Literaturnachweis - Detailanzeige
Autor/inn/en | Fuchs, Lynn S.; und weitere |
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Titel | The Nature of Student Interactions during Peer Tutoring with and without Prior Training and Experience. |
Quelle | In: American Educational Research Journal, 31 (1994) 1, S.75-103Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
Schlagwörter | Academic Achievement; Algorithms; Concept Teaching; Context Effect; Educational Background; Educational Experience; Elementary Education; Elementary School Students; Feedback; Interaction; Mathematics Instruction; Peer Teaching; Training; Tutoring; Videotape Recordings |
Abstract | Effects of previous training and experience in peer tutoring on student interactions were studied for 16 elementary school classes. Student dyads with experience and training in peer tutoring provided more interactional explanations and incorporated sounder instructional principles. In both situations, student explanations tended to be algorithmic rather than conceptual. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |