Arranging Peer-Tutoring Instruction to Promote Inference-Making

Autor/inn/en	Verdun, Victoria R.; Fienup, Daniel M.; Chiasson, Brittany A.; Greer, R. Douglas
Titel	Arranging Peer-Tutoring Instruction to Promote Inference-Making
Quelle	In: Journal of Applied Behavior Analysis, 55 (2022) 2, S.369-394 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fienup, Daniel M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.895
Schlagwörter	Peer Teaching; Inferences; Grade 3; Elementary School Students; Tutoring; Instructional Effectiveness; Mathematics Instruction; Fractions; Mathematical Concepts + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Inference; Inferenz; School year 03; 3. Schuljahr; Schuljahr 03; Förderkonzept; Nachhilfeunterricht; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Bruchrechnung
Abstract	Peer-mediated instructional strategies (e.g., peer tutoring) have been effective at teaching academic responses in previous research. This study extended the literature by programming for inference-making, or derived relations. Across two experiments, researchers investigated the use of peer tutoring and inference-making to teach fraction-pictogram-percentage relations to 8 third-grade participants. In each experiment, participants served as both tutors and tutees in homogenous, reciprocal tutoring sessions. In Experiment 1, one tutor taught fraction (A)-pictogram (B) relations and the other tutor taught percentage (C)-pictogram (B) relations. In Experiment 2, each tutor taught one half of each of the relations. Results of both experiments demonstrated that the tutors learned all relations they taught, the tutees learned all relations they were taught, and all participants derived equivalence relations and demonstrated transfer of functions for comparative relations. A comparison of the two experiments suggests instructors should consider the difficulty of training relations when they design peer-tutoring instruction that engineers inference-making. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01