting class needed to learn acting types--their terms, their applications to acting, and how to identify them when they were used by other actors. His students selected an acting type, created a scene or other presentation that illustrated and defined the type, and presented it to the rest of the class. The teacher reported raised engagement levels and a prediction that he would use peer teaching strategies with future classes.
Basiyr Rodney's analysis of Peggy Emling's 7th grade social studies classes, reflecting on peer teaching over a school year. The students filled out a short questionnaire at the end of each quarter. Dr. Rodney analyzed how these reflections changed over the course of a year and found interesting patterns.
Jerri Davenport's tenth grade English students were studying grammar concepts. The students selected one concept to teach to the others. The teacher's report details how that went, describing interesting and important individual differences. Her materials and procedures are available for download in the POLAR+ section under YouthTeachUSA on this web site (in the green menu on the left).