ERIC Number: EJ721501
Record Type: Journal
Publication Date: 2006
Pages: 25
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: N/A
Four Classwide Peer Tutoring Models: Similarities, Differences, and Implications for Research and Practice
Maheady, Larry; Mallette, Barbara; Harper, Gregory F.
Reading & Writing Quarterly, v22 n1 p65-89 Jan-Mar 2006
In this special issue, readers were introduced to three powerful, evidence-based instructional practices that hold great promise for ameliorating many of the reading difficulties encountered by pupils in 21st century classrooms. Peer Assisted Learning Strategies (PALS), ClassWide Peer Tutoring (CWPT), and START tutoring have emerged from over twenty years of solid empirical research as potentially effective tools in the fight to prevent/remediate reading failure, particularly among our most fragile learners (e.g., pupils with special needs, English Language Learners, and children from poverty and abuse). Here, we introduce a fourth peer teaching model, Classwide Student Tutoring Teams, that may be an appealing alternative for classroom teachers. We then provide a comprehensive analysis of common and divergent programmatic components across all four models and discuss the implications of this analysis for researchers and practitioners alike.
Descriptors: Teaching Methods, Teamwork, Tutoring, Learning Strategies, Peer Teaching, Academic Achievement, Student Motivation, Teaching Models, Program Effectiveness
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A