The objective of this study was to examine the effect of peer tutoring on college students’ academic achievement and, as well, their competencies in communication and collaboration. In particular, we investigated whether or not the effect of peer tutoring depends on the role taken in peer tutoring. 373 Korean college students attending peer tutoring participated in this study. A pre-post design employing a self-report questionnaire was used. The results indicated that peer tutoring improved both academic achievement and communicative and collaborative skills. The findings also suggested that the effect of peer-tutoring on academic achievement and responsibility for teamwork was valid only with regard to those in the role of tutees. The implications of this study are discussed.

The aim is to analyze what characterizes the work of special needs teachers and what collaborations they engage in in schools for students with intellectual disability. Special needs teachers with degrees from three different universities in southern Sweden participated in the survey. The results show that a majority of the respondents had long experience before they started the special needs training program and they describe the direct encounters with students in the classroom as an important part of their work. Supervision and subject-development also exist, but not to the same extent as classroom teaching.

This article is aimed at presenting the results from research. The aim of the research was to verify whether children organized in groups work more effectively in achieving a common goal. The research method employed was that of a social experiment under natural conditions, with the parallel groups technique. The research group consisted of 100 six-year-old children over the course of two school years from two public kindergartens in the same location of a single town. The assumption was that the frequency of collaboration would be higher at the end of the school year for children organised by teachers into groups in order to achieve a common goal compared to children for whom this opportunity is intentionally not created by their teachers. The assumption was confirmed for the methods in which collaboration was manifested: The assumption was confirmed for manifestations of cooperation: continuous, effective communication; helping a friend; praise, encouragement. The following was not confi rmed: expression of one’s own opinion/proposal; engagement in the achievement of a common goal.

An active collaboration with teachers is a prerequisite of system based approach to school counselling. The objective of the research was examining the experiences of school counsellors regarding collaboration with teachers in the domain of student counselling in the school setting in Serbia. This research applied a pragmatist qualitative approach using a semi-structured interview. Participants were 81 elementary school counsellors (pedagogues). The results show that teachers are generally open for collaboration during student counselling. Teachers’ acceptance of advice depends on their personality and classroom management style. Conclusions offer recommendations for improving the partnership relations as a basis for effective student counselling.