检索结果-内蒙古大学图书馆

CLASSWIDE PEER TUTORING WITH MILDLY HANDICAPPED HIGH-SCHOOL STUDENTS

EXCEPTIONAL CHILDREN 1988年第1期55卷 52-59页

作者： MAHEADY, L SACCA, MK HARPER, GF LEWISTON PORTER SCH DIST PUPIL PERSONNEL SERVYOUNGSTOWNNY SUNY COLL FREDONIA DEPT EDUCFREDONIANY 14063

Effects of classwide peer tutoring (CWPT) on the academic performance of 14 mildly handicapped and 36 nondisabled students enrolled in three 10th-grade social studies classrooms were examined. Effects were analyzed using a multiple baseline design across settings with a withdrawal of treatment in two classrooms. Analysis of results indicated that the implementation of CWPT produced an average increase of 2l points on weekly tests. With CWPT 60% of all students earned ‘A’ grades, failing grades were virtually eliminated, and no mildly handicapped students received grades below ‘C’. Anecdotal student and teacher comments were positive. Implications for secondary, mainstreamed students and teachers were discussed. [ABSTRACT FROM AUTHOR]

关键词： Academic Achievement Behavior Disorders Grade 10 High Schools Individual Instruction Instructional Effectiveness Learning Disabilities Mainstreaming Mild Disabilities Peer Teaching Social Studies Teaching Methods tutorial programs Tutoring

来源：评论

学校读者我要写书评

暂无评论

COST-EFFECTIVENESS OF COMPUTER-ASSISTED-INSTRUCTION

引用

EVALUATION REVIEW 1987年第1期11卷 50-72页

作者： LEVIN, HM GLASS, GV MEISTER, GR STANFORD UNIV ECONSTANFORDCA 94305 ARIZONA STATE UNIV EDUCTEMPEAZ 85287 ARIZONA STATE UNIV DIV PSYCHOLTEMPEAZ 85287 ARIZONA STATE UNIV DIV LEADERSHIPTEMPEAZ 85287 ARIZONA STATE UNIV DIV POLICY STUDIESTEMPEAZ 85287 RES BETTER SCH INC PHILADELPHIAPA

The cost effectiveness of four approaches to improving mathematics and reading performance of elementary school children is compared. Peer tutoring is found to be more cost-effective than computer-assisted instruction, and both are more cost-effective than reducing class size or increasing the length of the school day. (Author/JAZ)

关键词： Class Size Computer Assisted Instruction Cost Effectiveness Cross Age Teaching Educational Strategies Effect Size Elementary Education Mathematics Achievement Mathematics Instruction Reading Improvement Time on Task tutorial programs

来源：评论

学校读者我要写书评

暂无评论

EFFECTS OF INTERGENERATIONAL TUTORING AND RELATED VARIABLES ON READING AND MATHEMATICS ACHIEVEMENT OF LOW SOCIOECONOMIC CHILDREN

引用

JOURNAL OF EXPERIMENTAL EDUCATION 1987年第4期55卷 206-211页

作者： POWELL, JV WISENBAKER, J CONNOR, R UNIV GEORGIA ATHENSGA 30602 USA

A need was determined to evaluate the effectiveness of a tutoring program upon tutee performance in reading and mathematics since program inception. Records were data processed for 232 unique participants within a methodological alternative akin to an institutional cycle design. Variables for each participant extracted from data sources included name, grade equivalent scores in reading and mathematics on the Iowa Test of Basic Skills, absentee records, dates of program participation, number of tutoring sessions, and grade level. SAS programs were applied to data processing and statistical analysis. Findings revealed that the tutorial program generally provided beneficial assistance over 3 years. Particularly, students during 1984-85 showed greater average gains in reading and mathematics achievement and more favorable changes in absenteeism than nonparticipating counterparts. Differences, however, were not statistically significant.

关键词： Tutoring tutorial programs Mathematics achievement Mathematics education Student absenteeism Reading Mathematics Mathematics tests Public schools

来源：评论

学校读者我要写书评

暂无评论

CLASSWIDE STUDENT TUTORING TEAMS - THE EFFECTS OF PEER-MEDIATED INSTRUCTION ON THE ACADEMIC-PERFORMANCE OF SECONDARY MAINSTREAMED STUDENTS

引用

JOURNAL OF SPECIAL EDUCATION 1987年第3期21卷 107-121页

作者： MAHEADY, L SACCA, MK HARPER, GF SUNY BUFFALO BUFFALO NY 14260 USA SUNY COLL FREDONIA FREDONIA NY 14063 USA

Examines the effects of a Classwide Student Tutoring Teams (CSTT) program on the academic performance of mildly handicapped (MH) high school students in mathematics. Comparison of the MH students' performance with nonhandicapped students following the implementation of CSTT; Educational implications of the program for secondary mainstreamed students and teachers.

关键词： Academic Achievement Demonstration programs Educational Games Feedback Intervention Mathematics Instruction Mild Disabilities Outcomes of Education Peer Teaching Secondary Education Secondary School Mathematics Teaching Methods tutorial programs

来源：评论

学校读者我要写书评

暂无评论

Students Help Students with Sails

引用

NASSP Bulletin 1987年第495期71卷 109 - 110页

作者： Denny Toskas St. Michael-Albertville (Minn.) High School

Outlines a student tutoring program called SAILS (Student Assistance in Learning and Support) that helps students who have chronic difficulties in mathematics, reading, English, and with personal problems. (MD)

关键词： Cross Age Teaching Peer Teaching Remedial Instruction Secondary Education tutorial programs Tutors

来源：评论

学校读者我要写书评

暂无评论

THEORETICAL CONSIDERATIONS OF PEER TUTORING

引用

PSYCHOLOGY IN THE SCHOOLS 1986年第2期23卷 175-186页

作者： COHEN, J GEORGE WASHINGTON UNIV MED CTRDEPT HLTH CARE SCI1229 25TH ST NWWASHINGTONDC 20037 USA

The need for a theoretical analysis of the peer tutoring process has been recognized by reviewers of the research in this area. This paper addresses itself to this need by discussing the process of peer tutoring from the various psychological, educational, and social perspectives. The main areas covered in the paper are: definitions of the peer tutoring process, the psychological and educational processes in peer tutoring as a learning and teaching experience, and the conceptualization of peer tutoring in terms of a cooperative social system and as a group reward structure. This theoretical discussion provides both the researcher and practitioner with a framework for studying and implementing peer tutoring for enhancing specific academic and social goals. .overlined { text-decoration: overline; } .struck { text-decoration:line-through; } .underlined { text-decoration:underline; } .doubleUnderlined { text-decoration:underline;border-bottom:1px solid #000; } ***;2-H">Enhanced Article (HTML) ***;2-H/epdf">Get PDF (988K)***;2-H/pdf">Get PDF (988K) More content like thisFind more content: ***;2-H&scope=allContent&start=1&resultsPerPage=20">like this articleFind more content written by: Jiska Cohen

关键词： Definitions Group Dynamics Objectives Peer Teaching Program Evaluation Social Structure Theories tutorial programs

来源：评论

学校读者我要写书评

暂无评论

TUTORING INTERVENTIONS WITHIN SPECIAL-EDUCATION SETTINGS - A COMPARISON OF CROSS-AGE AND PEER TUTORING

引用

PSYCHOLOGY IN THE SCHOOLS 1986年第2期23卷 187-193页

作者： SCRUGGS, TE OSGUTHORPE, RT BRIGHAM YOUNG UNIV PROVOUT 84602

AbstractIn two experiments, cross‐age and peer tutoring interventions conducted within special education settings were compared. In Experiment 1, learning disabled (LD) and behaviorally disordered (BD) students acted as tutors of younger LD and BD students. In Experiment 2, same‐age LD and BD students alternated tutor and tutee roles. In both experiments, tutors and tutees exhibited academic gains. Only in Experiment 1, however, were attitudinal gains observed. Implications for future research and practice are gi

关键词： Academic Achievement Behavior Disorders Children Comparative Analysis Cross Age Teaching Elementary Education Intervention Learning Disabilities Peer Teaching Special Education tutorial programs

来源：评论

学校读者我要写书评

暂无评论

THE IMPACT OF CYCLOPS SHARED-SCREEN TELECONFERENCING IN DISTANCE TUTORING

引用

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 1986年第1期17卷 41-74页

作者： MCCONNELL, D OPEN UNIV INST EDUC TECHNOLWALTON HALLMILTON KEYNES MK7 6AABUCKSENGLAND

This paper presents the major outcomes of a two-year trial of the Open University"s Cyclops shared-screen telewriting tutorial system. The impact of the system is considered in terms of the human factors of the technology; tutors’and students’experiences of Cyclops; and tutorial activities and their acceptability to the participants. .overlined { text-decoration: overline; } .struck { text-decoration:line-through; } .underlined { text-decoration:underline; } .doubleUnderlined { text-decoration:underline;border-bottom:1px solid #000; } Enhanced Article (HTML) Get PDF (3232K)Get PDF (3232K) More content like thisFind more content: like this articleFind more content written by: David McConnell

关键词： Acoustics Display Systems Distance Education Equipment Evaluation Field Tests Higher Education Input Output Devices Man Machine Systems Student Reaction Tables (Data) Teacher Response Teleconferencing tutorial programs TutorsTelewriting Open University (Great Britain)

来源：评论

学校读者我要写书评

暂无评论

DIRECT REPLICATION OF A CROSS-AGE TUTORING PROGRAM INVOLVING HANDICAPPED ADOLESCENTS AND CHILDREN

引用

SCHOOL PSYCHOLOGY REVIEW 1986年第1期15卷 100-118页

作者： MAHER, CA RUTGERS STATE UNIV GRAD SCH APPL & PROFESS PSYCHOLDEPT SCH PSYCHOLPISCATAWAYNJ 08854 USA

A cross-age tutoring program designed to improve school performance of tutors (adolescents classified as emotionally disturbed) and tutees (children classified as educable mentally retarded) was replicated in an urban public school district. Results showed that both tutors and tutees improved on academic and social measures of school performance. (Author/LMO)

关键词： Academic Achievement Adolescents Children Cross Age Teaching Elementary Secondary Education Emotional Disturbances Interrater Reliability Mental Retardation Program Evaluation Social Adjustment tutorial programs

来源：评论

学校读者我要写书评

暂无评论

EVALUATION OF THE CENTRALIZED, STRUCTURED, AFTER-SCHOOL tutorial

引用

JOURNAL OF EDUCATIONAL RESEARCH 1984年第4期77卷 213-218页

作者： SHELEY, JF Tulane University

This paper reports the results of an attempt to provide some empirical light on the efficacy of the group, after-school tutorial in basic reading and mathematics skills for inner city elementary school students. Students enrolled in KXIRA, a tutorial program in a major Southern city, are compared with non-KXTRA students by means of a matched pairs design. Success of CXTRA is measured in terms of KXTRA students’ improvement over time in the Comprehensive Test of Basic Skills reading and mathematics scores compared to the improvement among their matched pair counterparts. In the final analysis, KXTR A achieves success in its mathematics tutorials but not in its reading program. Implications of the findings for both l\XTR A and tutorial programs in general are reviewed.

关键词： After School programs Educational Research Elementary Education Mathematics Skills Reading Skills tutorial programs Urban EducationMatched Pair Scoring EXTRA

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：