The Efficacy of ClassWide Peer Tutoring in Middle Schools

Autor/inn/en	Kamps, Debra M.; Greenwood, Charles; Arreaga-Mayer, Carmen; Veerkamp, Mary Baldwin; Utley, Cheryl; Tapia, Yolanda; Bowman-Perrott, Lisa; Bannister, Harriett
Titel	The Efficacy of ClassWide Peer Tutoring in Middle Schools
Quelle	In: Education and Treatment of Children, 31 (2008) 2, S.119-152 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Middle Schools; Tests; Effect Size; Grade 6; Peer Teaching; Tutoring; Elementary School Students; Middle School Students; Grade 7; Grade 8; Intervention; Urban Schools; Academic Achievement; Learning Disabilities; Behavior Disorders; Special Education; Reliability; Science Curriculum + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Examination; Prüfung; Examen; School year 06; 6. Schuljahr; Schuljahr 06; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Middle schools; Student; Students; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Reliabilität
Abstract	The majority of research on the efficacy of ClassWide Peer Tutoring (CWPT) is based on research with urban elementary students (Rohrbeck, Ginsberg-Block, Fantuzzo, & Miller, 2003), with much less research in middle schools. This study investigated CWPT with 975 middle school students in 52 classrooms, grades 6 through 8, over a three-year period. A mixed design combining features of both group (interrupted time-series) and single-subject reversal designs was used to evaluate the effects of traditional teacher-led instruction vs. CWPT. Results favored CWPT with effect sizes, based on weekly quizzes, indicating moderate to large effects overall (M = 1.11) but with some range across classrooms and content. Implications for future research and practice are discussed. (Contains 2 figures and 5 tables.) (Author).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/journals/details.php?id=7
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10