Cornell University researchers have found that empowering students in disadvantaged middle schools to teach younger peers can reduce disciplinary problems and improve academic achievement. The study, conducted in Ithaca, indicates that when middle school students take on teaching roles, it creates a positive influence on behavior. These students are motivated by a desire for peer recognition and status, which may help explain the positive outcomes observed in classroom discipline and academic performance. Further details on the research are available at Cornell.edu/Research.

Source: Cornell University

Source Type: College

Source Location: Ithaca

Ithaca, NY

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