Classwide Peer Tutoring: Practice, Theory, Research, and Personal Narrative

Autor/inn/en	Maheady, Larry; Gard, Jaime
Titel	Classwide Peer Tutoring: Practice, Theory, Research, and Personal Narrative
Quelle	In: Intervention in School and Clinic, 46 (2010) 2, S.71-78 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451210376359
Schlagwörter	Curriculum Based Assessment; Personal Narratives; Peer Teaching; Educational Researchers; Remedial Instruction; Tutoring; Students; Computation; Teaching Methods; Educational Practices; Disabilities; Mathematics Education; Games; Grade 5; Multiplication; Arithmetic; Student Attitudes + Suchen Sie Ihr Suchwort? Erlebniserzählung; Peer group teaching; Peer Group Teaching; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Förderkurs; Förderkonzept; Nachhilfeunterricht; Student; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Handicap; Behinderung; Mathematische Bildung; Game; Spiel; Spiele; School year 05; 5. Schuljahr; Schuljahr 05; Multiplikation; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Schülerverhalten
Abstract	Contemporary teachers need instructional practices that are (a) powerful enough to meet the needs of a rapidly diversifying student population, (b) feasible to implement on a classwide basis, and (c) socially acceptable to them and their pupils. Classwide peer tutoring (CWPT) is one such instructional practice. In addition to describing CWPT, its research base, and supporting theoretical perspectives, this article describes a project in which a classroom teacher in a remedial education program worked collaboratively with an educational researcher to examine the impact of CWPT on her pupils' math computational fluency as monitored on district-adopted, curriculum-based assessments. Results indicated that all pupils, including those with disabilities, made substantial learning gains and improved their academic-related behavior in class. The teacher reported that CWPT was relatively easy to implement and that her students loved playing the tutoring game in math. (Contains 1 table.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10