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Classwide Peer Tutoring at Work
... Additionally, in instances where mentoring and support are included in the support programme, student motivation, selfconfidence, and engagement are improved and increased (Lotkowski, Robbins & Noeth, 2004;Rendon, 1994). Similarly, Fulk and King (2001) have found that class-wide peer-topeer tutoring techniques make it possible to actively involve all students in the learning process, which has the added advantage of improving self-esteem and social skills among participants. Subsequently, a flexible peer-mediated strategy where students serve as tutors and tutees known as 'peer tutoring' (Hott, Walker & Sahni, 2012) allows an older or higher performing student to be paired with students in need of support, to work on academic and/or behavioural concepts they find challenging. ...
... Here the Success Tutors and their idea of the RSP community as a support mechanism to make students feel part of a wider group serve to substantiate the work of Karp (2011), Loots (2009) and Wilmer (2008. By involving students in the learning that takes place in tutorials, Success Tutors believe they are building their and the students' self-esteem, which can be related to the findings of Fulk and King (2001). ...
The exponential growth of higher education enrolment in South Africa has resulted in increased diversity of the student body, leading to a proliferation of factors that affect student performance and success. Various initiatives have been adopted by tertiary institutions to mitigate the negative impact these factors may have on student success, and it is suggested that interventions that include aspects of social integration are the most successful. This paper outlines an approach called Success Tutoring (a non-academic tutorial approach used as part of a student success and support programme in the Faculty of Commerce, Law, and Management at the University of the Witwatersrand), which is underscored by empirical evidence drawn from evaluation data collected during Success Tutor symposia. The authors draw conclusions and make recommendations based on a thematic analysis of the dataset, and ultimately provide readers with a framework for implementing Success Tutoring at their tertiary institutions.
... If a student completes the task early, a second passage can be used to target reading fluency as well. Furthermore, if teachers are working in small groups, they can implement peer work to have students time their peers and provide corrective feedback (see Fuchs & Fuchs, 2005;Fulk & King, 2001). ...
Reading comprehension is contingent upon the integration of various reading skills, including word reading, reading fluency, and comprehension strategies. Students who encounter challenges in both word reading and reading comprehension present an opportunity for growth across multiple reading‐related domains. Recent intervention data, as demonstrated by Vaughn et al. (2022), underscores the effectiveness of employing multicomponent reading interventions that target diverse reading skills, yielding positive outcomes for elementary students. This article aims to furnish educators with essential insights and resources to design and implement tailored multicomponent interventions for students with reading difficulties or learning disabilities. By incorporating these targeted interventions, teachers can provide personalized support, thus facilitating growth in the students' reading‐related skills. Moreover, the article offers practical methodologies for progress monitoring, allowing teachers to accurately track students' reading‐related growth and make data‐driven adjustments to optimize their learning experiences. Empowering teachers with such evidence‐based approaches can have a profound impact on students' reading comprehension and overall academic success.
... Στην προσπάθεια αυτή, ο/η εκπαιδευτικός είναι αρωγός, καθώς στηρίζει τον τρόπο επεξεργασίας της πληροφορίας και τον συσχετισμό της με προηγούμενα γνωστικά σχήματα. Αυτό μπορεί να επιτευχθεί μέσω των συνεργατικών ομάδων συζητήσεων (Salend, 2004), του προσωπικού ημερολογίου, της διδασκαλίας συνομηλίκων (Fulk & King, 2001), των εργασιών που δίνει ο/η εκπαιδευτικός για ατομική ή ομαδική επεξεργασία, του διαφορετικού χρόνου εργασίας για κάθε μαθητή/μαθήτρια, με βάση τα ενδιαφέροντα, την ετοιμότητα και το γνωστικό του/της επίπεδο (Wan, 2017). ...
Η Διαφοροποιημένη Διδασκαλία, η οποία μπορεί να λειτουργήσει ως απάντηση
στην ετερογένεια της σχολικής τάξης, αποτελεί μια περίπτωση συμπεριληπτικής
προσέγγισης, η οποία στοχεύει στην προσαρμογή της διδασκαλίας στο μαθησιακό
προφίλ και τις ιδιαίτερες ανάγκες των μαθητών και μαθητριών. Χαρακτηρίζεται ως
μια πρόκληση για τους/τις εκπαιδευτικούς, ενώ καταγράφονται οφέλη από την
εφαρμογή της τόσο για τους/τις μαθητές/μαθήτριες όσο και τους/τις
εκπαιδευτικούς. Η εφαρμογή της Διαφοροποιημένης Διδασκαλίας δεν είναι μια
εύκολη υπόθεση, καθώς είναι αναγκαίες κάποιες προϋποθέσεις, όπως η ύπαρξη
υποστηρικτικών μέσων και καθοδήγησης, η δυνατότητα πρόσβασης των
μαθητών/μαθητριών, σε μια ποικιλία εκπαιδευτικών πηγών και υλικών και η
επιμόρφωση των εκπαιδευτικών.
... Additionally, educational practices and activities may be enriched by using educational games and art forms to appeal to the interests and inclinations of all students and enhance the learning process (Kappas, 2005). Discussing in groups and applying a multisensory learning approach and a mutual tuition method are also suggested practices (Salend, 2004;Fulk & King, 2001). Being engaged in such activities students work in heterogeneous groups, cooperate and support each other while becoming more independent learners (Avramidis et al., 2013). ...
Since the vast majority of classrooms worldwide include students with different learning styles, abilities, interests, needs, and also specific learning difficulties, educational systems should adapt and create learning environments in which all students develop and progress according to their abilities and potential. The present chapter, based on bibliographic references, suggests the implementation of inclusive education in mixed-ability classrooms to support the needs of students with specific learning difficulties and to achieve the inclusion and participation of all students in the educational process. The creation of inclusive classrooms, in which all students participate, acquire knowledge, and achieve their personal learning goals, requires employing differentiated instruction practices and innovative educational processes and methods. Teachers having received appropriate training can guide students throughout a most productive, creative, and fulfilling learning process by addressing their learning difficulties and ensuring their participation.
... We can infer that he was more confident because he was able to perform activities that he was unable to do before. Regarding this, Fulk and King (2001) highlight that PT seems to be particularly beneficial in improving the self-esteem of TT who have low social and academic performance. But it was not only the TT that felt the benefits of the strategy in their daily lives, as can be seen from what the tutors declared (Table 17). ...
Resumo O objetivo do estudo foi propor um programa de Tutoria por Pares, no ensino fundamental - anos finais, e verificar sua influência na participação de um aluno público-alvo da educação especial (PAEE). Participaram um aluno PAEE, três alunos tutores, um professor de Língua Portuguesa e um de Matemática. A coleta de dados envolveu cinco sessões de observações iniciais, trinta contínuas, oito reuniões de tutoria e seis entrevistas iniciais e finais. Utilizou-se a técnica de análise de conteúdo para o tratamento dos dados. Evidenciou-se que a Tutoria por Pares contribuiu para a inclusão do aluno com deficiência intelectual no âmbito das interações e na sua capacidade de resposta às atividades em sala, o que culminou no aumento da sua participação e melhoras acadêmicas e sociais.
... A split list procedure was used to form a reciprocal pair for the experiment group (PALS) based on the assessment data (Baseline data). In this procedure, the entire class is ranked on ability and split in half 9 . The student with the highest marks was paired with the highest-ranking student of the lower marks. ...
Designing effective teaching learning methods for a learner demands a teacher to be aware of what works better for a individual in a classroom. The effect of Peer Assisted Learning Strategy (PALS) on students' performance and learning satisfaction was investigated in this study. The Pre-test/ post-test test devised for both the experiment and control group to measure their performance level in science before and after PALS and No-PALS. The second method involved the experiment group to answer a survey questionnaire using a 5-point Likert scale to address how PALS enhance students learning satisfaction and contribute to other students' learning satisfaction. While the Pre-test/ post-test test data showed change in mean marks, rating scores on questionnaires indicated effectiveness of PALS, suggesting that PALS can have positive impact students' performance and learning satisfaction.
... Rich and challenging content instead of impoverished curricula focused on rudimentary concepts; -Adjustment of process. Collaborative discussion teams (Salend, 2004), classwide peer tutoring (Fulk, King, 2001), book discussions (Berry, Englert, 1998;Martin, 1998) instead of individual learning under the teacher's control; -Adjustment of product. Multiple modes of presentation, a range of options for demonstrating what they know and can do (Tomlinson, Eidson, 2003) instead of conventional tasks from books. ...
... Thus peer tutors should be trained by: defining and developing procedures for social skills they may need throughout peer tutoring like sharing, taking turns, using respectful language, and accepting criticism or feedback; defining and developing procedures for moving into peer tutoring groups quickly and quietly; explaining and allowing students to practice prior to the first peer tutoring session (using a prepared script for practicing interactions. Fulk & King, 2001); training them in providing feedback for correct and incorrect peer responses, including praise; teaching them how to carefully monitor their own and their partner's progress; for at-risk students providing academic intervention in the form of tutoring is necessary like self-determined tutoring, academic advisor scheduled tutoring, group tutoring, one-to-one tutoring, peer tutoring, and professional tutoring (Hott & Walker, 2012). ...
... Thus peer tutors should be trained by: defining and developing procedures for social skills they may need throughout peer tutoring like sharing, taking turns, using respectful language, and accepting criticism or feedback; defining and developing procedures for moving into peer tutoring groups quickly and quietly; explaining and allowing students to practice prior to the first peer tutoring session (using a prepared script for practicing interactions. Fulk & King, 2001); training them in providing feedback for correct and incorrect peer responses, including praise; teaching them how to carefully monitor their own and their partner's progress; for at-risk students providing academic intervention in the form of tutoring is necessary like self-determined tutoring, academic advisor scheduled tutoring, group tutoring, one-to-one tutoring, peer tutoring, and professional tutoring (Hott & Walker, 2012). ...
Peer tutoring or peer assisted learning is an effective instructional strategy that involves active and interactive participative learning process resulting in a deeper understanding of concepts for both ‘Tutors’ and ‘Tutees’. The aim of this study is to investigate the effectiveness of peer tutoring on Academic achievements of the students in the General Foundation and Undergraduate Programmes at a private college in Oman. It will further explore other advantages, especially social and emotional benefits, the tutors and tutees may gain by taking part in peer tutoring programme held at Middle East College, Oman. The study was conducted through an online survey, personal interviews and judging the in-class performances of these students. The results revealed some interesting benefits for both the ‘Tutors’ and the ‘Tutees’. For the ‘Tutors’ it was a bolstering experience as it led to increased knowledge and skills; self-confidence; and a sense of responsibility. The ‘Tutees’ on the other hand developed – (i) a better liking for the subject concerned; (ii) better cooperation skills among their peers; (iii) increased motivation to study a particular subject; (iv) better communication Skills; (v) better stress management; and (vi) confidence. Peer tutoring is seen as a great advantage to gain learner autonomy to reap the full benefits of academic life by nurturing innate talent and abilities. The shift from teacher-led to student-centered classes has been hailed as a milestone in order to foster learner autonomy and productive learning.
... Thus peer tutors should be trained by: defining and developing procedures for social skills they may need throughout peer tutoring like sharing, taking turns, using respectful language, and accepting criticism or feedback; defining and developing procedures for moving into peer tutoring groups quickly and quietly; explaining and allowing students to practice prior to the first peer tutoring session (using a prepared script for practicing interactions. Fulk & King, 2001); training them in providing feedback for correct and incorrect peer responses, including praise; teaching them how to carefully monitor their own and their partner's progress; for at-risk students providing academic intervention in the form of tutoring is necessary like self-determined tutoring, academic advisor scheduled tutoring, group tutoring, one-to-one tutoring, peer tutoring, and professional tutoring (Hott & Walker, 2012). ...
... (Wehmeyer, 2007) a Peer-directed strategies Classwide peer tutoring Article "Classwide Peer Tutoring: An Effective Strategy for Students With Emotional and Behavioral Disorders" ( Bowman-Perrott, 2009) a Article "Classwide Peer Tutoring at Work" ( Fulk & King, 2001 Reading IEP Goal: Trevor will demonstrate listening comprehension of adapted grade level text as evidenced by answering 4/5 comprehension questions correct by selecting the correct answer from a field of four options. ...
... Num ambiente cooperativo, todos os participantes beneficiam da diversidade, aliás, é mesmo esse o aspeto que torna esta técnica tão eficaz (Johnson & Johnson, 1993citado por Haager & Klingner, 2005. O Ensino de Pares é uma variante do ensino de cooperação, sendo um ensino inovador no ensino regular ou especial que aumenta o tempo e a qualidade de instrução, aumenta o tempo na tarefa e reduz o tempo que o professor tem de passar com cada aluno (Bender, 2002;Greenwood, 1991;Maheady, Harper & Sacca, 1988;Mortewt, Utley, Waljer, Dawson, Delquadri, Reddy & Greenwood, 1999citado por Bender, 2002Fulk & King, 2001). Nesta estratégia, os alunos ajudam-se mutuamente na sala de aula para completarem tarefas ou outras responsabilidades. ...
O presente trabalho tem como finalidade conhecer, descrever e caracterizar as percepções de um grupo de professores do ensino primário no que respeita o ambiente onde os alunos com Necessidades Educativas Especiais (NEE) devem ser ensinados. Para o efeito, utilizam-se dados relativos a uma recolha mais alargada feita com um questionário construído por itens que versavam sobre a inclusão de alunos com NEE na escola e na sociedade. Os dados foram recolhidos junto de 506 professores do ensino primário - estudantes dos cursos de Ciências de Educação de quatro instituições do ensino superior circunscritas na Região Académica IV, Angola. Os resultados serão apresentados de uma forma descritiva e inferencial. Por fim, o conhecimento obtido será sistematizado sobre a forma de conclusões.
Referência: Tomás, G. & Martins, A.P.L. (2014). Inclusão de alunos com necessidades educativas especiais nas turmas regulares: Perceções dos professores do ensino primário na região académica IV-Angola. In A.P.L. Martins & F.A.C. Tavares (Org.), Desafiando os Caminhos da Educação Inclusiva em Cabo Verde: Atas do 1º Congresso Cabo-verdiano de Educação Inclusiva (pp. 278-285). Universidade de cabo Verde e Centro de Investigação em Educação
... Num ambiente cooperativo, todos os participantes beneficiam da diversidade, aliás, é mesmo esse o aspeto que torna esta técnica tão eficaz (Johnson & Johnson, 1993citado por Haager & Klingner, 2005. O Ensino de Pares é uma variante do ensino de cooperação, sendo um ensino inovador no ensino regular ou especial que aumenta o tempo e a qualidade de instrução, aumenta o tempo na tarefa e reduz o tempo que o professor tem de passar com cada aluno (Bender, 2002;Greenwood, 1991;Maheady, Harper & Sacca, 1988;Mortewt, Utley, Waljer, Dawson, Delquadri, Reddy & Greenwood, 1999citado por Bender, 2002Fulk & King, 2001). Nesta estratégia, os alunos ajudam-se mutuamente na sala de aula para completarem tarefas ou outras responsabilidades. ...
A literatura apresenta vários pressupostos que deverão ser tidos em consideração pelas escolas, ou sistemas educativos, que procuram implantar, com sucesso, um modelo inclusivo. Este poster descreve, sete desses pressupostos, colocados sob a forma de ideias, que que se constituem partes interdependentes da criação de uma comunidade educativa interessada, dinâmica e bem sucedida. A sua inexistência, ou limitação, pode promover uma inclusão baseada no lançamento da criança com Necessidades Educativas Especiais nas classes regulares, que se transformarão em meros depósitos de crianças frustradas, académica e pessoalmente, tal como sugere Correia (1997).
... Tuntutan peran menjadi sesuai tuntutan mampu mengarahkan untuk menemukan ide-ide pokok materi kemudian mengkomunikasikannya kepada teman sekelompoknya dengan bahasa yang lebih mudah dipahami. Kemampuan menyampaikan gagasan untuk menyusun skenario pembelajaran sesuai materi yang dipelajari juga turut meningkatkan keterampilan dan rasa percaya diri (Fulk & King, 2001) serta adanya perhatian terhadap pelajaran yang terus-menerus selama proses pembelajaran berlangsung. ...
p class="5abstrak"> SMPN5 Surakarta has outstanding vision and cultured on faith and Piety.the subjects of biology in this Surakarta SMPN5 not as expected, on his way to the front of learning in general should be improved particularly in the teaching of science including biology science subjects. research that has been conducted on 32 students are 47.5% of students who pay attention to the lessons, 12.5% of students dreamy, sleepy students 7.5%, 12.5% of students do not focus on the subject and only 20% of students participate in learning. lack of student interest in the learning process led to the success of student learning achieved suboptimal anyway. Research conducted in the semester began in July to December 2013, with the implementation of measures in October to November 2013 in SMPN5 Surakarta with the subject viii h grade students who are 32 students. On the first cycle students learn in a large group of 8 students in one group, while in the second cycle students learn in small groups, namely 4 students in one group. Each stage of each cycle consisting of planning actions, implementation of action, observation and reflection action. data using quantitative descriptive analysis by comparing the initial conditions of mastery learning cycle 1 and cycle 2. The results showed a significant increase in interest in learning from the initial condition is active only 8 students to 30 students are active, attentive and happy while learning. learning outcomes of students has increased from baseline to 1 cycle of 21%. cycle 1 to cycle 2 increased 6%. learning outcomes from baseline to 2 cycles increased 29% The results of these studies indicate that through role playing learning model can improve student interest and learning outcomes. </p
... Students can also study their spelling words by applying a cooperative learning approach (Fulk & King, 2001;Graham, 1999). One way to do this is to randomly divide the class into two competing teams at the beginning of each week. ...
... A peer who was competent in reading paired with a student with weaker reading skills. The teachers used a split-list pairing procedure to build partnerships (Fulk & King, 2001). For example, in a rank ordering of 32 students, the teachers paired students 1 and 16, students 2 and 17, students 3 and 18, and so on. ...
Two science teachers used evidence-based practices to support struggling middle school readers when interacting with science text. Using a single-subject reversal design, teachers asked: to what degree does the use of peer-mediated instructional practices support students' comprehension of science text? Curriculum-based measures showed improvement for some of the participants. Student surveys and teacher interviews indicated a commitment to continue peer mediated practices to support inclusion of a wide diversity of students. The teachers were interested in continuing strategies that increase student engagement in science text.
... Beth and Steve decided to pair students according to assessment procedures. A split-list procedure was used, where the entire class of students is ranked on ability, and then split in half (Fulk & King, 2001). The student with the highest assessment is paired with the highest student of the lower assessment. ...
... Diversos estudos têm demonstrado que tutoria de colegas é uma estratégia funcional na inclusão, pois tem trazido benefícios tanto para os tutores quanto para os tutelados, que vão muito além das habilidades acadêmicas (FULK; KING, 2001;GUMPEL;FRANK, 1999;MAHEADY, SACCA;HARPER, 1998;VILLA ;THOUSAND, 1999). ...
This study aimed at to investigate of the procedure of peer tutoring on the academic performance of pupils with intellectual disability in common classrooms of Early Education schools. Participate on the study two children with intellectual disability and twelve typical developmental as tutorial. The taught task was the recognition and the nomination of vowels of the alphabet, through playful activities, being that in the condition without peer tutoring the task was individualized and in the tutoring condition, the task was made in pairs. The results even so point that the peer tutoring can be effective in the improvement of the academic performance, although that is not applied for all of the children and the subject deserve more inquiry.
... (Wehmeyer, 2007) a Peer-directed strategies Classwide peer tutoring Article "Classwide Peer Tutoring: An Effective Strategy for Students With Emotional and Behavioral Disorders" ( Bowman-Perrott, 2009) a Article "Classwide Peer Tutoring at Work" ( Fulk & King, 2001 Functional IEP Goal: Trevor will communicate his ideas with peers and adults as evidenced by answering questions after the first prompt using picture symbols 4/5 opportunities. ...
Access to the general education curriculum is a critical component of special education today, yet many teachers struggle to implement practices that provide such access. The authors describe how teachers can draw on three levels of support—teacher-, student-, and peer-delivered strategies—to optimize access to the general education curriculum for students with autism. Included are a variety of research-based strategies for facilitating access to the general education curriculum and information on where to find additional references and resources on specific strategies. The final section includes an example of how the three levels of support can be combined to maximize access to the general education curriculum for students with autism.
... Teachers can assist students by sup-porting the development of relevant, personal connections with problems and texts, and linking them with still other known problems and texts. Some effective strategies for disabled students include collaborative discussion teams (Salend, 2004), classwide peer tutoring (Fulk & King, 2001), book discussions (Berry & Englert, 1998;Martin, 1998), and jigsaws-a type of cooperative learning (Aronson, 1978). ...
Differentiating instruction, a comprehensive approach to teaching, enables the successful inclusion of all students, including the disabled, in general-education classrooms. As inclusive educators, we argue that disability is an enacted, interactional process and not an empirical, stable fact or condition. We recommend planning responsive lessons that differentiate instruction for all students from the outset, instead of modifying one for disabled students. General-education teachers, who with appropriate supports learn to attend to every student's individual needs, can replace the specially designed, and often uninteresting one-to-one skills and drills, typically suggested for disabled students, with responsive class activities contingent on individual performance. This shift in instructional focus supports the provision of access to the general education curriculum required by the No Child Left Behind Act of 2001 and the Individuals with Disabilities Education Act. We also address practical, disability- related issues for effectively differentiating instructional in inclusive classrooms.
... If this is so, then a logical notion is to make the student the teacher. Peer tutoring, an arrangement in which two students work together on an academic activity, with one student providing assistance, instruction, and feedback to the other (Greenwood, Maheady, & Carta, 1991), is now an accepted strategy to promote learning and academic achievement across the curriculum (Fulk & King, 2001;Greenwood et al., 2001). Several models of peer tutoring have been developed that differ in terms of instructional focus (acquisition or practice), structure (reciprocal or nonreciprocal), age (cross age or same age), and procedural components (e.g., method of pairing students, number of sessions) (Strain, 1996). ...
... If this is so, then a logical notion is to make the student the teacher. Peer tutoring, an arrangement in which two students work together on an academic activity, with one student providing assistance, instruction, and feedback to the other (Greenwood, Maheady, & Carta, 1991), is now an accepted strategy to promote learning and academic achievement across the curriculum (Fulk & King, 2001;Greenwood et al., 2001). Several models of peer tutoring have been developed that differ in terms of instructional focus (acquisition or practice), structure (reciprocal or nonreciprocal), age (cross age or same age), and procedural components (e.g., method of pairing students, number of sessions) (Strain, 1996). ...
... In this effort, the teacher must prepare materials, train students, implement the program, and measure student progress. [Fulk & King, 2001] provides a set of guidelines for implementing CWPT that has proven very helping for teachers seeking to improve learning for all students in the classroom, regardless of ability. ...
This research examines the development of a system architecture for collaborative learning that combines feedback, group awareness, and chat in the form of both textual and auditory input. The goals are to evaluate the capability of building such a model through the design of a prototype system, and to investigate the feasibility of implementing the prototype in a handheld learning environment. This model can serve as a template for providing interface tools, communication strategies and data manipulation. It is also easily adaptable and can be modified to support a variety of platforms, including both wireless and wired scenarios. The mobility created via a wireless network provides the opportunity for users to move about collaborating freely without being tied to desks, workstations, or even laboratories. The implementation of voice input for soliciting user data is important in settings where users are younger (i.e., elementary level users) or unable to manipulate the standard keypad or provide written input. This model when coupled with a proven collaborative learning methodology can be effective in assisting individuals in building cognition. Also, the architecture can be used by others wishing to develop collaborative learning systems for handhelds, an area of research where such systems are nonexistent. Because of the popularity of handhelds and their incorporation into a variety of settings, computer scientists need to be at the forefront in developing significant research projects that can investigate the capability, impact and extensibility of handheld computers.
In the study, a paper prototype test was conducted to determine an optimum interface layout conducive to mobile interaction between users via personal digital assistants (iPAQ™ PDAs). The test responses confirmed that the interface design strategies decided upon prior to testing were consistent with user preferences, and that speech was indeed the preferred method of input for the target group (younger users). The prototype system, developed using the Java 2 Mobile Environment (J2ME) software platform and the Java Wireless Toolkit 2.1 development tool, presents a model for providing a variety of collaborative communication methods between users by incorporating both textual and voice input methods. The architecture also provides a mechanism for handling networked messaging between users on a wireless network, and demonstrates that the model can be made adaptable to a wired network with little modification. The application of the prototype to a successful reading comprehension methodology – Question-Answer Relationships (QAR), is demonstrated and lessons learned during system development are presented. A discussion follows of future research strategies and remaining areas of application.
... In addition, the lessons were taught using an explicit instruction model that included a teacher modeling phase, a guided practice phase and an independent practice phase. During the guided and independent practice phase, students worked in Student Study Teams, an adapted classwide peer tutoring model that incorporates peer tutoring to support student learning (Fuchs, Fuchs, Mathes, & Simmons, 1997;Greenwood & Delquardi, 1995;Fulk & King, 2001). ...
Not available Educational Psychology
... These modules are also intended to enhance social acceptance and theory of mind (cf. Fulk & King, 2001;King-Sears, 2001;Maheady, Harper, & Mallette, 2001;Rogers, 2000) and remediate social avoidance (e.g., a preference for sitting alone during recess -a behavior that is often multiply determined by poor social skills, a rejecting social environment, as well as tertiary social anxiety). Two meetings are scheduled at the child's school to teach the social intervention techniques to relevant school providers (e.g., aides, teachers). ...
Children with autism spectrum disorders often present with comorbid anxiety disorders that cause significant functional impairment. This study tested a modular cognitive behavioral therapy (CBT) program for children with this profile. A standard CBT program was augmented with multiple treatment components designed to accommodate or remediate the social and adaptive skill deficits of children with ASD that could pose barriers to anxiety reduction.
Forty children (7-11 years old) were randomly assigned to 16 sessions of CBT or a 3-month waitlist (36 completed treatment or waitlist). Therapists worked with individual families. The CBT model emphasized behavioral experimentation, parent-training, and school consultation. Independent evaluators blind to treatment condition conducted structured diagnostic interviews and parents and children completed anxiety symptom checklists at baseline and posttreatment/postwaitlist.
In intent-to-treat analyses, 78.5% of the CBT group met Clinical Global Impressions-Improvement scale criteria for positive treatment response at posttreatment, as compared to only 8.7% of the waitlist group. CBT also outperformed the waitlist on diagnostic outcomes and parent reports of child anxiety, but not children's self-reports. Treatment gains were maintained at 3-month follow-up.
The CBT manual employed in this study is one of the first adaptations of an evidence-based treatment for children with autism spectrum disorders. Remission of anxiety disorders appears to be an achievable goal among high-functioning children with autism.
Purpose: The purpose of this study was to investigate the effects of the peer tutor’s preview on students' academic achievement and class satisfaction in middle school physical education classes. Method: The subjects for this study were 90 middle school students who voluntarily agreed to participate in this experimental study. All students were randomly assigned to three different treatment groups; preview peer tutoring group(n=30), general peer tutoring group(n=31), and control group(n=29). The dependent variables were student’s academic achievement (motor skills, cognitive understanding of skills' characteristics) and satisfaction confirmed through the open questionnaire. Kruskal Wallis nonparametric test and frequency analysis were conducted to determine the effects of motor skills learning and cognitive understanding on skill process characteristics. Reliability for the content analysis was accomplished at 90%. Results: The results of this study showed that the preview peer tutoring group performed better and showed that their knowledge of skills was higher than any other group. Also, the preview peer tutoring group revealed more positive effects than other groups on satisfaction. The interesting finding in this study was that even though students were provided equal learning opportunities, the preview peer tutoring group showed the best scores on all the dependent variables. Conclusion: This fact indicates that learners should have a proper understanding of their task to be performed before commitment to peer tutoring. Considering that the peer tutor’s preview role in peer tutoring activities, it is necessary to conduct duplicate research on the effects of peer tutor’s preview in the future.
This current education requires that the learning process must be student centered. It is intended that the student can be participate in learning process, so that they can understand the material more. In college students are required to learn more independently. Students must have responsibility for themselves as well as their class. Learning by using Peer Tutoring helps students to be more independent and responsible for their learning. This study aims to prove the effectiveness of the peer tutoring model to the student’s learning achievement. The subject of this research is the student of the Mathematics Education department. This research is a experimental research with quantitative approach. Data analysis used is statistical test with t-test. Before analyzing with t-test, the sample must be tested by normality using liliefors method and homogeneity test by using F-test. The results of this study indicate that the use of peer tutoring can provide better learning achievement than the control class that uses the conventional learning model by using directed learning.
Keywords: peer tutoring, learning achievement
Abstrak: Pendidikan saat ini mengharuskan proses pembelajaran berpusat pada peserta didik. Hal ini dimaksudkan agar peserta didik turut aktif dalam proses pembelajaran, sehingga ilmu yang terserap lebih maksimal. Pada perguruan tinggi mahasiswa lebih dituntut untuk belajar lebih mandiri. Mahasiswa harus memiliki tanggung jawab pada diri sendiri dan juga kelasnya. Pembelajaran dengan menggunakan Peer Tutoring ini membantu mahasiswa untuk lebih mandiri dan bertanggung jawab pada pembelajaran mereka. Penelitian ini bertujuan untuk membuktikan efektifitas model pembelajaran peer tutoring terhadap prestasi belajar mahasiswa Subyek penelitian ini adalah mahasiswa program studi pendidikan Matematika. Penelitian ini merupakan penelitian eksperimental dengan pendekatan kuantitatif. Analisis data yang digunakan adalah uji statistic dengan t-test. Sebelum dilakukan analisis dengan t-test, sampel diuji normalitasnya dengan menggunakan metode liliefors dan diuji homogenitasnya dengan menggunakan uji F. Hasil penelitian ini menunjukkan bahwa penggunaan model pembelajaran peer tutoring mampu menghasilkan prestasi belajar yang lebih baik dari pada kelas kontrol yang menggunakan model pembelajaran konvensional dengan menggunakan model pembelajaran langsung.
Kata kunci: Peer Tutoring, Prestasi Belajar.
Mathematics teachers' quality continues as an enduring concern until now. This study attempts to address this concern by considering private and public schools. It measured the quality of Mathematics teachers using three indicators: teaching methods, teaching competencies, and students' Mathematics performance. It used two schools in Nasipit, Agusan del Norte, Philippines, namely, Nasipit National Vocational School (NNVS)-a public school-and St. Michael's College of Caraga (SMCC)-a private school. The data were gathered using survey questionnaire, a researchers-made teaching methods inventory, and the Competency-Based Performance Appraisal System for Teachers Form (CBPAST) used by the Department of Education. Data revealed that teachers from NNVS and SMCC practiced frequently the teaching methods identified in the questionnaire. Their teaching competencies were high in all domains. These imply that the teachers of both schools possess the skill to teach with quality. Furthermore, data revealed that NNVS teachers' and SMCC teachers' extent of practice of teaching methods has no significant difference. Their levels of teaching competencies were also comparable. As to students' performance, t-test showed a significant difference between their grades which further showed that SMCC students performed better (Fair) than NNVS students (Poor). This could be due to other moderating variables on the side of the NNVS students that affected their performance. The findings suggest teachers should continually improve their teaching methods, more preferably focusing on all learning domains. They should provide rooms for their own holistic development as Mathematics teachers. A deeper scrutiny of this issue would be interesting with larger samples and extensive analyses.
The study attempts to investigate the concept of peer tutoring and its impact on learning. Peer tutoring can be applied among the students of the same age group or students from different age groups. The students learn from each other in an organized way through the process. It is a well-organized and beneficial learning experience in which one-student acts as the tutor or teacher and the other one serves as the tutee or learner. Peer tutoring creates an opportunity for the students to utilize their knowledge and experience in a meaningful way. In this process the tutors reinforce their own learning through reviewing and reformulating their knowledge. On the other hand, the learner or tutee gets one on one attention. Peer tutoring enables both tutor and tutee to gain self-confidence, the tutor by observing self-competence in his or her capability to help someone and the tutee by gaining positive reinforcement from the peers. Therefore, peer tutoring has a very positive impact on the process of learning.
Resumo: A natação adaptada é um dos esportes mais importantes para pessoas com deficiências físicas. Este estudo teve como objetivo discutir a ação de tutores e avaliar a percepção de atletas com deficiências. Participaram do estudo oito atletas, idade de 18 a 55 anos, com deficiências físicas. Participaram dos treinos de natação tutores durante oito semanas. Os atletas com deficiências físicas participaram de um grupo focal. Os resultados encontrados foram de 3 categorias diferentes a respeito da experiência com a tutoria na natação adaptada. O estudo concluiu que a tutoria foi apresentada como uma experiência positiva e apresentaram também críticas em relação a experiência. Algumas competências foram apresentadas para o desenvolvimento dos tutores para proporcionar uma prática mais eficaz. Palavras-chave: pessoas com deficiência, natação, preceptoria, atletas. TEACHING IN SWIMMING: TUTORS OF USE FOR TRAINING IN PHYSICAL DISABILITY ATHLETES Abstract: The adapted swimming is one of the most important sports for people with disabilities. The objective of this study was discuss the actions of preceptorship and evaluating the perception of athletes with disabilities. Participated eight athletes age 18-55 years old, with physical disabilities. Participated in swimming training preceptorship for eight weeks. Athletes with physical disabilities participated in a focus group. The results were 3 different categories of the experience with tutoring in adapted swimming. The study found that athletes was presented as a positive experience and also had criticisms of the experience. Some skills were presented for the development of preceptorship to provide a more effective practice.
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 evidencebased 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.
a inclusão escolar pode trazer benefícios incontestáveis para o desenvolvimento da pessoa com deficiência, desde que sejam realizadas adequações e adaptações na dinâmica escolar e nas propostas pedagógicas a fim de atender as necessidades educacionais dos mesmos. Estudos sobre teorias e práticas que contribuam para uma educação inclusiva e de maior qualidade passaram a ser o desafio dos pesquisadores e profissionais da área. Desse modo, esse estudo objetivou analisar e descrever a percepção de estudantes com deficiência visual e sem deficiência (tutores) sobre a atividade de tutoria de pares. A pesquisa ocorreu em um Instituto Federal de Educação, Ciência e Tecnologia do interior do Nordeste Brasileiro. Participaram do estudo sete estudantes com deficiência visual na condição de tutorados, seis na função de tutores e a coordenadora responsável pelas tutorias. Para a coleta de dados foi utilizado um roteiro de entrevista semiestruturada, versões para tutor, tutorado e coordenação. Os dados foram analisados por meio da categorização temática da análise de conteúdo com a utilização do software Atlas-Ti. Os resultados mostraram que as díades tutor-tutorado, na condição de colegas de mesma classe, apresentaram um maior grau de satisfação com relação à tutoria, tanto na visão dos tutorados, quanto na concepção dos próprios tutores. Concluiu-se, de acordo com os resultados, que a tutoria de pares se configura como uma estratégia promissora para dar apoio a inclusão de estudantes com deficiência visual no ensino técnico e superior.
Germany, like most other Western countries, faces the challenge of integrating a majority of children and youth with emotional and behavioral difficulties (EBD) into the regular school system. But in contrast to North America, to date Germany does not possess an evidence-based school-wide model like PBIS that could help to actually achieve the Europe-wide or global political imperative of effectively including students with EBD. Learning why it is so difficult to implement PBIS in Germany‘s schools requires grappling with education studies in the country as well as with the historical development and present social relatedness of competing theoretical paradigms. From this starting point, it will be possible to gain a better understanding of the special professional identity of Germany‘s teachers and other school staff. It is against this background that the author took initial steps to implement PBIS in German schools. Sharing lessons learned from in-service training workshops, and using individual PBIS elements and interventions will help answer the questions of which areas of PBIS pose the greatest challenges for German teaching staffs and what familiar elements there are in PBIS for school personnel to rediscover and build on relatively easily. This chapter concludes with the observation that for teacher training designed to anchor PBIS in German schools to be successful, it must take into account the prevailing academic backgrounds and national characteristics that contribute to forming the professional identity of Germany’s teachers. Free download through open access:
https://novapublishers.com/wp-content/uploads/2018/11/978-1-63463-869-2_ch6.pdf
Although early reading instruction focuses on phonemic awareness and the alphabetic principle, research indicates that reading comprehension strategies can be effectively taught to young students. Peer-reviewed studies that employed experimental or quasi-experimental designs and included children between the ages of five and nine, some of whom had disabilities or were determined to be at-risk for academic failure, were examined. Five categories of reading comprehension strategies (peer learning, self-questioning, story grammar and text structure, story mapping and graphic organizers, and vocabulary development) that have increased the reading comprehension abilities of young students were identified and discussed. Students appeared to be most successful when two or more strategies were combined. Instructional choices teachers might make in light of the current research are discussed.
One of the most common complaints made by teachers of many inclusive classrooms is the wide range of abilities among their students. A significant factor leading to classroom heterogeneity is the diversity and severity of disabilities represented in the classroom. As a result of varied abilities in the classroom, teachers face two important challenges. The first challenge is providing instruction that is sufficiently broad enough to address the needs of all students. Teachers not prepared to meet this challenge, wittingly or unwittingly, often exclude some students from instruction. The excluded students are frequently those who do not learn vicariously, and consequently, are dependent upon direct instruction. The second challenge teachers face in the inclusive classroom is the task of evaluating students of varying abilities fairly. Music educators, like all educators, must be prepared to use alternate grading methods in order to evaluate students with disabilities in the most appropriate manner possible. The purpose of this paper then is to examine the literature related to curricular and evaluation accommodations for students with disabilities. There are few studies or articles in the music education literature on these two specific topics; therefore, many of the citations are from the special education literature with implications made for music education. Future and current researchers are encouraged to carry out research in this important and fertile area.
This article addresses the need to make differences ordinary as inclusive school programs are developed and implemented. Qualities that are hallmarks of inclusive classrooms and that ensure that differences become an ordinary part of classroom practices are then addressed. These qualities ensure that supports provided in the inclusive classroom are as natural and unobtrusive as possible, arranging student schedules so that the rhythm of the day for students with disabilities is as typical as possible, and ensuring that students with disabilities are full participants in the learning and social communities of the classroom.
Past and current legislative actions have impacted why curriculum must be modified. At the time of writing this chapter, the IDEA 1997 is up for reauthorization. Concurrently, NCLB was signed into law followed by a report submitted to the President by the President’s Commission on Excellence in Special Education. This Commission summarized its findings after communications with various stakeholders vested in the educational performance of students with disabilities. In the NCLB report and IDEA reauthorization debates, concerns over students with LD access to the general curriculum were highlighted. There are revelations that limited access to the general curriculum was synonymous with students with LD not participating in state assessments. The standards based reform movement has been anchored in the belief that students with disabilities should be included in state assessments, thus transforming the curriculum to meet all students’ needs.
Resumen: El objetivo de este artículo es presentar una revisión de los estudios e investigaciones sobre los programas de intervención en el ámbito de la comunicación social y más específicamen-te en el área pragmática en el colectivo de personas con trastornos del espectro autista de nivel alto de funcionamiento cognoscitivo (síndrome de Asperger y autismo de nivel alto). Se analizan algu-nas propuestas en el área social como los centros de ocio planificado, el trabajo con grupos de igua-les, los métodos visuales, las agendas, las «historias sociales» y las «conversaciones en forma de historieta», así como otras propuestas centradas específicamente en los aspectos funcionales y prag-máticos de la comunicación. Se revisan los métodos utilizados y los resultados más significativos obtenidos. Finalmente, se resumen las principales conclusiones de las intervenciones realizadas en el ámbito de la comunicación y relación social. Palabras clave: Trastornos del espectro autista, síndrome de Asperger, relación social, comunica-ción, habilidades pragmáticas, programas de intervención. Socio-communicative interventions in high functioning autistic spectrum disorders Abstract: The aim of this paper is to present a review of the studies and investigations regarding the programs of interventions in the area of social communication and more specifically in the pragmat-ic area of people with autistic spectrum disorders (Asperger's syndrome and high functioning autism). Some proposals are analyzed in the social area such as planned leisure centers, working with peer groups, visual methods, agendas, «social stories» and «comic strip conversations», as well as other proposals centered specifically on the functional and pragmatic aspects of communication. The met-hodology and the most significant results are reviewed. Finally, the principle conclusions of the pro-grams of intervention realized in the area of communication and social relationships are summarized.
The effect of a required Character Education and Class-Wide Peer Tutoring program on 5th-grade students' reading and writing performance
To explore the experiences of friendship for children with disabilities who attend mainstream Australian schools.
Being a friend is an important occupational role for all children. However, the literature suggests that physical inclusion of children with disabilities in mainstream schools does not necessarily develop social inclusion.
Phenomenology was used to explore friendship experiences of 10 primary school children with disabilities.
Five themes emerged from the data: (1) self-identity; (2) meaning of friendship; (3) classroom experiences; (4) playing together; (5) longing for friendship. These themes reflected the importance of friendship in the children's lives, the influence of the children's beliefs and values, and the impact of the attitudes and actions of educational staff and other students.
Occupational therapists need to work collaboratively with educational staff, students, and their peers to create inclusive school settings that facilitate positive friendship experiences for children with disabilities.
The purpose of this paper is to provide an overview and research summary of peer-delivered Corrective Reading instruction. Emphasis is placed on a program entitled Project PALS (Peer-Assisted Learning System) conducted in Washington State. It has been shown that Project PALS can improve the reading performance of high school students who have difficulty reading, including students at risk for school failure and those identified to receive special education services. Finally, areas of future research are discussed.
This article details Peer-Assisted Learning Strategies for First-Grade Readers (First-Grade PALS), a type of Classwide Peer Tutoring designed specifically to help general education teachers prevent, or at least reduce, early reading failure by better accommodating the unique learning needs of a wide spectrum of students. We provide an empirically based rationale, a description of program components, a summary of empirical evidence, and case studies of three students who participated in PALS. In First-Grade PALS classrooms, all children are paired with other children from within their own classroom. Each pair simultaneously completes a tutoring routine that has been carefully taught by the teacher. What sets First-Grade PALS apart from other peer tutoring activities is the incorporation of critical content identified through research for effective early literacy instruction. Within each First-Grade PALS session, students (a) practice phonological awareness and phonological recoding and apply these skills in connected text and (b) share a trade book with a peer by making predictions, reading the text multiple times, and summarizing the text through retelling. The first routine, Sounds and Words, is a code-based set of activities incorporating critical phonological and alphabetic reading skills. The second routine, Story Sharing, is a holistic activity incorporating a basic strategy for interacting with text. All of this is accomplished during three weekly 35-min sessions composed of two tutoring routines.
Classwide peer tutoring (CWPT) is described as a potential tool for preventing early school failure, with emphasis on three areas relevant to its successful classroom implementation: (1) the classroom program; (2) the administrative model; and (3) implementation quality assessment. Studies showing CWPT's long-term positive effects on academic outcomes are reported. (DB)
Follow-up outcomes to a longitudinal, experimental field trial that spanned Grades 1–4 and involved 416 students were investigated 2 yrs later at the end of 6th grade. 303 students of the original sample were studied. Comparisons between 2 at-risk, low SES groups, consisting of a control group and an experimental Classwide Peer Tutoring Program (CWPT) group along with a nonrisk index group indicated that the CWPT and index groups had (1) maintained a significant advantage in growth on the reading, language, and mathematics subscales of the Comprehensive Test of Basic Skills; (2) produced higher performance on the science and social studies subscales not previously assessed; and (3) had fewer group members placed into special education programs between 1st and 6th grade who had also received less restrictive services. The CWPT group performed as well as the index group on approximately one-half of the comparisons made. (PsycINFO Database Record (c) 2012 APA, all rights reserved)