Peer tutoring in the elementary classroom: putting (a) theory into practice

    Research output: Contribution to journalArticleResearchpeer-review


    This essay explores how elementary school teachers can support students become effective peer tutors. Drawing on the author’s personal experience as an elementary educator and researcher, it discusses how cognitive load theory can be used to generate a framework to support practicing teachers in implementing peer tutoring in their own classrooms. The framework presented is particularly relevant to well-structured learning domains, such as mathematics.
    Original languageEnglish
    Pages (from-to)612-619
    Number of pages8
    JournalMcGill Journal of Education
    Issue number3
    Publication statusPublished - 2018


    • Peer-tutoring
    • Peer-assisted learning
    • Cognitive load
    • Mathematics education
    • Primary Education

    Cite this