ERIC Number: ED326314
Record Type: RIE
Publication Date: 1990-Nov
Reference Count: N/A
The Relationship between Peer Tutoring and Disruptive Behavior of Second Grade Students.
Winder, Linda; And Others
In an effort to assess the effectiveness of peer tutoring in reducing the frequency of disruptive behavior among students, a second grade class was taught with two alternating methods, direct instruction and peer tutoring. Nine types of disruptive behaviors were recorded during each of the two instructional treatments: out-of-seat behavior, talking, stalling, physical aggression, task incompletion, ignoring of directions, negative attitude, arguing, and disruptive noises. Over a 16-day treatment period, there were fewer disruptive behavior patterns in the peer tutoring group than in the direct instruction group. Stalling and negative attitudes were more frequent in the direct instruction group, while arguing was more frequent in the peer tutoring group. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Direct Instruction; Disruptive Behavior
Note: Paper presented at the Joint Annual Conference of the Rocky Mountain Educational Research Association and the Arizona Educational Research Organization (Tempe, AZ, November 9, 1990).