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ERIC Number: ED103356
Record Type: RIE
Publication Date: 1975-Mar
Pages: 8
Abstractor: N/A
Reference Count: 0
Patterns of Peer Tutoring.
Klaus, David J.
Four patterns or generalizations about peer tutoring are discussed, including the following: (a) academic gains for the learner seem to be most uniformly produced by highly structured programs which explicitly define the content, sequence, and procedure for each lesson; (b) academic gains for the tutor seem most likely when the tutoring experience obliges the tutor to work with and manipulate the instructional content; (c) social growth seems most probable when emphasis on lesson content is removed and particpants are shown how to focus on each other's strengths instead of their weaknesses; and (d) different schools must aim their programs in different directions because of their different needs. Several trends emerged in the research suggesting three developments to be expected in peer tutoring over the next several years: (a) teachers and administrators instead of researchers will take the lead in designing programs; (b) the vast majority of programs will continue to be need-oreinted and therefore different from one school, and even one classroom, to the next; and (c) determining how students successfully help each other may have an enormous impact on all educational practices. (Author/MJM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., March 1975)