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ERIC Number: EJ836891
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: ERIC
Reference Count: 20
ISSN: ISSN-1053-4512
Classwide Peer Tutoring: An Effective Strategy for Students with Emotional and Behavioral Disorders
Bowman-Perrott, Lisa
Intervention in School and Clinic, v44 n5 p259-267 2009
Effective intervention procedures are essential to breaking the cycle of school failure. Tobin and Sprague (2000) conducted a review of strategies that have shown to be effective with youth served in alternative education settings. Among those were instructional strategies, including tutoring. ClassWide Peer Tutoring (CWPT) is a well-researched instructional strategy that has proven effective for students with and without disabilities and is an intervention that helps prevent school failure. CWPT uses a reciprocal peer-tutoring format that allows students to serve both as tutor (teacher) and tutee (student) to review and learn content material. This article describes part of a 1-year pilot study and discusses how CWPT was implemented in two high school biology classrooms during the 2003-2004 school year in an alternative school setting. Students' academic gains and on-task behaviors were measured during CWPT and teacher-led instruction. (Contains 5 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A