ERIC Number: ED252697
Record Type: RIE
Publication Date: 1984-Dec-1
Reference Count: 0
Follow-Up of Inservice Program on Teacher Assistants for Mainstreamed Students in a Vocational-Technical Center.
Asselin, Susan B.; Anderson, Alice
This study examined the variables that affect vocational teachers' implementation of an educational innovation--peer tutors for mainstreamed special education students. The researchers explored teachers' perceptions of the peer tutoring program prior to the inservice session, at the completion of a pilot test, and prior to the second year of implementation. The subjects for the study were 16 vocational and academic teachers employed at the Arnold R. Burton Vocational Technical Center in Virginia. They provided data through written surveys and interviews. During the inservice session, teachers were provided with strategies for using peer tutors, and the teachers made suggestions for training and selecting the tutors. Training was provided for 36 peer tutors, who then worked in the pilot program for one semester with the teachers. About half of the tutors continued in the following semester. The data gathered before the inservice program showed that more than half the teachers had used peer tutors informally and most were favorably disposed toward them. Data gathered at the conclusion of the pilot study and at the end of the next semester showed that teachers felt there were benefits from the peer tutoring program. They especially liked the training provided to the peer tutors (called "teacher assistants"). The teachers also cited support from a school-based coordinator and participation by an outside consultant as contributing to the success of the program. Program improvements wanted by the teachers included more stress on responsibility and commitment for the teacher assistants. Based on the results of the study, the program is continuing and being expanded with the inclusion of new teachers. (KC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the American Vocational Association Convention (New Orleans, LA, November 30-December 4, 1984).