Literaturnachweis - Detailanzeige
| Autor/inn/en | Stenhoff, Donald M.; Lignugaris/Kraft, Benjamin |
|---|---|
| Titel | A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings |
| Quelle | In: Exceptional Children, 74 (2007) 1, S.8-30 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0014-4029 |
| Schlagwörter | Mild Disabilities; Tutor Training; Tutors; Peer Teaching; Tutoring; Secondary Schools; Researchers; Federal Legislation; Heterogeneous Grouping; Homogeneous Grouping; Effect Size; Special Education; Academic Achievement |
| Abstract | Researchers reviewed 20 articles on peer tutoring research in secondary settings and addressed demographics of tutors and tutees, content areas in which peer tutors were employed, tutor training required for implementing effective tutoring programs, and the effects of peer tutoring on tutee performance. Generally, peer tutoring in secondary settings results in improved academic performance of students with mild disabilities and could be classified as an evidence-based practice. It appears that training tutors on how to implement instruction produces a large effect on tutee outcomes. Additional research is needed, however, to explore several factors regarding peer tutoring in general education classes and with secondary students with culturally diverse backgrounds. (Contains 9 tables.) (As Provided). |
| Anmerkungen | Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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